PQ:

• what's your name?

• what do you like to do?

• Are you happy to be in kinder? what are you excited to learn?

MATERIALS:

• ball

Students will write and creatively decorate their name to develop fine motor skills and personal identity, and display their work as part of the classroom community documentation. (self portrait)

PQ:

• How do you feel when you see your name on the wall?

• What do you want others to know about your name?

• Was it fun to decorate your name? What did you enjoy the most?

DIFF: 

• Emerging Writers: Provide name tracing sheets with their name in dotted lines.

• Developing Writers: Allow students to copy their name from a name card.

• Independent Writers: Encourage them to write their name without assistance and add additional elements like middle or last names if ready.

MATERIALS:

• Sentence strips

• color pencils

PQ:

• What shapes can you create with the kinetic sand?

• How does the texture of the kinetic sand feel compared to the other materials?

• What happens when you press or mold the sand with different tools?

DIFF:

• Emerging: Focus on feeling and exploring the textures of the sand and materials.

• Advanced: Create more intricate designs and structures by combining the materials with the kinetic sand.

  
  

MATERIALS:

• Kinetic sand

• Various tools (sticks, molds, fabric, natural objects, etc.)

• Students will build and decorate their name using foam letters, developing fine motor skills, letter recognition, and creativity.

• Students will cut out and paste foam letters on A3 paper to spell their names. Afterward, they will decorate the letters with markers, stickers, or other materials to personalize their names.

PQ:

• What colors and patterns would you use to decorate your name?

• How do the shapes of the letters help you recognize them?

• What other ways could you decorate your name to make it stand out?

DIFF:

• Emerging: Focus on placing and gluing the letters in the correct order.

• Advanced: Add extra details like designs or illustrations around the letters to enhance the decoration.

  
  

MATERIALS:

• Foam letters

• A3 paper

• Glue

• Markers, stickers, or other decorative materials

PQ:

• How can you control the brush to make different types of lines or shapes?

• What happens when you mix two colors together?

• How can you use the large paper to make your painting look balanced?

DIFF:

• Emerging: Focus on simple strokes and color exploration.

• Advanced: Encourage detailed painting with layered colors or intricate designs.

MATERIALS:

• Chart paper

• Watercolors

• Brushes

• Paper towels or sponges for cleanup

PQ:

1. What details can you add to your animal to make it unique?

2. How do the different parts of the animal connect to each other?

3. What is your favorite feature of the animal you drew and why?

DIFF:

• Emerging: Focus on basic shapes and simple details when drawing the animal.

• Advanced: Add more intricate features like texture, shading, or patterns to the animal.

MATERIALS:

• Paper

• Pencils

• Markers or crayons

• Scissors (for puzzle cutting)

• tinkering and design

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

• caring

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

• Posture 

• Pencil grip 

• Self portrait 

#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 

CHUNK:  H E F (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 

• 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 

• 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

Students will identify and describe fun facts about our class animal to demonstrate understanding of its characteristics, habitat, and behavior.

• fun facts / hint questions

• small group act: decorate/create class animal crown.

PQ:

• What do you know about hummingbirds?

• Have you seen one?

• What is your favorite fact about the hummingbird?

  
  

MATERIALS:

• Paper crowns

• class animal (print)

PQ:

• What did you learn about the materials?

• What surprised you?

• What was your favorite part of the experiment?

• Would you like to try this again with something different?

DIFF: 

• Emerging:

  • Use simple language and allow exploration without pressure for explanation.

  • Provide materials one at a time to reduce overload.

  • Offer sentence starters like “I see ___,” “It feels ___.”

• Developing:

  • Ask for predictions and observations in full sentences or drawings.

  • Encourage comparison (e.g., “This one soaked more than that one”).

  
  

  MATERIALS:

• water

• food coloring

• containers

• droppers

Students will explore the cafeteria and describe its key areas and routines to develop familiarity and confidence in navigating the space.

PQ:

• What do you see in the cafeteria?

• Where do you think we will sit to eat?

• What smells or sounds do you notice in here?

• What do you think happens in the cafeteria every day?

• How do you think we can keep the cafeteria clean and safe?

• What should we do if we need help during lunchtime?

PART #2: Draw What You Think Lunchtime Will Be Like!

Students will use imagination and drawing to express and illustrate their personal feelings and expectations about a new experience or environment.

PQ:

• What food do you think you’ll eat here?

• Who might sit next to you?

• How will you feel during lunchtime — happy, excited, hungry?

• What fun things might you talk about at the table?

• Will you bring lunch or eat something from school?

DIFF:

• Emerging: Provide sentence starters or picture prompts (e.g., emojis, simple feelings charts like 😊😟😲).

• Advanced: Invite them to label their drawings with descriptive words or full sentences ("I feel excited because...").

MATERIALS:

• Sketch book