PQ:

• What hairstyle do you have?

• What makes it crazy?

• What do you like the most about your hair?

• What accessories does your hair has?

PQ:

• What is your favorite thing in colegio menor? Why?

• What makes colegio menor special?

• What do you like to do in colegio menor?

This book can be read throughout the week in 3 or 4 short sessions

PQ:

• What kind of animal is the main character in the story?

• Can you find the letter "P" in the word "Pancake"? What other words do you know that start with "P"?

• What are some of the things the pig does in the story? Can you name one thing that starts with the letter "P" that the dog does?

• What kind of games or fun activities does the pig have in the story?

- Session # 1: Observe the front cover before reading the title and ask prompt questions: 

• What do you think this story will be about?

• Make connections with content seen in class

-You can record the answers on a big chart paper or on a thinking web

-Read the text and become familiar with it, check predictions.

-Session # 2: Re-read the text and have ss read with you (use a pointer)

-Work on decoding a few words from the text (cover the word with a post it) 

-Session # 3: Re-read the text and have ss read with you (use a pointer)

-Work on identifying HFW within the text.

Session # 4: Re-read the text and have ss read with you (use a pointer)

-Work on identifying punctuation marks within the text. (this can be done in 1 or two sessions)

SS will observe the two jars in front of them. One will have sprite and the other water. They will have to make their predictions to see what is going to happen to the raisins once we put them inside. 

Materials:

• Raisins

• Sprite

• Water

They will have to record their predictions and results in their sketch books

PQ:

• What do you think is going to happen?

• What actually happened? Why do you think that happened?

Early Learning Goal 

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. 

• Exposure to different sensory stimuli 

• Scientific method: observation  

• Collect, describe, and record information through discussion, drawings, and charts (surveys & tally marks,) 

• Use of senses to explore and understand their environment. 

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. 

• Exposure to different sensory stimuli 

• Scientific method: observation  

• Recognize your own physical and others' physical features. (age appropriate) 

• Collect, describe, and record information through discussion, drawings, and charts (surveys & tally marks,) 

• Use of senses to explore and understand their environment. 

• Invents strategies to figure out answers to problems. 

Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. 

• Gross motor: jump with both feet, balance, imitation of different body postures 

• Explores with different body parts to hold objects 

• Exposure and adapts to correct posture 

• Copy simple shapes 

• Uses correct pencil grip to manipulate a variety of objects 

• Follows and coordinates movements visually 

• Participates in visual perception activities 

• Starts exploring tracing lines or letters following correct directionality (side to side/top to bottom) (big line, little line) 

• Body awareness: Mat Man, body parts vocabulary 

• Recalls 3/5 visual elements 

• Recalls 3/5 auditory elements 

• Sequence of events 

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.  

• Answers predictive questions that enhance critical reading comprehension 

• Introducing author, illustrator. 

• Use of drawing to represent ideas, emotions and familiar experiences 

• Trace initial letter and name with correct directionality. 

• Differentiate between letters and numbers.  

• Exposure to First letter Chunk: Horizontal and vertical letters: HEF – LITU - DPB (directionality, letter name and letter sound).  

• Encourage creation of shapes, lines objects with their fingers using different materials 

• Exposure to nursery rhymes and chants on the daily basis  

• Encourage repetition of words on rhymes and chants 

• Use of drawing to represent ideas, emotions and familiar experiences 

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. 

• Numerical awareness 1-7 

• Rote count 1-13 

• Creates shapes using manipulatives (circle, square, triangle, rectangle) 

• Explore drawing with 2D shapes (circle, square, triangle, rectangle) 

• Begins to represent numbers (tally) 

• Comprehension to positional words:  in, out, over, under 

Early Learning Goal 

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to 

compare quantities and objects and to solve problems. They recognize, create and describe patterns. They 

explore characteristics of everyday objects and shapes and use mathematical language to describe them. 

• Identifying shapes through interaction with closest environment (circle, square, triangle, rectangle) 

• Beginning to sort & classify by attributes (1) 

SS will use their observation skills and memory to remember what they saw on the board. After, they will go to the board and draw it for their teams to guess.

PQ:

• What do you think your friend is drawing?

• What letter does it start with?

• Can you ask your friends for a clue?

SS will have water and dish soap. We will mix it and then with a straw will blow to create the bubbles.

PQ:

• What do you think we can do with this materials?

• What shape do you see in the bubbles?

• How long do you think a bubble will last before it pops?

• What happens when you touch a bubble?

• What do you think would happen if two bubbles touched each other?

BALLOONS:

SS will pop the balloons and find clues about the new letter we are going to learn. After, they will practice tracing letter B following the correct directionality.

PQ:

• What is the initial sound of ballon?

• What lines do you use to make letter B?

• What are some words that start with the letter B sound?

Early Learning Goal 

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.  

• Answers predictive questions that enhance critical reading comprehension 

• Trace initial letter and name with correct directionality. 

• Differentiate between letters and numbers.  

• Exposure to First letter Chunk: Horizontal and vertical letters: HEF – LITU - DPB (directionality, letter name and letter sound).  

• Encourage creation of shapes, lines objects with their fingers using different materials 

SS will be split into teams. They will have legos and will create something according to what they see on the board

Materials:

• Spin the wheel

SS will use legos in order to build each letter. They will roll the dice to see what letter they get, they will have to build it, then trace it and finally draw something that starts with that letter

SS will have paper and a drawing. They will have to tear the paper and paste it inside the drawing.

SS will draw the other side of an image as accurate as possibl

SS will use clothespins to fill in the missing numbers

SS will observe an image and will have to recreate it using as many details.

PQ:

• What do you see?

• What colors did the artist used?

• What type of shapes and lines do you see?

Share their country, show landmarks and flag

PQ:

• What country did you come dressed up as?

• Why did you choose this country?

• What colors do you see on the flag?