-Morning Message

-Move your body

PQ:
What number do you think was traced on your back?
How can you tell it was the number 8?
What does the number 8 look like?

DIFF:
Emerging
SS will trace the number 8 on a textured surface (e.g., sandpaper card) before the game to build motor memory.

MATERIALS:
None needed for the game
For emerging SS: sandpaper number 8, number cards for review

SS will reinforce letter recognition, listening, and handwriting by playing an interactive game of letter bingo. During each round, SS will dance while music plays. When the music stops, TCH will call out a letter. SS will sit in writer’s position, find the letter on their bingo board, trace it with a marker, and place a chip on top. This activity supports phonics, fine motor control, and active engagement as SS recognize letter names and practice forming letters.

PQ:

• What letter did you hear?

• Can you think of a word that starts with that letter?

• How do you know where to start tracing?

MATERIALS:

• Bingo boards with letters

• Chips or counters

• Dry erase markers

• Music source

-Morning Message

-Move your body

PQ:
What did you notice when you added the Alka-Seltzer?
Why do the oil and water not mix?
What do the bubbles tell us about what is happening inside the bottle?

MATERIALS:
Clear plastic bottles
Water
Vegetable oil
Food coloring
Alka-Seltzer tablets
Trays

SS will understand the importance of using calm and respectful language to solve problems by identifying the difference between complaining and expressing needs clearly. Through a read aloud and group discussion, they will explore how words can be used to solve conflicts. Then, as a class, they will create a T-chart to compare examples of complaining and respectful problem-solving, supporting social-emotional development and communication skills as SS play cooperatively, take turns, and show sensitivity to others’ needs and feelings.

PQ:

• What happened when the character complained?

• How did the character solve the problem in a better way?

• What words can you use to express your feelings calmly?

  
  

MATERIALS:

• Llama Llama Mad at Mama book or another relatable story

• Chart paper for T-chart

• Markers

• Optional: sentence starters visuals

-Morning Message

-Karaoke

SS will participate in a Think-Pair-Share routine to talk about their personal interests and passions. After reflecting and sharing with peers, SS will brainstorm and draw ideas for what they would like the new class project to be about. This encourages collaborative communication, listening, and respect for different ideas while helping SS express themselves and engage in the project-planning process. This activity supports forming positive relationships and taking account of others' ideas.

PQ:

• What do you love to do or learn about?

• What project would you love to do with your friends?

• What idea did your partner share that surprised you?

MATERIALS:

• Sketchbooks

• Pencils, colors, markers (caddy)

• Class project idea chart

• Think-Pair-Share visuals

Objective:
SS will collaborate in teams to design and build a simple maze using classroom materials and then program their mouse bot to navigate through it. Through this STEM challenge, SS will use directional language and logical steps to guide the bot, strengthening problem-solving and teamwork. This activity supports interaction, turn-taking, and idea sharing, as SS work together and reflect on each attempt to improve the result.

PQ:

• What kind of path does your maze have?

• What directions does your mouse need to follow?

• What changes did you make to help the mouse succeed?

• What idea did your partner share that helped your team?

DIFF:

• Emerging:

  • SS will help build the maze and press buttons to follow a simple path with support

• Advanced:

  • SS will plan the maze layout and independently sequence commands to guide the mouse

MATERIALS:

• Mouse bots

• Maze-building materials (blocks, tape, cardboard pieces, cups)

• Coding cards or command visuals

• Teamwork checklist

• Floor space

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

-Move your body

SS will discover the letter B by participating in a multisensory food-tasting activity. They will observe and identify different foods that begin with the letter B, such as banana, blueberry, bread. After tasting each item, SS will name the food and connect it to the letter sound /b/. They will then draw and label the items in their journals to reinforce the connection between the letter B and its initial sound. This activity supports recognizing letter sounds and names through real-life examples.

PQ:

• What sound do all these foods start with?

• Can you think of other things that start with the /b/ sound?

• What letter makes that sound?

DIFF:

• Emerging:

  • SS will match each food to its initial letter sound and label with support

• Advanced:

  • SS will write a short sentence using the word (e.g., “B is for banana”)

MATERIALS:

• Small portions of:

  • Banana

  • Blueberry

  • Bread

  • Brownie

• Journals and pencils

• Letter B anchor chart

• Picture cards of B items

Objective:
SS will practice number identification, writing, and representation by spinning a number wheel and completing a math template. They will record the numeral, write the number word, show it with tally marks, and fill in the ten frame to match. This reinforces number sense and visual representation as SS use numbers to represent quantities and show understanding in multiple ways.

PQ:

• What number did you spin?

• How did you show that number in different ways?

• Which part was easiest or trickiest to fill in?

MATERIALS:

• Number spinner (1–10 or 1–20)

• Number representation template (as shown)

• Pencil, markers, or dot stickers

• Optional: linking cubes or mini counters

SS will develop fine motor control, focus, and problem-solving skills by navigating a magnetic object (such as a ball or paperclip) through a maze using a magnetic wand. This activity encourages spatial reasoning and hand-eye coordination as SS recognize pathways, track directionality, and solve movement-based challenges through active exploration.

PQ:

• What strategy did you use to get through the maze?

• Did you have to try a different way to reach the end?

• How did you control the magnetic object?

DIFF:

• Emerging:

  • SS will complete simpler mazes with wide, curved paths

  • SS will work with support to guide their movement

• Advanced:

  • SS will complete more complex mazes with turns and dead ends

  • SS will explain how magnets work and predict the direction of motion

MATERIALS:

• Printed magnet mazes

• Magnetic wands

• Magnetic objects (metal balls, paperclips, etc.)

• Tray to contain movement (optional)

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 reinforce number and letter recognition by tracing them with their hands using paint on a large chart paper, focusing on following the correct directionality. This activity supports fine motor development, letter/number formation, and sensory engagement while linking written symbols to their meaning.

PQ:

• What do you notice about how each letter or number is written?

• Was it easier to trace with your whole hand or with your fingers?

• How do you know where to start?

DIFF:

• Emerging:

  • SS will use their whole hand to trace over large letters and numbers with support

• Advanced:

  • SS will use fingers to follow directionality independently and identify each symbol aloud

MATERIALS:

• Large chart paper with printed letters and numbers

• Washable paint

• Wet wipes or cloths for clean-up

PQ:

• What tool was easiest to use?

• How did the pom poms feel in the water?

• Can you group the pom poms in a special way?

DIFF:

• Emerging:

  • SS will explore freely and focus on transferring pom poms using any tool

  • SS will identify and name colors while scooping

• Advanced:

  • SS will sort by attributes (size, color, texture) or create simple patterns

  • SS will use specific tools to complete small challenges (e.g., fill all the cups with only blue)

MATERIALS:

• Sensory bin with water

• Colorful pom poms (various sizes/textures)

• Tweezers, tongs, scoops, colanders, and spoons

• Silicone muffin cups or small bowls

• Optional: pop-it for sorting challenges

-Morning Message

-Move your body

PQ:
What do you think is inside the box?
Can you say your sentence using the word "a"?
Why do we need the word "a" in our sentence?

DIFF:
Emerging
SS will use a pre-written sentence stem and drawing to support their response.
Advanced
SS will write additional words.

MATERIALS:
Mystery box
Small classroom objects (spoon, domino, toy, shell, etc.)
Journals or writing paper
Pencils, crayons
Sentence frame model on the board

Students will identify the main character’s feelings and discuss ways to manage emotions like frustration or crankiness.

Description:

Begin by observing the cover and title together. Ask students to predict what the book might be about and how the book character might feel. Read the story aloud, using expressive voice and facial expressions. Pause to model how we notice cranky feelings (e.g., clenched arms, angry eyebrows, speech bubbles like "Go away"). At the end, reflect on what helps the character feel better and how we can do the same. Create a chart with “cranky vs calm” and write what makes you feel each way.

PQ:

• What do you think is making the book feel cranky?

• How can we tell the book is upset? What clues do we see in the pictures?

• What helps you feel better when you're feeling cranky or frustrated?

Materials:

• A Very Cranky Book

• Chart paper for “Cranky vs. Calm” chart

• Pointer

Students will reinforce number recognition, construction, and directionality by building numbers using domino pieces.

Description:

Students will use domino pieces to form the shape of numbers (1–10) on the floor or table. Once they have carefully built the number shape using the dominoes, they will push the first one to create a domino fall, watching how the pieces fall in the correct writing direction of the number.

This reinforces directionality and number formation in a tactile, engaging way.

PQ:

• What number are you building?

• Which direction does your number go?

• Did all your dominoes fall in the right direction?

DIFF:

• Emerging: Trace numbers with a model first; work on numbers 1–5.

• Advanced: Create numbers without a model and try double-digit numbers.

Materials Needed:

• Domino pieces

• Printed number models for guidance (optional)

PQ:

• What letters do you see in your word?

• Can you read your word aloud?

• What other word do you know that looks like this one?

DIFF:

• Emerging:

  • SS will build shorter or more familiar HFWs with support

  • SS will match beads to letters on the card one at a time

• Advanced:

  • SS will build multiple HFWs and use one in an oral or written sentence

  • SS will try building the word without looking at the card

MATERIALS:

• Letter beads

• Pipe cleaners

• HFW cards (I, see, can, to, is, etc.)

• Optional: recording sheet for extension

Students will apply letter recognition and fine motor skills to build their name using colorful paper shapes.

Description:

Students will create a fun and colorful name craft by:

1. Identifying and spelling the letters of their name.

2. Gluing pre-cut or self-cut colored paper circles or shapes on a strip of cardstock or paper.

3. Writing one letter of their name on each shape.

4. Decorating their name craft if time allows.

This activity supports name recognition, sequencing, and letter formation, while also developing scissor and gluing skills.

Prompt Questions (PQ):

• What letters are in your name?

• Which letter comes first?

• Can you find a letter that looks like this one on our alphabet chart?

DIFFERENTIATION (DIFF):

• Emerging: Use name templates or dotted letters to trace. Provide pre-cut shapes.

• Advanced: Let students cut their own shapes, write both uppercase and lowercase letters, or decorate with drawings representing things they love.

Materials Needed:

• Colored paper (cut into circles or other shapes)

• Glue sticks

• Scissors

• Black markers or crayons

• Long strips of white or colored cardstock

Students and their families will collaboratively build a bridge using popsicle sticks, tape, cups, and blocks to help a coding mouse cross between two tables. They will use their problem-solving and creative skills to design, test, and improve their structures. The teacher will walk around to ask guiding questions, and the class will end with a group reflection using a slide prompt.

PQ:

• What materials did you choose and why?

• How did your team solve problems when building the bridge?

• What would you change to make your bridge stronger?

MATERIALS:

• Popsicle sticks

• Plastic cups

• Tape

• Coding mouse

• Tables