SS will have to guess if the action in the board represents caring actions or not.

PQ:

• Why is this caring?

• Why is it not?

• What can you do instead of...

• Mindful minute

• SS will review number 1-5

• They will have to dance, and when the song stops they will look at the screen and see a number. If they have it on their card, they will use a chip to mark it.

SS will observe the different materials and will make predictions of what we are going to create. They will record their observations and predictions in their sketchbooks.

After, we will create the dough as a group.

Ingredients:

• Flour

• Salt

PQ:

• What do you think we are going to make?

• What can you make with the dough?

• Can you draw your predictions?

• Mindful minute

• What color do you want your dough to be?

• What colors do you need in order to create __ color?

SS will use the dough to create their initial letter

• Mindful minute

SS will have a number from 1-5 on a crown, the TCH will call out a number and the SS will run and catch the friend with the

correct number.

• Mindful minute

Stations:

1. Playdoh

2. Whiteboard markers

3. Paint

4. Do a dots

5. Chips

PQ:

• What is you initial letter?

• How do you trace your initial letter?

DIFF: SS who can can trace their names

SS will read the Morning Message and will discover a questions: "How do you think a PreK Rabbit should be in the classroom?"

They will discuss and create a moodboard about the class expectations

PQ:

• What are some things that we should do in the class in order to be respectful and caring?

• How do you sit down on the morning meeting?

• how do we make a proper line?

• How do we clean up?

SS will create pictograms with the teachers of the different routines.

• What is mindfulness? Prestar atención a lo que está a nuestro alrededor

• Ancla: lo que te mantiene en el mismo lugar

• Práctica: introducir las anclas, que pueden ser barriga, pecho o nariz. Enfocando nuestra atención en estas áreas como anclas.

• Makedo Invent

PQ:

• What materials do you see?

• What can you make with these materials?

DIFF:

• SS can start creating using the Makedo Invent

• What do you think this story will be about?
• Make connections with content seen in class

• Numerical awareness 1-5 

• Rote count 1-10 

• Exposure to tally 

• Comprehension to positional words: up, down, big, small 

 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) 

• Beginning to sort & classify by attributes 

• Exposure to big books during reading time 

• Explore pictures of the book asking: "What do you see?" "What is happening on this page?" 

• Explore books on the daily basis 

• Use repetitive stories, books, rhymes and fingerplays 

• Introduce parts of the book 

• Exposure to nursery rhymes and chants on the daily basis  

• Encourage repetition of words on rhymes and chants 

• Exposure to different type of sounds on the daily basis 

• Explore and imitate different sounds from their environment 

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

• Introduce the alphabet and what it represents. 

• Differentiate between numbers and letters 

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

• Explore sensorial material with their hands such as playdough, sand, soil, gel, shaving cream 

• Encourage repetition of different movements and actions with their arms and hands 

• Explore with objects that reinforce motor skills such as sponges, clothespins, tweezers 

• Encourage exploration of sensorial materials using creativity and imagination with different materials 

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

• Exposure and adapts to correct posture 

• Uses correct pencil grip to manipulate a variety of objects 

• 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 

• Exposure to different sensory stimulation 

• Scientific method: observation

SS will use Q-tips and paint to color the color code

• PQ: what can you create using the dough?

SS will have different ways to write and create their names. They will practice how to write it by tracing, coloring and recognizing their names.

DIFF: SS that can will move along the activity

1. Recognize the initial letter

2. Recognize their names

3. Trace their names with markers

4. Write their names

SS will draw themselves using as many details as possible

Materials:

• A4 cardboard

• color pencils

Putty & Counters:

• SS will have to take out all the counters from the putty.

SS will learn the directionality of lines and will practice using different materials:

Stations:

1. Gomets

2. Playdoh

3. Trace with markers

4. Paint + Q-Tips

5. Mat Man Lines

PQ:

• Where have you seen these lines?

• What can you make using these lines?

-Ss will participate in an activity where they will be Introduced "numberblocks"  1 to 5

-Present each number and its character (paste the number block under each number on the wall)

-Practice how to write each number and ways to represent it

-Ten frame displayed on the whiteboard. Count with ss while filling the ten frame with magnets

SLIDES <---

PQ: what is a ten frame? How do we use ten frames?

DIFF: Ss who are able will work to numbers up to 10

SS will find their initial letter and will use the tangram pieces to fill it. After they will be encouraged to find their friends initial letters and create them as well.