Skill:

• Letter identification

• Visual discrimination

• Fine motor coordination

Materials:

• Printed sheets with scattered uppercase and lowercase letters arranged in circles or clusters

• Markers or colored pencils

• Skill: Phonemic awareness, initial sounds

• Objective: SS will identify and sort pictures based on beginning sounds to reinforce letter-sound correspondence.

• Description: SS will pull picture cards from a tray, they will write the letter on top and place each into the correct envelope based on its beginning sound, practicing auditory discrimination and letter formation.

• Materials:

  • Baskets

  • Picture cards (e.g., sun, sock, sandwich, dog, dinosaur, duck)

  • Letter sound labels (S, D, M)

Skill:

• Number recognition

• Quantity discrimination (1–1 correspondence)

• Fine motor control using rubber bands

Materials:

• Geoboard (with pegs in grid layout)

• Rubber bands (assorted colors)

• Number cards (1–5 or 1–10)

• Quantity cards (dot patterns, ten-frames, finger images, tally marks)

Skill:

• Fine motor strength and control

• Hand-eye coordination

• Focus and concentration

Materials:

• Pop It toys (any shape)

• Small droppers or pipettes

• Plastic cup or small bowl with water

• Tray to contain spills

Skill:

• Letter formation

• Visual-motor integration

• Tactile sensory input

Materials:

• Small tray with salt or fine sand

• Letter model cards (with directional arrows)

Skill:

• Initial sound recognition

• Letter-sound correspondence

• Fine motor precision

Materials:

• Laminated clip cards with image and three letter options

• Clothespins (standard or colored for engagement)

Skill:

• Early addition

• Number recognition

• Problem solving and reasoning

Materials:

• Empty egg carton labeled with numbers (4–12)

• Craft sticks with simple addition equations (e.g., 4 + 1, 5 + 2)

• Marker for labeling

Skill:

• One-to-one correspondence

• Counting with accuracy

• Number recognition

Materials:

• Pipe cleaners

• Number cards or sticky labels (3–12)

• Assorted beads

Skill:

• Early addition

• Number sense and quantity building

• Fine motor control

Materials:

• Laminated cards with simple addition problems (e.g., 5 + 2, 3 + 3)

• Connecting cubes (e.g., Unifix or Snap cubes)

• Optional: number manipulatives for checking answers

Skill:

• Fine motor strength and bilateral coordination

• Problem-solving and persistence

• Hand-eye coordination

Materials:

• Small box (e.g., tissue box or gift box), ideally wrapped for appeal

• Assorted rubber bands (thick/thin, tight/loose)

• Small object hidden inside (e.g., toy, letter card, tiny eraser)

Skill:

• Name recognition

• Letter formation

• Fine motor control and writing fluency

Materials:

• Printed worksheet with the child’s name written multiple times in traceable font

• Marker or pencil

• Optional: highlighter, dots, or visual aids for letter start points

Skill:

• Shape recognition

• Visual discrimination

• Vocabulary development

Materials:

• Printed chart with real-world circular objects (e.g., pizza, clock, button, donut)

• Marker or pencil for circling

• Optional: shape cutouts for sorting practice

Children will receive a paper with a face outline, showing where the eyes, ears, nose, and mouth go—helping them understand facial features and placement.

Before beginning, they will be reminded to sit with good posture:

• Feet flat on the floor

• Back straight

• One hand holding the paper

• The other using the pencil with a proper grip

  
  

Next, they’ll roll a special dice with different line types (zigzag, wavy, curly, straight), and use the line they roll to draw the hair on the head.

This activity encourages:

• Body and spatial awareness

• Fine motor skills

• Good posture and pencil control

Creativity and line recognition

Materials

Dice

Paper

Markers

Ss will apply listening and time-management skills by following a sequence of recorded instructions to complete tasks within a set time frame.

Each student receive recorded instructions (ipad) with 5–6 tasks (e.g., “Color the triangle red,” “Circle the number 3,” “Draw a happy face next to the letter B”). TCH sets a visible 10-minute timer. Ss must complete all tasks before the timer runs out. Afterward, they check their work with a peer or with teacher feedback.

Skills:

• Speed

• Comprehension

• Listening

MATERIALES:

• paper

• Crayons/markers

• Timer

• ipad/ recording

Ss will apply number formation skills by tracing numbers 1–10 using a rainbow writing technique to reinforce recognition and handwriting fluency.

Each student receives a rainbow writing paper with numbers 1–10 printed in large bubble font. Ss will trace each number three times using three different colored crayons (e.g., red, blue, green) to create a “rainbow” effect. They will work quietly and independently at their tables.

After tracing, they will choose one number they like the most and draw that many objects underneath (e.g., 7 hearts).

SKILLS:

• number formation

• fine motor

  
  

MATERIALES:

• Rainbow writing (numbers 1–10)

• Crayons (variety of colors)

• Pencils

• Blank paper for drawing

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

Description:
SS will boost oral language, creativity, and sequencing skills by using storytelling dice and a spinner to generate characters, settings, and events. After rolling or spinning, SS will use the visual prompts to create their own story, either verbally or through drawing. This activity strengthens narrative thinking and encourages confidence in expressive communication.

Skill:

• Oral language development

• Story structure and sequencing

• Imaginative thinking

Materials:

• Story cubes (with pictures of people, places, and objects)

• Story spinner (sections for beginning, problem, character, setting, etc.)

• Paper and pencil (optional: drawing template)

• Optional: peer partner

Description:
SS will reinforce letter recognition and formation by rolling and shaping playdough to form uppercase and lowercase letters on a laminated template. This multisensory activity supports early literacy by helping SS internalize letter shapes while strengthening fine motor control through tactile exploration.

Skill:

• Letter recognition and formation

• Fine motor development

• Tactile and visual discrimination

Materials:

• Laminated alphabet mats or letter cards

• Playdough (variety of colors)

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 apply their understanding of labeling by taking images from the sensory bin and labeling them using initial letters or full words.

DESCRIPTION:

Students will take laminated images of familiar objects (e.g., cat, sun, apple, car, tree) from a sensory bin.
Students will find one image at a time, place it on their table, and label it on a piece of paper using initial letters or, if able, write the full word.
They can continue until they have labeled several images.
This activity promotes independence, phonics awareness, fine motor skills (grasping and writing), and vocabulary development.

SKILLS:

• Phonemic Awareness: Identifying initial sounds

• Letter-Sound Correspondence: Matching sounds to letters

• Vocabulary Development: Naming and recognizing objects

• Fine Motor Skills: Grasping objects, writing letters

• Visual Discrimination: Searching and identifying images in sensory bin

MATERIALS:

• Sensory bin filled with rice, beans, or shredded paper

• Laminated images of familiar objects

• Paper or labeling sheet

• Pencils

• Crayons or markers

Skill:

• Collaboration and communication

• Hand-eye coordination and control

• Spatial awareness and motor planning

Objective:
SS will cooperate with peers to complete a visual maze by jointly guiding a marker using strings, strengthening teamwork skills and fine motor control through a shared physical task.

Materials:

• Cardboard circle with four holes

• Strings or ribbons (4 total, attached through the holes)

• Marker inserted through the center

• Printed maze on paper

• Tape to stabilize the maze (optional)

Skill:

• Visual discrimination and spatial reasoning

• Fine motor coordination

• Focus, perseverance, and turn-taking (if in pairs)

Objective:
SS will complete a puzzle by identifying, rotating, and connecting pieces to form a complete picture, building concentration and problem-solving skills through hands-on play.

Materials:

• Age-appropriate puzzles (6–12 pieces for beginners)

• Tray or mat for puzzle building

• Optional: picture reference of the finished puzzle

Skill:

• Fine motor development (pincer grasp and coordination)

• Number recognition and counting

• One-to-one correspondence

Objective:
SS will stretch and place the correct number of rubber bands onto numbered sticks to strengthen counting skills and hand muscle control.

Materials:

• Wooden craft sticks labeled with numbers (1–10)

• Small colorful rubber bands

• Optional: tray or mat for work area

Description:
SS will strengthen letter recognition and visual memory by playing a memory-style matching game. They will take turns flipping over two cards at a time, trying to find matching pairs of uppercase and vocabulary. This activity helps SS connect upper- and lowercase forms while developing attention, turn-taking, and recall skills through playful repetition.

Skill:

• Uppercase and vocabulary recognition

• Visual memory and attention

• Turn-taking and social interaction

Objective:
SS will match uppercase and vocabulary letter pairs in a memory game to improve recognition of letter forms and develop visual memory through focused practice.

Materials:

• Letter cards: one set with uppercase letters, one with lowercase letters (matching font and color or mixed for challenge)

• Small mat or quiet table space

• Optional: self-check visual reference (alphabet chart)

Description:
Each student gets a number spinner (or a number die) and a recording sheet with boxes labeled 0–9 or just blank lines. Students spin the spinner (or roll the die) and write the number they land on in the next empty space on their sheet. Repeat for several rounds.

This builds number recognition and writing fluency, and students stay fully engaged at their tables.

PQ:

1. What number did you land on?

2. Can you write it neatly in the next space?

3. How many times did you write the same number?

DIFF:

• Emerging: Use a tracing sheet where students trace the numbers after spinning.

• Advanced: Ask students to write the number word or draw that many dots next to the numeral.

  
  

  Materials:

• Number spinner (0–9) or number die

• Recording sheet with lines or number boxes

• Pencils or crayons

Students will apply pattern recognition skills and strengthen fine motor control by using tweezers to create color patterns on monster templates.

Description:
Students are given a "Pattern Monster" template with empty spaces or rows to fill. Using tweezers, they pick up pompoms and place them on the monster following a given pattern (e.g., AB, AAB, ABC). The activity promotes pattern recognition, color sorting, and fine motor development through precise movement and grip.

How It Works:

1. Provide a laminated monster template with colored pattern prompts or leave it blank for students to create their own.

2. Place a tray of colorful pompoms and child-safe tweezers on the table.

3. Students use tweezers to pick up pompoms and place them on the monster, following the pattern.

4. Once complete, they can share their pattern or repeat the activity with a new one.

PQ:

1. What colors come next in your pattern?

2. Can you tell me what kind of pattern you're making?

3. How are the pompoms helping your hands get stronger?

DIFF:

• Emerging: Use simple AB patterns and provide visual color guides on the monster. Allow hand placement if tweezers are too difficult.

• Advanced: Challenge students to create their own patterns, or complete missing parts of more complex patterns (e.g., AAB, ABC).

Materials Needed:

• Pattern Monster templates (laminated or printed)

• Colorful pompoms

• Plastic tweezers

• Trays or small containers to hold materials

Skill:

• Letter recognition and word building

• Fine motor development (pressing, rolling)

• Sound-symbol correspondence

Objective:
SS will use letter stamps to spell simple words in play dough, reinforcing early spelling and phonemic awareness through tactile engagement.

Materials:

• Play dough (variety of colors)

• Plastic alphabet stamps

• Word cards or picture prompts (CVC, names, HFWs)

• Rolling pin or dough flattener (optional)

Skill:

• High-frequency word recognition

• Letter sequencing and spelling

• Fine motor control and attention

Objective:
SS will build, cover, and pop the letters in a given sight word to strengthen word recall and support multisensory learning through tactile and visual engagement.

Materials:

• Sight word cards

• Letter cubes or tiles

• Cover board with letters (laminated for reuse)

• Small counters or chips

• Pop It toy

Students will demonstrate listening comprehension by following oral instructions to complete tasks like coloring, circling, and marking on a template.

Description:
Students will receive a template with simple images (e.g., shapes, animals, body parts, classroom objects). The teacher or an audio recording will give clear, simple commands (e.g., “Color the star red,” “Circle the cat,” “Put an X on the sun”), and students will follow each instruction step by step.

This activity supports listening skills, language comprehension, and fine motor coordination.

How It Works:

1. Hand out the template and crayons/pencils.

2. Give verbal instructions, one at a time, with pauses between (or play an audio).

3. Students listen carefully and complete each task on the template.

4. Review together at the end (optional).

PQ:

1. What did you hear in the instructions?

2. Did you color and circle in the right spots?

3. What helped you remember what to do?

DIFF:

• Emerging: Use fewer instructions, speak slowly, and use visual cues if needed (e.g., pointing to images).

• Advanced: Add multi-step commands (e.g., “Circle the dog and then color it brown”) or include prepositions (e.g., “Draw a square under the sun”).

  
  

  Materials:

• Pre-made image template (shapes, animals, objects, etc.)

• Crayons, pencils

• Teacher voice or audio recording with clear instructions

Skill:

• Counting and number sense

• Addition and combining sets

• Number writing and formation

Objective:
SS will roll two dice, count the total using manipulatives, and write the corresponding numeral to practice addition and improve numeral formation.

Materials:

• Two dice

• Counting cubes or manipulatives

• Laminated “Roll it – Count it – Write it” mat

• Dry-erase marker and eraser

Skill:

• CVC word decoding

• Phoneme blending and sound segmentation

• Listening and matching

Objective:
SS will listen to or construct a CVC word and find it on their bingo board to reinforce phonics skills and develop automatic word recognition.

Materials:

• CVC word bingo boards

• Word-building cubes (with initial sounds and word families)

• Bingo markers (buttons, chips, or mini-erasers)

Skill:

• Visual scanning and discrimination

• Color matching

• Symbol association and fine motor precision

Objective:
SS will identify and mark colored dots with the correct symbol based on a visual key to develop focus, coordination, and pattern-matching abilities.

Materials:

• Large white sheet with multicolored dot stickers

• Visual key showing symbols for each color

• Marker or crayon for drawing symbols

Skill:

• Counting and one-to-one correspondence

• Number recognition

• Fine motor coordination

Objective:
SS will count and place the correct number of balloon stickers to match the numeral shown on each character, reinforcing quantity recognition and precision in counting.

Materials:

• Poster-sized paper with stick figure drawings (each labeled with a number)

• Colored dot stickers or paper circles (balloons)

Skill:

• Counting and one-to-one correspondence

• Number writing and numeral formation

• Visual scanning and spatial awareness

Objective:
SS will roll a die, count out and circle the same number of dots on a dot grid, and write the matching numeral to develop counting accuracy and strengthen early number sense.

Materials:

• Printed dot grid sheet

• Dice

• Pencil or marker

Materials

• Contact Paper

• Paper

• Markers

• Piper Cleaners

• Yarn

• Glue stick

• Poms Poms using Twizzer

To work on directionality, fine motor skills, and visual-motor coordination, CC will roll a dice showing different types of lines (zigzag, wavy) and draw the one they roll from left to right on paper. Once the page is filled, they will dot along each line using a cotton swab and paint.

Materials:

• markers

• colors

• paper

• dices

• Piant and Q-tips

How to Play:

1. Each column is labeled with a die face (1–6).

2. Students roll a die, identify the number, and find the column that matches.

3. They choose a letter from that column and cover it with a counter or color it.

4. Repeat until the board is filled or time is up.

   
   

Skills Targeted:

• Letter recognition

• Matching quantity to symbol (die face)

• Fine motor control

• Vocabulary and phonemic awareness

• Straight lines (vertical or horizontal)

• Curvy lines

• Zigzag lines

• Wavy lines

• Stair-step or dashed lines

Skill:

Fine motor coordination

Visual perception

Space awareness

Materials:

Linking cubes

Cards with examples

Skill:

• Color recognition

• Fine motor control using tweezers

• Sorting by color

Materials:

• Assorted colored rubber bands

• Tweezers (child-friendly)

• Sorting trays or containers

• Color cards (optional)

Skill:

• Pattern recognition

• Fine motor control using linking clips

• Sequencing and pattern extension

Materials:

• Linking clips (assorted colors)

• Pattern cards (simple to complex patterns)

Number recognition

Counting

Fine motor control using linking clips

Materials:

Linking clips (assorted colors)

Cards with color and quantity instructions (e.g., 2 reds, 3 blues, 2 greens)

Description:

Students will receive cards with instructions to create a chain using linking clips, matching the quantity of each color shown on the card (e.g., 2 red, 3 blue, 2 green). As they follow the instructions, they will practice counting and number recognition, linking the clips in the correct sequence. This activity strengthens fine motor skills and reinforces number sense as students complete their color chains.

• Color recognition

• Sequencing

• Fine motor control using linking clips

Materials:

• Linking clips (assorted colors)

• Pattern cards with color sequences

Description:
Students will receive cards showing a sequence of colors (e.g., red, blue, green) and will create a chain of linking clips following the same color order. This simple activity helps reinforce color recognition, sequencing, and fine motor skills as students link the clips together to match the sequence on their card.

Students will strengthen letter recognition, sequencing, and fine motor skills by connecting numbered dots to form both uppercase and lowercase letters.

Students will work individually at tables to connect the dots on their templates to complete both uppercase and lowercase versions of the letters. They will trace over their finished letters for extra practice.

Skills Targeted:

• Letter recognition (uppercase and lowercase)

• Number sequencing and counting

• Correct letter formation and directionality

• Fine motor skills and pencil control

• Visual-motor integration

MATERIALS:

• Connect-the-dots letter templates (upper and lower case)

• Pencils and erasers

• Crayons or markers for tracing over letters

• Large teacher demonstration chart or whiteboard version

(Si necesitan los templates me los piden)

Materials:

Markers

Clear Pockets

Skill:

-hand-eye coordination

-focus and concentration

-fine motor

Materials:

-images with different designs

-yarn

-templates with bottle caps

CC will observe an image of a mouth with teeth. They will roll a dice and identify the number that appears. Then, using a toothbrush, they will “brush” the same number of teeth on the image. This activity combines math practice with a real-life skill connection, helping children strengthen their number sense while developing fine motor control and awareness of self-care routines.

Materials:

• Image of a mouth with teeth (laminated if possible)

• Dice

• Small toothbrushes

• Optional: whiteboard markers or stickers to mark brushed teeth

Possible Questions (PQ):

• What number did you roll?

• Can you count that many teeth?

• Why do we need to brush our teeth every day?

• What happens if we forget to brush them?

In this activity, children will observe a 5x5 grid filled with a pattern of filled and unfilled circles. Next to it, they will have an empty grid, where they will carefully replicate the same pattern. Each row presents a unique arrangement, encouraging children to analyze, compare, and reproduce the design accurately. This exercise promotes focus, precision, and visual memory as children work to ensure both grids match perfectly.

Materials:

• Printed 5x5 pattern grids (one filled, one blank)

• Markers or counters in two colors (for filled and unfilled circles)

In this math-focused activity, children will observe a set of dots divided into two halves. They will count the number of dots on the left side, subtract that number from the given total, and then draw the correct number of dots on the right side to complete the equation.

materials

worksheet

pencil

Cc will strengthen their fine motor skills and build finger and hand strength by using a tennis ball that has been cut to resemble a little monster’s mouth; they will squeeze the ball to grab counters one at a time and then place each counter into a matching colored square on a pattern template, for example, after squeezing the ball and retrieving a blue counter, they will place it in the blue square, followed by a red counter in the red square, continuing the color pattern until all blank squares are filled, reinforcing coordination, grip strength, and early pattern recognition.

In this math-focused activity, children will observe a set of dots divided into two halves. They will count the number of dots on the left side, subtract that number from the given total, and then draw the correct number of dots on the right side to complete the equation.

materials

worksheet

pencil