Students will identify and practice writing the diagonal letters A, M, and N (upper and lowercase), and make connections by drawing and labeling objects that begin with these letters.

Description:

The teacher introduces the diagonal letters (A, M, N) by telling a story that highlights their diagonal lines and what makes them special. Students trace each letter using a finger, a writing tool, or tactile materials.

They then move to their journals where they draw one or more items that begin with A, M, or N. The teacher supports with a visual word wall or object prompts if needed.

Prompt Questions (PQ):

• What do these letters have in common?

• What are some things that start with the letter A/M/N?

• How do we form the lines in these letters?

Differentiation (DIFF):

• Emerging: Students draw objects and identify the beginning letter.

• Advanced: Students stretch out the word and write it phonetically (e.g., ant = A-N-T).

Skills Targeted:

• Letter recognition

• Phonemic awareness (initial sound)

• Fine motor and handwriting

• Visual discrimination (diagonal letter formation)

• Vocabulary development

Materials:

• Story or visual for diagonal letters

• Alphabet chart

• Journals

• Pencils and crayons

• Optional: tactile trays (e.g., rice, salt) for tracing

Students will identify the number eleven and explore different ways to represent it using hands-on materials.

Whole Group Activity:

1. Morning Message Prompt:
   “Today we’re going to learn a new number. Look around the room… can you find 11 of something?”

2. Number Hunt:
   Hide small groups of 11 objects (e.g., buttons, blocks, stickers) around the room. Ask students to find one group and count to make sure it has 11 items. Once everyone has a group, come together to discuss what they found.

3. Introduce the Number 11:

   • Show the numeral 11.

   • Say the number word “eleven.”

   • Count out loud to 11 using fingers and classroom manipulatives.

   • Show 11 in different representations:

     • Ten frame

     • Tally marks

     • Dice (6+5, etc.)

     • Fingers

     • Objects

4. Number Wall:
   Add 11 to the "Number of the Week" wall and label its different representations.

Independent Activity:

“Build and Jump Eleven”

1. Build a Tower:
   Use connecting cubes, blocks, or LEGO pieces to build a tower of exactly 11 units.

2. Jump Count:
   Once their tower is complete, they will take 11 jumps along a number line taped to the floor, saying each number aloud as they jump from 1 to 11.

3. Draw and Reflect:
   After jumping, students will draw their tower and the number line in their sketchbooks and label it with the number 11.r.

Prompt Questions (PQ):

• What does the number 11 look like?

• How can we show 11 in a ten frame?

• Can you find two numbers that make 11?

Differentiation (DIFF):

• Emerging: Students use counting bears or cubes to count and match to numeral 11.

• Advanced: Students write number sentences that make 11 (e.g., 6+5, 10+1) and label the numberblock with those facts.

Skills Targeted:

• Number recognition

• Counting sets

• Representing quantities

• Fine motor (clay shaping)

• Math vocabulary (ten frame, total, add, more)

Materials:

• Number cards

• Pom-poms, buttons, or mini objects

• Sketchbooks and crayons

-Take attendance

-Move your body

MM: Hello, Hummingbirds!
Let’s read our special word today: the

Can you find the in this sentence?
The cat is on the mat.

Can you say the sentence out loud?
Can you think of your own sentence with the?

Let’s share and write our sentences!

Students will analyze and reflect on the events and emotions in the story Interrupting Chicken through listening, discussion, and creative expression.

Description:

• Students will participate in a read-aloud of Interrupting Chicken.

• During the story, the teacher will pause to ask reflective questions to engage students in thinking about the characters’ feelings and story events.

Independent act: students will draw their favorite part of the story in their journals.

Prompt Questions (PQ):

1. What is this story teaching us?

2. How do you think the other characters felt about the chicken’s actions?

3. Can you tell me about a time you acted like the chicken in the story?

Differentiation (DIFF):

• Emerging: Students will share ideas verbally using single words or short phrases.

• Advanced: Students will make full sentences to describe the story events and emotions.

Materials:

• Interrupting Chicken book

• Student journals and drawing materials (crayons, markers)

Skills Targeted:

• Listening comprehension

• Emotional literacy (identifying characters’ feelings)

• Oral language development

• Creative expression through drawing

Students will learn that writers visualize their ideas before writing and then add those details through drawings and words on the page.

Description:

Students will observe how visualizing helps with detailed writing and drawing. The teacher models visualizing a familiar place (e.g., playground), discussing how imagining helps add more details. Then students practice this technique by imagining and pretending to draw details, before moving into their own writing.

Activity Steps:

1. Connection (on the rug):
Teacher shows a student example and models thinking aloud about how the writer must have visualized every part before drawing and labeling it.

2. Teaching Point:
“Today I want to teach you that writers picture what they want to say before they write. They close their eyes, imagine the place or moment, and then put those details into their drawings and words.”

3. Teaching (Modeling):
On chart paper, teacher models visualizing a playground.

• "I see the seesaw — it’s long and straight with handles."

• Draws it and begins labeling (e.g., "Fabian" on the seesaw).

• Talks aloud through imagining, checking, adding details.

4. Active Engagement:
Students pair up and pretend to draw the slide using imaginary markers on the rug. One volunteer shares their idea aloud and adds it to the shared drawing.

5. Link:
Remind students that great writers picture their stories before writing. They should decide what to write, picture it, then begin drawing and labeling or writing.

Transition to Writing:
“Think of what you want to write about today. Close your eyes. Picture it. When you’re ready, thumbs up!”

6. Independent Writing Time:
Students begin their writing using the modeled strategy.

Share Time (Closing):

Teacher selects one piece to model adding action in drawings (e.g., showing someone jumping, sliding, running).

• “Let’s look at how this drawing shows action! Can you see what the character is doing?”
  Encourage others to revise by showing action in their pictures.

Prompt Questions (PQ):

• What do you see in your mind before you draw or write?

• Why is it important to picture the story or idea before we write?

• What can you add to help your reader see what you see?

Differentiation (DIFF):

• Emerging: Students focus on drawing and adding a single label using the first sound (e.g., “P” for “playground”).

• Advanced: Students write full labels and begin writing short sentences to describe their drawing.

Skills Targeted:

• Visualization for writing

• Drawing and labeling

• Phonemic awareness

• Fine motor (drawing and writing)

• Oral storytelling and peer sharing

• Sentence construction (for advanced)

Materials:

• Chart paper and marker

• Student writing folders/journals

• Pencils and crayons

• Word wall or picture/word cards for support

• Optional: sample student work (for modeling)

-Take attendance

-Move your body

MM: Hello Hummingbirds!
Yesterday we learned a new number: 11!

Can you say “eleven”?
Can you count up to eleven with me?
How many fingers do you need to show eleven?
What comes before 11? What comes after 11?

Let’s count and clap together!

Students will create drawings inspired by their own silly sentences using known letters.

Description:
After hearing and creating silly sentences with letters, students will choose their favorite silly sentence or make up a new one. Then, they will draw a picture that shows their sentence. Encourage them to use lots of colors and details!

Prompt Questions (PQ):

1. What is your silly sentence?

2. What can you draw to show your sentence?

3. Can you tell a friend about your drawing?

DIFF:

• Emerging: Draw simple pictures related to one or two words in the sentence.

• Advanced: Draw detailed scenes and attempt to write or label parts of the picture.

Materials Needed:

• Drawing paper or journals

• Crayons, markers, or colored pencils

• WHEEL 1

• WHEEL 2

-Take attendance

-Move your body

MM: Hello Hummingbirds!

Happy Friday!!! Can you help me labeling this drawing?

Students will identify how characters express emotion through action and voice, and design their own chomping character that reflects their understanding of storytelling, expression, and simple mechanics.

Description:

• Observe the cover: discuss the colors, title, and facial expressions.

• Predict what the book might be about.

• Do an expressive read-aloud, using different tones for the chomping character.

• Pause to ask how the character is feeling and why he acts that way (is he really scary—or just dramatic?).

• At the end, discuss boundaries, emotions, and the idea of protecting what matters to us (in this case: cake!).

PQ:

• What does the character want? Why is he yelling at us?

• How do we know he’s getting upset or frustrated?

• Have you ever wanted to protect something important to you? What did you do?

DIFF.

• Emerging: Act out emotions using faces or puppets. Use a visual emotion scale to describe the character’s changing mood.

• Advanced: Invite students to imagine the character’s backstory—why might he be protecting the cake so fiercely?

Craft Challenge: “Build a Chomper!”

Students will design and build a simple chomping mouth mechanism using levers or moving parts.

Challenge:

Create your own silly “chomper” puppet or machine that can open and close its mouth—just like the character in the book.

Materials:

• Paper plates or cardboard

• Craft sticks or brads for jaw hinge

• Tape, glue

• Markers, googly eyes

• Optional: String or paper strips for pull mechanisms

Steps:

• Design the chomper face (silly or serious—like in the book).

• Use a paper hinge, brads, or folded paper to create a movable jaw.

• Test it: can it "chomp" something (like a paper cupcake)?

• Decorate it and name it!

Extensions:

• Create a “What I protect” mini book to go with the chomper puppet.

• Build a class “Chomper Parade” wall with all their creations and stories.

Students will understand the concept of number bonds and explore different combinations that make up a total number using concrete materials and group collaboration.

Description:

The teacher introduces number bonds as a way to show how two parts make a whole. Using three hula hoops, students will model number bonds with balls or magnets. In small groups, students will spin a digital or physical wheel to receive a number, then collaborate to show different ways to make that number using manipulatives.

Activity Steps:

1. Whole Group Mini-Lesson (Rug or Circle Time):

• Teacher introduces the number bond visual: one big circle for the whole and two smaller circles for the parts.

• Model: “If I have 5 balls, I can place 2 in one hoop and 3 in another. That makes 5! 2 and 3 are the parts. 5 is the whole.”

2. Practice as a Group:

• Use 3 hula hoops labeled: “Whole” and “Part + Part.”

• Students help place different combinations of balls into hoops to show number bonds.

3. Small Group Game:

• Spin a wheel to get a number (e.g., 6).

• Teams must find ways to make 6 using materials and number bonds.

• Challenge: How many different number bonds can you find?

Prompt Questions (PQ):

• What is a number bond?

• What two numbers can make this total?

• Can you find a different way to make this number?

Differentiation (DIFF):

• Emerging: Use smaller numbers (up to 5), provide visual cues or part-whole templates.

• Advanced: Use numbers up to 10, and challenge students to find all possible combinations.

Skills Targeted:

• Number composition and decomposition

• Counting with one-to-one correspondence

• Subitizing

• Teamwork and problem-solving

• Fine motor coordination (placing materials in hoops)

Materials:

• 3 large hula hoops (for whole and parts)

• Small balls, magnets, or counters

• Number spinner (physical or digital)

• Dry-erase boards or paper for recording

• Optional: number bond templates for visual support

-Take attendance

-Move your body

MM: Hello Hummingbirds!

Can you tell me what is wrong with these sentences?

iliketoplay

mymomispretty

thedogisrunning

Students will demonstrate fine motor skills and creativity by constructing a craft representation of the main character from Interrupting Chicken.

Description:

• Students will use various craft materials to create their own version of the chicken character from the story.

• This activity will encourage careful cutting, gluing, and assembling to develop fine motor control.

• Students can personalize their chicken with colors and decorations.

Prompt Questions (PQ):

1. What parts does your chicken need to have?

2. How can you make your chicken look like the one in the story?

3. What colors and materials will you use to decorate your chicken?

Differentiation (DIFF):

• Emerging: Students will focus on simple tasks like gluing pre-cut shapes or coloring a chicken outline.

• Advanced: Students will cut out shapes themselves and assemble the chicken independently, adding details.

Materials:

• Pre-cut or plain construction paper shapes (circles, triangles, ovals)

• Glue sticks

• Safety scissors

• Crayons, markers, or colored pencils

• Optional: feathers, googly eyes, pom-poms

Skills Targeted:

• Fine motor coordination (cutting, gluing)

• Hand-eye coordination

• Creativity and design

• Following multi-step directions

Objective (Bloom: Analyze):
Students will identify and reflect on how different experiences affect their bodies by noticing whether the sensation is pleasant or unpleasant, without judgment.

Activity Description:

Students will close their eyes while the teacher reads aloud a variety of situations. After each one, they will silently observe how it makes them feel in their body — for example, a warm feeling, a tight stomach, or a smile.

The goal is to recognize the sensation as either pleasant or unpleasant, without judging it as good or bad.

Teacher says:
"Close your eyes and listen carefully. I’m going to say something, and I want you to notice what happens in your body when you hear it. Does your body feel open and happy, or tight and uncomfortable? You don’t need to say anything out loud, just notice."

Example prompts:

• You’re eating your favorite snack.

• You forgot your toy at home.

• A friend gives you a hug.

• Someone takes your place in line.

• You’re listening to your favorite story.

Finish with a short reflection, asking:
“How did your body feel? Did some things feel pleasant? Did some feel unpleasant? It’s okay to notice. We are learning to listen to our body.”

Prompt Questions (PQ):

• What did your body feel like during the different situations?

• Was it pleasant or unpleasant?

• Why is it important to notice how we feel without judging?

DIFFERENTIATION (DIFF):

• Emerging: Use thumbs up/down to indicate how each situation felt.

• Advanced: After the activity, draw one situation and label it “pleasant” or “unpleasant.”

Skills Targeted:

• Self-awareness

• Emotional regulation

• Body-mind connection

• Vocabulary for emotions and sensations

• Reflection and mindfulness

Materials Needed:

• Quiet space

• Optional: calm background music

• Chart paper to list "pleasant" and "unpleasant" words after the session

Students will investigate cause and effect (Bloom’s: Understand, Apply) by conducting a simple experiment and discussing their observations.

Experiment Description:

• Students will drop raisins into a clear glass of sparkling water (or soda).

• They will observe how the bubbles attach to the raisins and make them rise and fall, appearing to “dance.”

• Teacher guides students to describe what they see and think about why it happens.

Materials:

• Clear plastic or glass cups

• Sparkling water or clear soda

• Raisins (3-5 per cup)

• Paper towels (for spills)

Prompt Questions (PQ):

1. What did you notice happening to the raisins in the sparkling water?

2. Why do you think the raisins move up and down?

3. Can you think of anything else that might float or move like the raisins?

Differentiation (DIFF):

• Emerging: Students describe what they see using words or gestures.

• Advanced: Students explain the role of bubbles and gas in making the raisins move.

Follow-Up Activity: Draw and Write

Description:

• Students will draw a picture of the “dancing raisins” experiment in their journals.

• They will write a few words or a sentence describing what happened in the experiment.

Materials:

• Journals or drawing templates

• Crayons or markers

• Word bank with key vocabulary (bubbles, raisins, sparkling, up, down)

Skills Targeted:

• Observation and description

• Fine motor skills (drawing and writing)

• Scientific thinking

• Vocabulary development

-Take attendance

-Move your body

MM: Hello Hummingbirds!

Lets review the HFW we have seen until now. Can you come up with a sentence using as many as you can?

-Daily Affirmations

• Tinkering and Design

• Tinkering and Design  

• Manipulates and interacts with materials and their utilities (Tinker) 

• Repeats different actions to improve results 

• Creates with no instruction by tinkering with materials   

• Tinker with materials to solve problems 

• Follow the correct use of computers and apps

• Shares and collaborates with peers through exchanging ideas and helping one another. 

• Ignites imagination by applying the maker cycle (imagine-play-make-share) 

• Makes things happen, watches for results, repeats and improves results  

• Design thinking: represents ideas through drawings and labeling  

• Shares thinking about future projects (Design Thinking). 

• Communicates and explains their creation with details, their use and names them  

• Observes environment, records detailed data, makes comparisons and uses the information to create  

• Manipulates objects that have no instruction and gives them a purpose   

• Manipulates riding toys with precision  

feelings, and form positive relationships with adults and other children.

• Caring

• Respect

• Responsibility 

• Fairness  

• Citizenship 

• Trustworthiness

plants and explain why some things occur, and talk about changes.

- Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

• Predictions and observation 

• Manipulate objects and observes to make connections to previous knowledge

• Use of senses to gather information about objects

• Recognize own physical features (age appropriate)

  Recognizes and solves problems through active exploration, including trial and error, and through interactions and discussions with peers and caregivers

• Collect, describe, and record information through discussion, drawings, and chart (surveys & tally marks, web map, bar graph, venn diagram) 

• Identify the common needs such as food, air, and water of familiar living things 

• Invents strategies to figure out answers to problems 

• Shows curiosity about living and nonliving things 

• -Shows respect for living things 

• Categorize objects into groups based on their qualities, similarities and differences 

• When unsuccessful at solving problems, experiments and adapts strategies 

Early Learning Goal  

Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. 

-Remembers and talks about significant events in their own experience. 

​​Recognize membership in family, neighborhood, school, and other groups. 

-Explain why families and classrooms have rules (e.g., examples of rules and consequences). 

-Identify school personnel to whom students can go for help or safety 

-Follow safety procedures for school emergencies (e.g., fire drills, earthquake, intruder). 

-Identify examples of honesty, responsibility, patriotism, and courage from history, literature, and folklore, as well as from everyday life (e.g., heroes and special holidays). 

-Use words and phrases correctly related to chronology and time. Words to include but not limited to past, present, future, before, now, and later. 

-Identify common places in their community (landmarks) 

- Describe surroundings 

-Recognises and describes special times or events for family or friends. 

-Makes comparisons among several objects based on one or more attributes (length, size, weight) and using words such as shorter, taller, bigger, smaller, heavier, lighter. 

-Recognize and investigate cause-and effect relationships in everyday experiences – pushing, pulling, kicking, rolling, or blowing objects 

- Shows acceptance of persons from different cultures and ethnic groups 

-Shows that he/she values others within the classroom/program, family, and community 

-Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family 

• Posture 

• Pencil grip 

• Self portrait 

• Uses hands intentionally on daily basis activities to stimulate endurance 

• Uses hands to hold objects intentionally 

• uses correct pencil grip to draw/write 

• Uses pencil grasp to solve daily basis problems 

• Create shapes and letters using simple lines 

• Coordinates eye - hand with accuracy in cutting straight and curved lines. 

• Uses dominant hand for daily activities 

• Traces lines and letters following the correct directionality (Top to bottom, lef to right) 

• Uses spaces and respects limits accordingly to the task 

• Uses positional words to understand and complete tasks 

• Manipulates and differentiates sensorial stimuli 

• Explores different body parts to create body postures 

• Static balance for 10 sec 

• Alternates jumps using both feet 

• Identifies and applies appropriate postures according to the task 

• Participates in visual perception activities 

• Follows and coordinates visually movements 

#2: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

# 3: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

• Letter Assessment (assess all letters) 

• Links sounds to letters, naming and sounding the letters of the alphabet 

• Hears, says and writes the initial sound in words. 

CHUNK:  H E F L I T U D P B A M N K V W    X Y (upper and lowercase)

• Recognizes letter sounds 

• Recognizes letter names 

• Gives meaning to marks they make as they draw, write and paint. 

• Links sounds to letters, naming and sounding the letters of the alphabet 

• Writes own name and other things such as labels,captions 

• Manipulates phonemes/ identify and separate phonemes in words 

• Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. 

• build vocabulary by noticing new words, discussing word meaning on a visual structure, and collecting the words they encounter in books 

• Hears, says and writes the initial sound in words.

• HFW: (I, CAN, SEE, A, LIKE, TO, MY, THE, HAVE, AM, IS, WE, YOU, IN, AND HE, ME, WENT, NO, GO))

• Uses pictures to read simple sentences from left to right. 

• match one spoken word to one word in print, as defined by space 

• build vocabulary by noticing new words, discussing word meaning an visual structure, and collecting the words they encounter in books 

• Can segment the sounds in simple words and blend them together and knows which letters represent some of them (BLENDING) 

• Word families (on/at/ay)  

• Rhyming words 

• Change beginning sound 

• We are all writers

• When we are done we have just begun (labeling)

• Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. 

• Recognises rhythm in spoken words 

• Carrying on independently as writers  

4. Writers call to mind what they want to say, then put that onto the page  

5. Stretching out words to write them 

6. Writing even hard-to-write ideas 

   Bend # 2 

   7. Turning pieces into books 

   8. Planning teaching books page by page 

   9. Asking and answering questions to add more 

   
   

• Number Assessment 1-20 

• Rote counting up to 20 

• Use concrete material to create sets with given numbers of objects to 20 

• Use numbers to represent quantities to 20  

• Represent numbers (dice, tally, ten frame, cardinal, objects) 

• Ten Frame 

• Recognize and creates patterns

• Compose and decompose numbers up to 10 into pairs in more than one way using manipulatives

  Recognize number words (0-1)

• Recognize number words (zero, one, two, three, four five six seven) 

• In practical activities and discussion, beginning to use the vocabulary involved in changing quantity 

• Classify objects by attributes 

• Classify objects and count the number of objects in each category 

• Uses positional words to describe creations 

• Include number words into writing pieces 

• Compare and order numbers 

• Mentally recognize quantity 

• Uses non-standard units of measurement to measure objects around them. 

• Recognize 2D shapes: circle, triangle, rectangle, square and hexagon.3D shapes: cylinder, sphere, cube, and cone. 

• Uses positional words to describe creations 

• Counting backwards from 10 

• Say the number that is one more or one less than a given number 

• Begins to understand the concept of addition as putting together and adding to, and understand subtraction as taking apart and taking from. 

• Find the number (from 1 to 9), that makes 10 when added to the given number 

• Representation and model Mathematics (Problem Solving): Understand meaning of "How many"? 

• RAFI 

• MARIANA 

• CAYETANA 

• SALVATORE 

• ALESSANDRO 

• EZEQUIEL 

• LARISSA 

• JOAQUINA 

• FRANCO 

• VIOLETA 

• DOMENICA 

• ELISA 

• LEONARDO 

• BENJAMIN 

• FELIPE 

• VALERIE 

• VICTORIA 

• LUANA 

• LAIA 

• RAFAELLA 

• What can you see? 
• What do you think the story is going to be about?

• Here you can intentionally show ss that the picture/image is cohesive to the text. 

• What happened in the story?
• What was the Problem?
• What was the solution? 
• Characters and setting
• New vocabulary

• What do you think this story will be about?
• Make connections with content seen in class

See: look closely. What do you notice? Make lots of observations 

Think: What thoughts do you have? 

Me: What personal connections can you make? 

We: What connections can you make to the wider world and our place within it? 

Students will develop their listening comprehension by identifying and circling letters, numbers, and objects they hear, reinforcing vocabulary recognition and auditory discrimination.

Ss will have a visual paper that contains letters, numbers, and object pictures (mixed up on the page). They will listen to the audio for 15 minutes. When they hear a letter, number, or object, they will circle what the command asks.

Materials:

• Worksheet printed

• Audio

• Markers

• Ipads

• Headphones. ( doesn't work with new iPads)

Skill:

• Number recognition

• Counting and one-to-one correspondence

• Symbolic representation (numeral, tally, ten-frame)

• Fine motor and visual organization

Materials:

• Dry-erase mats with sections for: Count It, Find It, Write It, Tally It, and Make It

• Ten-frame counting cards

• Mini animal counters or other manipulatives

• Dry-erase marker

Students will apply fine motor skills by completing a tearing and gluing activity to create a simple collage.

Students will tear the paper into small pieces using only their fingers and glue them inside a simple shape drawn on paper (heart, star, circle).

They must cover the entire shape carefully without going outside the lines.

Skills:

• Hand strength

• Finger isolation

• Eye-hand coordination

• Precision and control

• Bilateral coordination (holding and tearing at the same time)

MATERIALS:

• Scrap paper or colored paper strips

• Glue sticks

• Paper with simple shapes drawn (heart, circle, star, etc.)

• Optional: crayons or markers to outline the shape

Students will recognize and practice reading, writing, and using the high-frequency word “the” through multisensory activities and sentence building.

Activity Description:

• ACT #1: High-Frequency Word Stations (short and hands-on):
  Students rotate through quick, engaging tasks to reinforce the word “the.”

1. Circle the Word: Use a white board marker to find and circle “the” on a the whiteboard.

2. Target Throw: Toss a sticky ball or object at a wall or board with various words to hit “the.”

3. Word Walk: Walk along large paper or floor tiles showing HFWs—step only on “the.”

4. Playdough Word Build: Form the word “the” using playdough on a laminated mat.

5. Chalk Writing: Write “the” with chalk on black paper or outdoors.

ACT #2 (Optional – if time allows): Journal Extension
Students draw and write a sentence using the word “the.”
Example: “The sun is hot.”

Prompt Questions (PQ):

• What is a high-frequency word?

• Where can we find high-frequency words?

• Why do we need to remember words like “the”?

DIFFERENTIATION (DIFF):

• Emerging: Trace or copy the word “the” with support. Use word cards as reference.

• Advanced: Write a full sentence using “the” and illustrate it in their journal.

Skills Targeted:

• Word recognition and memorization

• Phonics and letter formation

• Fine motor development

• Early sentence writing

• Visual discrimination

Materials:

• Word templates with mixed HFWs

• Sticky balls or Velcro darts

• Large printed HFWs (floor/tile walk)

• Playdough and letter mats

• Chalk and black paper

• Journals and pencils

• Visual chart of HFWs

Students will recognize and match uppercase and lowercase letters, reinforcing alphabet knowledge and letter-sound correspondence.

Description:

• Students will cut uppercase letters from tape or sticky labels and match them to their corresponding lowercase letters displayed on a surface (poster, chart, or tray). As an extension, they will draw something that begins with each matched letter in their journals.

  Prompt Questions (PQ):

  • How do you know these letters match?

  • What lowercase letter goes with this uppercase?

  • What is something that starts with this letter?

  Differentiation (DIFF):

  • Emerging: Match only a few selected letter pairs with visual cues or alphabet charts for support.

  • Advanced: Complete the full alphabet and draw/label a word that begins with each letter.

  Skills Targeted:

  • Letter recognition (upper and lower case)

  • Fine motor (cutting, pasting, drawing)

  • Phonemic awareness (initial sounds)

  • Visual discrimination

  Materials:

  • Tape or sticky labels with uppercase letters

  • Chart or mat with lowercase letters

  • Scissors

  • Journals

• Pencils, crayons

  
  

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  TIC TAC TOE: HFW or Letter Recognition

  
  Students will apply their knowledge of high-frequency words (HFW) or letter recognition to play an interactive game of Tic Tac Toe, promoting fluency and recall through playful engagement.

  
  

  Description:

  In pairs, students will play a game of Tic Tac Toe. Instead of Xs and Os, they will use HFWs or letters. To claim a square, a student must correctly read the word or letter aloud before marking the space. The first player to get three in a row wins.

  
  

  Prompt Questions (PQ):

  • Can you read the word or letter before placing your mark?

  • What sound does this letter make?

  • Can you use this word in a sentence?

  
  

  Differentiation (DIFF):

  • Emerging: Use letters or beginning HFWs (e.g., I, a, to, see), with a visual support chart.

  • Advanced: Use full HFWs from your current word wall and challenge students to spell them out loud or write them in their journals after the game.

  
  

  Skills Targeted:

  • High-frequency word recognition

  • Letter identification

  • Turn-taking and social interaction

  • Early reading fluency

    
    

    Materials:

  • Laminated Tic Tac Toe boards

  • Word/letter cards

  • Dry-erase markers or chips

  • Journals (for optional extension writing)

  
  

PQ:

• What shapes are easiest to fit together?

• How did you decide where to place each block?

• Did you have to move or rotate any blocks to make them fit?

DIFF:

• Emerging:

  • SS will focus on filling the space freely with support and visual cues

  • SS will describe basic shapes and colors

• Advanced:

  • SS will attempt to fill the space without gaps or overlaps

  • SS will explain their strategy or recreate a pattern shown by a peer or teacher

MATERIALS:

• Painter’s tape (to mark spaces on the floor)

• Variety of wooden or foam blocks in different sizes and shapes

  👍🏽

CC will work in pairs or small groups to trace each other’s bodies on a large piece of paper placed on the floor. After tracing, they will add details such as facial features, hair, and clothing, using crayons or markers to match the colors and styles their friends are actually wearing.

Objectives

• Recognize and label body parts

• Strengthen observation skills

• Encourage collaboration and creativity

Materials

• Large paper rolls

• Markers or crayons

• Tape (to secure paper on the floor)

Prompt Questions

• “What color shirt is your friend wearing?”

• “Where do the arms go?”

• “What do you need to add next?”

  👍🏽

“Balloon breathing”

Promote the importnce of skeep by explaining benefits

“Power your art”

art speaks where words are unable to explain

Take care of your body, it’s the only place you have to live”

Play your favorite song feel good playlist

Encourage students to dance