-Morning Message

-Move your body

PQ:

• What do you think will happen to the corn?

• What did you notice when the popcorn started to pop?

• What other words can you think of that start with the /p/ sound?

DIFF:
Emerging
SS will focus on identifying the letter P from a group of letters and practice the p sound using visual and auditory cues.
Advanced
SS will attempt to explain why popcorn pops using simple cause-effect language and will generate a list of P words using initial sound recognition.

MATERIALS:
Popcorn kernels, oil, covered pot or popcorn maker, whiteboard for predictions, letter P flashcard.

PQ (Prompt Questions):

• How do we know a word is a high-frequency word?

• Which word was tricky for you?

• What helped you remember a word you forgot?

MATERIALS:

• iPads or laptops

• Kahoot game with a mix of HFW (I, CAN, SEE, A, LIKE, TO, etc.)

-Morning Message

-Move your body

PQ:

• What are different ways we can make 10?

• Why do you think 10 is an important number?

• What did you notice in the envelopes?

DIFF:

• Emerging: SS will choose two ways to represent 10 using the chart for support.

• Advanced: SS will create their own equation to show 10 and illustrate it.

MATERIALS:

• 10 large envelopes

• Number representations inside (dice, ten frame cards, fingers, tallies, objects, sums)

• Chart paper for Number of the Week

• Sketchbooks

• Markers or pencils

SS will present their stories to the rest of the class, then, they will reflect on their collaboration process using the Teamwork Chart. SS will evaluate whether they followed key steps to work effectively as a team: listening, taking turns, using kind words, and solving problems together. TCH will guide a brief discussion on what went well and what could be improved next time, encouraging students to analyze and self-assess their role in group work.

PQ:

• What helped your team work well together?

• What was challenging, and how did your team handle it?

• What would you do differently next time?

MATERIALS:
Teamwork reflection chart (with visuals and steps), markers.

-Morning Message

-Move your body

DIFF:
Emerging
SS will participate with support of one of the TCHs or another team player. TCH may use visual cue cards alongside the verbal prompt.

MATERIALS:
Balloons labeled with HFWs, letters, and numbers (1 per balloon), cue cards for emerging learners.

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly, and others are phonetically plausible. 

• Letter Assessment (assess all letters 

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

CHUNK:  H E F  L I T U(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 

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

Early Learning Goal 

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. 

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

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

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. 

• 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) 

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. 

• Explore, Recognize, and Identify HFW : (I, CAN, SEE, A, LIKE) 

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. 

• We are all writers (sessions 1&2.) 

1. We are all writers 

2. When we are done, we have just begun (labeling) 

Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. 

• Posture 

• Pencil grip 

• Self portrait (9 connected elements) 

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and 

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

• Make simple observations, predictions, explanations, and generalizations based on real-life experiences 

• 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 

Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with color, design, texture, form and function. 

• 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)  

Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organize their activity. They show sensitivity to others’ needs and 

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

• Caring 

• Respect 

• Semana # 2: Cuento y respiro   

• Semana # 3: Inhalo y Exhalo el Presente (etiquetando)  

• Semana # 4: Quietud Presente (cuerpo quieto)  

•  Semana # 5: Respirando Quietud  

-Morning Message:

Good morning, Parrots!

Today we are going ___ play outside.
We are going ___ read a story.
We are going ___ have so much fun!

Can you guess which word is missing? 👀

Let’s look around and see if we can find it!

PQ:

• What do you think the missing word is?

• Where have you seen or heard the word “to” before?

• What is something you like to do?

DIFF:

• Emerging: SS will say their sentence and TCH or a peer will help write it.

• Advanced: SS will write full sentences independently using “TO.”

MATERIALS:

• Morning message with missing HFW

• Printed “TO” signs to hide

• Journals

• Colors, pencils, markers (caddy)

EXIT TICKET:

• Write or say one sentence using the word “TO.”

SS will engage in a hands-on sensory experience by creating their own dough using flour, water, salt, and food coloring. TCH will guide SS through the process step-by-step, using clear sequencing language. As SS mix ingredients and observe the transformation, they will discuss texture, color, and changes. After completing their dough, SS will document the experience by writing and/or drawing the ingredients and steps in their journals. This activity will support fine motor development, sequencing skills, and early procedural writing.

PQ:

• What ingredients do we need to make dough?

• What happens when you mix flour and water?

• How can we remember the steps in order?

DIFF:
Emerging
SS will use visual recipe cards and complete a fill-in-the-blank journal entry with teacher support.
Advanced
SS will write full sentences in their journals describing each step.

MATERIALS:
Flour, salt, water, food coloring, mixing bowls, spoons, journals.

SS will strengthen their letter-sound recognition by sorting objects from the letter buckets that begin with the letter chunks previously reviewed. TCH will place the objects in the water table, and SS will identify their beginning sounds and place each object into the correct letter tray. This activity will support phonemic awareness, vocabulary building, and sensory exploration through play-based learning.

PQ:

• What sound does this object start with?

• How can you tell which letter tray it belongs in?

• What other words start with this sound?

DIFF:
Emerging
SS will work with a reduced number of letters and receive visual support (e.g., picture cards or sound prompts).

MATERIALS:
Water table, small objects (beginning with reviewed letters), labeled trays, visual sound cue cards.

SS will practice fine motor control, letter-sound connection, and vocabulary development by tracing a drawing over carbon paper. After transferring the image, they will label different parts of their drawing and add color. This activity reinforces visual-motor coordination, early writing, and concept recall.

PQ:

• What did you trace and why did you choose it?

• What sounds do you hear in the words you labeled?

• How did you keep your lines steady?

DIFF:

• Emerging:

  • SS will trace simple shapes or drawings with adult support

  • SS will label with beginning sounds and color with guidance

• Advanced:

  • SS will trace with control and detail, label all parts, and write a descriptive sentence

  • SS will add extra features and explain their choices

MATERIALS:

• Carbon paper

• Line drawings to trace

• Blank paper

• Pencils and colors from the caddy

PQ (Prompt Questions):

• What number did you get?

• How do you know it’s the right representation?

• Can you find another way to show that number?

DIFF:

• Emerging: SS will match the number to a visual cue with teacher or peer support.

• Advanced: SS will explain how they knew the correct representation and give an alternative representation verbally.

MATERIALS:

• Twister-style game mat with different number representations (dice, tally marks, numerals, ten frames)

• Number spinner or dice

-Morning Message

-Move your body

SS will reflect on what to do when they get stuck during writing and practice solving common writing problems independently. They will learn how to check their own work, make decisions, and continue writing confidently without waiting for adult help. Through modeling and a group problem-solving discussion, SS will recognize themselves as capable writers.

Invite students to help with mock problems:

“Let’s solve some writer problems together!”

• Problem: There’s no more paper on the tray
  → Solution: Get more from the paper basket

• Problem: I don’t have a pencil
  → Solution: Look in the pencil cup or ask a buddy

• Problem: I don’t like my topic
  → Solution: Start a new page about something else you care about

After, SS will choose a topic they know a lot about using the “What Can I Draw About?” chart and create a detailed drawing in their journals to show their knowledge. They will focus on adding specific features to help others understand their ideas clearly. This activity supports giving meaning to the marks they make as they draw and encourages detailed expression through visuals and early writing.

PQ:

• What can I do if I get stuck while writing?

• How do writers solve their own problems?

• Why is it important to keep going instead of waiting?

MATERIALS:

• Teacher writing sample (e.g., garden page)

• Chart: “Writers Solve Their Own Problems!”

• Writing folders and journals

• Paper, pencils, colors

• Anchor poster: “You are the boss of your own writing!” (with superhero image)

Students will observe the front cover and make predictions about the story based on visual clues and prior knowledge.

Description:

Before reading the book, students will closely examine the front cover. They will engage in elbow-partner discussions to predict the storyline, identify familiar elements (like dragons and tacos), and make connections to prior knowledge or classroom content. Their predictions will be recorded on a class thinking web or chart paper.

PQ:

• What do you see on the front cover?

• What do you think the story will be about?

• Have you ever eaten tacos or heard about dragons before? What do you know about them?

DIFF.

• Emerging:

  • Use visual prompts (taco, dragon images) to support vocabulary.

  • Provide sentence starters: “I see a…”, “I think it will be about…”.

  • Partner them with more verbal peers for elbow discussions.

• Advanced:

  • Encourage more detailed predictions: “I think the dragon will…”

  • Invite them to justify their predictions with evidence: “Because I see…”

  • Allow them to lead group sharing or scribe peer predictions on the chart.

Materials:

• Dragons Love Tacos book

• Chart paper or whiteboard

• Markers

• Vocabulary cards

SS will be grouped based on their social-emotional strengths (e.g., leaders, idea-followers, encouragers, etc.) and will be challenged to collaborate in creating a group story. TCHs will hand out cards with character, setting, and action prompts. Each group will brainstorm, sequence, and construct a simple story using the given elements. SS will be encouraged to take turns, share ideas respectfully, and contribute their unique strengths to the group process. This activity supports narrative development, creative thinking, and self-awareness of team roles.

PQ:

• What role do you think you play best when working in a group?

• How can your strength help your team today?

• What makes a story interesting to listen to?

DIFF:
Emerging
SS will work with visual supports (story mats, picture cues) and simplified story cards with one element at a time.
Advanced
SS will be challenged to include a beginning, middle, and end with dialogue and use multiple characters and transitions.

MATERIALS:
Story element cards (characters, settings, actions), whiteboards or large paper, crayons/markers, team role chart (leader, encourager, idea-giver, etc.).

At the end of the week, SS will reflect on one Flag Time activity they enjoyed or found challenging and will represent their experience through drawing and simple writing. By revisiting their learning process, SS will develop metacognitive awareness and begin to identify personal progress, goals, and emotions related to learning. This helps foster self-assessment, ownership, and a growth mindset.

Skill:

• Self-reflection and self-assessment

• Expressive drawing and writing

• Emotional awareness and goal setting

Materials:

• Journal

• Reflection Slide

• Caddies

• Sentence starters (e.g., “I liked…”, “It was hard when…”, “Next time I want to…”)

• visuals/icons for feelings and activities for emerging writers

SS will practice counting and comparing lengths using linking cubes. Each group of cubes is matched to a number, and SS will count the cubes in each group to confirm if it matches the number label. This hands-on activity supports number sense, one-to-one correspondence, and early measurement concepts.

PQ:

• How many cubes are in your line?

• Does the number match the amount of cubes?

• Which group of cubes is the longest or shortest?

DIFF:

• Emerging

  • SS will count cubes with adult support and match to lower numbers (1–5)

  • SS will use visual cues and count with fingers or a number line

• Advanced

  • SS will build their own cube trains to match a number

  • SS will compare two trains and describe which is longer or shorter and by how many

MATERIALS:

• Linking cubes

• Number labels

• Colored tape or mats (optional, to organize space)

Students will recognize sight words and letters in Level A books. Students will explore book features like pictures, text, and title to support reading comprehension.

Description:
SS will explore Level A books independently or in pairs. They will look at the pictures, identify letters and simple words they know, and talk about the story using prompts. They will also practice tracking print with their fingers and retelling the story in their own words.

PQ:

• What do you see in the pictures?

• Can you find words you know in the book?

• What do you think will happen next in the story?

DIFF:

• Emerging: Focus on picture exploration and letter recognition; students describe pictures and identify familiar letters or words.

• Advanced: Students track print while reading and attempt to retell or predict parts of the story using simple sentences. (add level B-C books)

Materials:

• Level A books

SS will create their names with different materials: fomi letters, beads, markers.

MATERIALS:

• Small paper flags labeled with SS names

• Name-building mats (with name outlines or blank)

• letters beads, fomi letters, or markers.

• Visual expectations chart (with icons: quiet work, stay in spot, try your best, raise hand)