PQ:

• What letters do you see in your friend’s name?

• What colors or details do you notice in your friend’s face?

• How does it feel to draw someone and write their name

  
  

Materials:

• Name cards

• Bag for name drawing

• Sketchbook

• Pencils and colored pencils

  
  

Diff:

• Emerging: SS will trace their friend’s name from a model.

• Advanced: SS will write their friend's name independently and add labels (words) about them on the drawing.

  
  

Exit ticket:

• Show your drawing and tell us the name of your friend.

• What did you notice while drawing your friend?

-Morning Message

-Move your body

-Intro to caring buddies

SS will review how to write numbers through whole group practice on individual whiteboards. After the review, SS will rotate through four hands-on stations to reinforce number formation using different textures and tools. Each station will support fine motor skills, number recognition, and multisensory learning.

PQ:

• What number are you practicing?

• How do you know where to start your number?

• Which station helped you remember how to write the number?

DIFF:

• Emerging

  • SS will work with a smaller set of numbers (1–5) and use visual guides

• Advanced

  • SS will practice numbers beyond 6

  • SS will be encouraged to build or trace two-digit numbers

MATERIALS:

• Station 1: Playdough, number mats

• Station 2: Dry-erase tracing sheets, markers

• Station 3: Tangram pieces, number outlines

• Station 4: Sand trays

Strategies to Use in the Session:

• Sit quietly and breathe in and out slowly.

• Count each breath up to 10 (inhale 1, exhale 2…).

• Start again at 1 if you lose count.

• Notice thoughts like clouds passing by.

• Use fingers or small objects to help count.

Learner Ambition: Collaborative- I can interact with lots of different people. I can take turns and share my ideas with others.

SS will work in small teams to play a Kahoot game that reviews the letters H, E, F, L, I, and T. Each question will ask SS to identify letter names, match beginning sounds to pictures, or choose the correct lower case letters. Before selecting an answer, SS will use the Think-Pair-Share routine to talk through their ideas with a partner or their group. This promotes collaboration, communication, and shared reasoning while reinforcing early phonics knowledge.

PQ:

• What did you and your partner think the answer was?

• What helped your team agree on an answer?

• What idea did your partner share that helped you?

  
  

MATERIALS:

• Kahoot quiz with letter and sound recognition questions (H, E, F, L, I, T)

• Ipads

• Visual letter cards and sound cards for support

-Morning Message

-Move your body

PQ:

• How did you decide what your bridge would look like?

• What was easy or hard about working as a team?

• What did you learn about building something strong?

  
  

Materials:

• Toothpicks

• Marshmallows

• Popsicle sticks

• Tape

• Small object to test (eraser, small toy)

Strategies to Use in the Session:

• Sit quietly and breathe in and out slowly.

• Count each breath up to 10 (inhale 1, exhale 2…).

• Start again at 1 if you lose count.

• Notice thoughts like clouds passing by.

• Use fingers or small objects to help count.

PQ:

• What did you do that made your Caring Buddy feel happy or safe?

• How did you know your Caring Buddy felt cared for?

• What could you add to your drawing to show more about what happened?

  
  

Diff:

• Emerging: label only with the initial letter

• Advanced: Will be challenged to write short sentences to accompany their drawings.

  
  

Materials:

• Sketchbooks

• Pencils

• Colored pencils

-Morning Message

-Move your body

Strategies to Use in the Session:

• Sit quietly and breathe in and out slowly.

• Count each breath up to 10 (inhale 1, exhale 2…).

• Start again at 1 if you lose count.

• Notice thoughts like clouds passing by.

• Use fingers or small objects to help count.

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 (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 

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 on a 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 

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) 

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 

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. 

• Predictions and observation 

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  

• Manipulates and interacts with materials and their utilities (Tinker) 

• Repeats different actions to improve results 

• Creates with no instruction by tinkering with materials   

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 

-Morning Message

-Move your body

PQ:

• What sound does each of these letters make?

• Can you think of a word that starts with L, I, or T?

MATERIALS:

• L, I, T magnetic letters

• word list for sorting

• Journals

• Pencils and colors from the caddy

Strategies to Use in the Session:

• Sit quietly and breathe in and out slowly.

• Count each breath up to 10 (inhale 1, exhale 2…).

• Start again at 1 if you lose count.

• Notice thoughts like clouds passing by.

• Use fingers or small objects to help count.

SS will play a whole group number bingo game to reinforce number recognition, listening skills, and one-to-one correspondence. Each SS will receive a bingo card with numbers. As numbers are called out, SS will mark them using translucent chips. The game will continue until someone fills the entire card.

PQ:

• What number did you hear?

• Can you find that number on your card?

• What numbers are close to getting bingo?

DIFF:

• Emerging

  • SS will receive verbal and visual support

• Advanced

  • SS will have numbers and representations in their cards.

  • SS will play with numbers 1-15

MATERIALS:

• Number bingo cards (varied sets based on skill level)

• Translucent chips or counters

• Number cards or spinner for calling numbers

SS will explore number sense and fine motor control by using droppers to fill in drawn circles with colored water. They will count how many drops it takes to fill each dot, reinforcing one-to-one correspondence, estimating, and precision in hand movement.

PQ:

• How many drops did it take to fill your dot?

• What happens if you squeeze the dropper too hard or too soft?

• Did all the dots take the same number of drops?

DIFF:

• Emerging

  • SS will work with larger dots and count with adult support

  • SS will focus on squeezing slowly and using one drop at a time

• Advanced

  • SS will make predictions before dropping and compare results

  • SS will record how many drops each dot took and compare sizes

MATERIALS:

• Laminated sheets with circles

• Colored water

• Eye droppers

• Trays

PQ:

• What word or name did you build?

• What letters did you use?

• How do you know the letters are in the right order?

DIFF:

• Emerging

  • SS will build simple words or names with picture and letter support

• Advanced

  • SS will build several CVC words and explore changing sounds to make new words

  • SS will write the words they built in their journals

MATERIALS:

• Linking cubes with letters

• CVC word cards with pictures

• Name cards

• Advanced: Journals

PQ:

• What did your sentence say?

• How did you know which picture matched your sentence?

• What helped you read the sentence?

DIFF:

• Emerging

  • SS will focus on identifying key words in the sentence

• Advanced

  • SS will read independently and explain their picture choice

MATERIALS:

• Sentence strips with simple sentences

• Picture cards

• Clipboards or trays for sorting

• Advanced: journals for sentence writing extension

PQ:

• What sound does your picture start with?

• How do you know where it belongs on the chart?

• What sounds do you hear when you stretch out the word?

DIFF:

• Emerging

  • SS will label using initial sounds or copy the word

• Advanced

  • SS will write full labels independently and stretch out each word

MATERIALS:

• Printed picture cards (objects starting with H, E, F, L, I, T)

• Large chart paper with letter headings

• Scissors and glue

• Pencils and colors from the caddy

SS will practice one-to-one correspondence, number recognition and fine motor skills by counting small counters and placing the correct quantity on top of number cards. Each SS will select a number card, count the matching number of counters, and place them in the corresponding space using tweezers

PQ:

• What number did you choose?

• How many counters do you need to match that number?

• How can you double-check your counting?

DIFF:

• Emerging

  • SS will work with numbers 1–5 and count aloud with adult support

  • SS will use fingers or number lines to help count

• Advanced

  • SS will work with numbers beyond 10

    
    

MATERIALS:

• Number cards

• counters

• Tweezers

PQ:

• What do you notice when you look at both pictures?

• What is something that looks different?

• What did your partner see that you didn’t notice at first?

DIFF:

• Emerging

  • SS will work with fewer and more obvious differences with visual prompts

• Advanced

  • SS will work with more detailed images and record the number of differences found

MATERIALS:

• Printed “Find the Differences” worksheets (2 similar images per page)

• Pencils or colors from the caddy

PQ:

• What does the slime feel like when you squeeze it?

• How can you stretch or pull it in different ways?

• What part of your hand are you using the most?

-Morning Message

-Move your body

SS will recognize themselves as writers and begin to express what they know using drawings and beginning words. They will learn that writing is a way to teach others and will start developing routines and habits of writing workshop.

TCH will show SS some books and will Highlight key parts:

• Author – the person who writes the book

• Illustrator – the person who draws the pictures

• Front and back cover, pages, and illustrations

TCH will explain that all of these books were made by writers, people with ideas who put them on paper. SS will discuss what it means to be a writer and what writers do.

Tell SS:

“This year, you will become writers too! Every day, you’ll have special time called Writing Sessions, where you will make your own books using pictures and words.”

Teaching Point: “Writers write to teach people what they know. You can do that too. You think about something you know, and then with drawings and writing, you put what you know on the paper.”

• “What do I know about what I can teach other people?” “I could write to teach people about dogs, because I have a dog and I take care of her. That's it, I'll write about my dog!” 

Writing Activity

SS will think about a topic they know and could teach someone about, and then turn to a peer to share their idea. After discussing, SS will use their journals to create their writing piece.

• SS will be encouraged to begin to work independently, using the anchor chart (Things Writers Can Teach About) as a visual reference.

PQ:

• What do writers do?

• What do you know that you could teach someone?

• What picture could you draw to help someone understand your idea?

• How can we show that we are working like writers?

Materials:

• Anchor charts: Things we can draw about, alphabet

• Journals

• Individual Bags with writing material

Students will observe the front cover and make predictions about the story based on visual clues and prior knowledge.

Description:

Before reading the book, students will closely examine the front cover. They will engage in elbow-partner discussions to predict the storyline, identify familiar elements (like dragons and tacos), and make connections to prior knowledge or classroom content. Their predictions will be recorded on a class thinking web or chart paper.

PQ:

• What do you see on the front cover?

• What do you think the story will be about?

• Have you ever eaten tacos or heard about dragons before? What do you know about them?

DIFF.

• Emerging:

  • Use visual prompts (taco, dragon images) to support vocabulary.

  • Provide sentence starters: “I see a…”, “I think it will be about…”.

  • Partner them with more verbal peers for elbow discussions.

• Advanced:

  • Encourage more detailed predictions: “I think the dragon will…”

  • Invite them to justify their predictions with evidence: “Because I see…”

  • Allow them to lead group sharing or scribe peer predictions on the chart.

Materials:

• Dragons Love Tacos book

• Chart paper or whiteboard

• Markers

• Vocabulary cards

Strategies to Use in the Session:

• Sit quietly and breathe in and out slowly.

• Count each breath up to 10 (inhale 1, exhale 2…).

• Start again at 1 if you lose count.

• Notice thoughts like clouds passing by.

• Use fingers or small objects to help count.

PQ:

• How will you shape the body and the head?

• What parts does your animal need?

DIFF:

• Emerging

  • SS will use pre-rolled shapes if needed for easier assembly

• Advanced

  • SS will add extra features like patterns or textures using tools

  • SS will describe the parts of their animal and how they made them

MATERIALS:

• Dough

• Dough tools (toothpicks, straws, small rollers)

• Trays

• Step By Step

Metacognition: Learner Ambition: Collaborative. Think. Pair. Share

SS will be introduced to the concept of teamwork through a class discussion and teacher modeling of what it looks and sounds like to collaborate. Using the Think-Pair-Share routine, SS will reflect on what it means to work together, talk with a partner about good team behaviors, and then share their ideas with the whole class. In small groups, SS will choose or be assigned one teamwork behavior (e.g., listen, help, take turns) and draw that step. The drawings will be put together to create a “Working as a Team” class checklist to display and refer to during collaborative tasks.

PQ:

• What does it mean to be part of a team?

• How can we help each other work together?

• What idea did your partner share that helped you think differently?

MATERIALS:

• Chart paper and sentence strips

• Pencils and colors from the caddy

• Paper for each group to draw their step

EXIT TICKET:

• Share your group’s drawing and say what teamwork step it shows.

At the end of the week, SS will reflect on one Flag Time activity they enjoyed or found challenging and will represent their experience through drawing and simple writing. By revisiting their learning process, SS will develop metacognitive awareness and begin to identify personal progress, goals, and emotions related to learning. This helps foster self-assessment, ownership, and a growth mindset.

Skill:

• Self-reflection and self-assessment

• Expressive drawing and writing

• Emotional awareness and goal setting

Materials:

• Journal

• Reflection Slide

• Caddies

• Sentence starters (e.g., “I liked…”, “It was hard when…”, “Next time I want to…”)

• visuals/icons for feelings and activities for emerging writers

• Marco Andres

• Olivia V

• Samuel

• Leonel

Group 2: Patience

• Sofia

• Daniel

• Santiago

Group 3: Directionality

• Lucas

• Nicolas

• Andrea

• Claudia

• Micaela

Group 4: Hand Strength

• Ricardo

• Ariana

• Juan Martin

Group 5: Letter Recognition/Attention

• Amaia

• Candelaria

• Alana

• Tehani

• Juan Emilio

• Olivia P.

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

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

Skill:

• Number formation and directionality

• Visual-motor coordination

• Number recognition and recall

Objective:
SS will copy and independently write numbers 1–6 with correct directionality by using a visual reference and applying the skill through dice-generated number practice.

Materials:

• Number directionality reference card (with arrows or highlighted starting points)

• Whiteboard and marker

• One or two dice

• Eraser or tissue

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)