Recognize the new letter R and identify objects and words that begin with its sound.

Description:

Students will participate in a “Red Party.” First, they will search the classroom to find objects that are red or that start with the letter R. They will also find images with the initial letter R hidden around the classroom and use them to guess the new letter. Afterwards, students will go to their journals to practice writing the new letter R.

PQ:

1. What things do you know that have the initial sound /r/?

2. Why do you think the letter R is connected with red?

3. Can you think of other words that begin with R?

DIFF:

• Emerging: Practice tracing and copying the letter R in their journals.

• Advanced: Write sentences with the words they found that start with R.

MATERIALES:

• Red objects

• Images of items that start with R

• Journals

• Pencils/crayons

Students will develop awareness of their body and movements by practicing mindful walking patterns and observing the sensations produced by moving at different speeds.

Description of Activity

• Students will practice mindful walking in a limited space (no more than 10 steps).

• They will be asked to focus only on their feet, noticing how each step feels and the sensations in their body.

• Using floor tiles as a guide, students will walk in slow motion across the space.

• Throughout the week, they will practice different patterns of speed (fast–slow–fast–slow).

• Each round will end with a pause and a deep breath to connect movement with calmness.

PQ (Prompt Questions)

• What do you notice about your feet when you walk slowly?

• How does your body feel when you walk fast? How does it feel when you walk slow?

• Why do you think it’s important to pause and take a deep breath after moving?

DIFF (Differentiation)

• Emerging: Walk following teacher’s modeled pace and pattern (guided fast/slow).

• Advanced: Create their own walking pattern (e.g., slow–slow–fast, or 3 fast steps–2 slow steps) and share with peers.

Materials Needed

• Clear space with floor tiles or markers on the ground

• Calm background music (optional)

Skills Targeted

• Mindfulness and body awareness

• Self-regulation (pause and breathe)

• Pattern recognition and creation

• Focus and observation

Students will analyze Beatrice’s feelings about mistakes, predict story events, and create a craft that celebrates the power of learning from mistakes.

Day 1: Interactive Read-Aloud and Discussion

Before Reading

• Show the cover. Ask:

  • “What do you think this book will be about?”

  • “What does it mean to make a mistake?”

  • “Is it okay to make mistakes? Why?”

• Chart their ideas with a T-chart: Mistakes / Feelings About Mistakes.

During Reading

• Stop at key pages:

  • When Beatrice is perfect: “How does she feel? How do others see her?”

  • When she almost makes a mistake: “How do you think she feels inside?”

  • When she finally makes a mistake: “What do you think will happen next?”

• Use sticky notes to cover emotion words. Let students predict.

After Reading

• Discuss:

  • “How did Beatrice change?”

  • “How did making a mistake help her?”

  • “How do you feel when you make mistakes?”

• Add new ideas to the T-chart.

Prompt Questions (PQ):

• Why was Beatrice afraid of making mistakes?

• How did she feel when she finally made a mistake?

• What can we learn from Beatrice about making mistakes?

DIFF.

• Emerging:

  • Use emotion picture cards to match Beatrice’s feelings.

  • Provide sentence starters: “Beatrice feels ___ when ___.”

• Advanced:

  • Invite students to write about a time they made a mistake and what they learned.

  • Discuss how making mistakes helps our brains grow.

Fun Craft – “My Beautiful Mistake” Art

Theme: Celebrate the idea that mistakes can lead to beautiful, creative, or unexpected results!

Students will create an art piece that starts with a “mistake” mark or scribble and turns it into something they love.

Materials Needed:

• White paper

• Markers, crayons, colored pencils

• Optional: Watercolors, glue, scrap paper for collage

• Sentence strips or recording sheet

Steps:

• Invite each child to “make a mistake” on their paper—a scribble, random shape, or accidental-looking line.

• Challenge them: “Turn your mistake into something beautiful or creative!”

  • Example: A scribble becomes a monster, flower, or castle.

• Once finished, students share their art and describe:

  • “My mistake turned into…”

• Write or dictate a reflective sentence:

  • “Mistakes help me…” or “I can learn from mistakes by…”

Objective:

Students will build a bridge using only paper and tape, applying basic engineering ideas so it can hold as much weight as possible.

Description:

Children will work in teams to design and build a bridge using sheets of paper (they can fold, roll, or create different structures) and tape. Then, they will test the strength of the bridge by placing small objects (coins, counters, erasers) on top until the bridge collapses.

PQ:

1. What happened when you put the first object on your bridge?

2. How can you change your design to make it stronger?

3. What did you learn about how engineers build bridges?

DIFF:

• Low level: Provide visual examples of ways to fold paper (accordion, tube, flat).

• High level: Challenge them to build a longer bridge or one that holds more weight without showing examples.

MATERIALS:

• Sheets of paper (white or colored)

• Tape

• Coins or counters

• Two books or boxes to serve as bridge supports

-Take attendance

-Move your body

Hello Hummingbirds!

Can you help me with these additions?

ten frame additions.

-Take attendance

-Move your body

Hello Hummingbirds!

Oh no! My sentences are all mixed up.

Can you help me put them in the right order?

• like I pizza → ______________________.

• Iam I happy →_______________________.

• see I cat a → ________________________.

-Take attendance

-Move your body

Hello Hummingbirds!

Today we will play with rhyming words.

Which two of these words rhyme:

cat – hat – sun

dog – log – car

tree – bee – book

Can you give me more examples?

-Take attendance

-Move your body

Hello Hummingbirds!

Let’s read together.

1. I have one (image of a teddy bear).

2. The (image of a dad) can see the (image of a cat).

3. I have a (image of a dog).

-Take attendance

-Move your body

-Daily Affirmations

Hello Hummingbirds!

Let’s read and complete the sentences together.

• I ___ happy.

• She ___ my friend.

• We ___ six years old.

• I ___ a cat.

• He ___ run fast.

• I ___ pizza.

• We ___ fun today.

• 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) 

• Makes things happen, watches for results, repeats and improves results  

• Design thinking: represents ideas through drawings and labeling  

• Shares thinking about future projects (Design Thinking). 

• Communicates and explains their creation with details, their use and names them  

• Observes environment, records detailed data, makes comparisons and uses the information to create  

• Manipulates objects that have no instruction and gives them a purpose   

• Manipulates riding toys with precision  

feelings, and form positive relationships with adults and other children.

• Caring

• Respect

• Responsibility 

• Fairness  

• Citizenship 

• Trustworthiness

plants and explain why some things occur, and talk about changes.

- Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

• Predictions and observation 

• 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

• Collect, describe, and record information through discussion, drawings, and chart (surveys & tally marks, web map, bar graph, venn diagram) 

• Identify the common needs such as food, air, and water of familiar living things 

• Invents strategies to figure out answers to problems 

• Shows curiosity about living and nonliving things 

• -Shows respect for living things 

• Categorize objects into groups based on their qualities, similarities and differences 

• When unsuccessful at solving problems, experiments and adapts strategies 

Early Learning Goal  

Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. 

-Remembers and talks about significant events in their own experience. 

​​Recognize membership in family, neighborhood, school, and other groups. 

-Explain why families and classrooms have rules (e.g., examples of rules and consequences). 

-Identify school personnel to whom students can go for help or safety 

-Follow safety procedures for school emergencies (e.g., fire drills, earthquake, intruder). 

-Identify examples of honesty, responsibility, patriotism, and courage from history, literature, and folklore, as well as from everyday life (e.g., heroes and special holidays). 

-Use words and phrases correctly related to chronology and time. Words to include but not limited to past, present, future, before, now, and later. 

-Identify common places in their community (landmarks) 

- Describe surroundings 

-Recognises and describes special times or events for family or friends. 

-Makes comparisons among several objects based on one or more attributes (length, size, weight) and using words such as shorter, taller, bigger, smaller, heavier, lighter. 

-Recognize and investigate cause-and effect relationships in everyday experiences – pushing, pulling, kicking, rolling, or blowing objects 

- Shows acceptance of persons from different cultures and ethnic groups 

-Shows that he/she values others within the classroom/program, family, and community 

-Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family 

• Posture 

• Pencil grip 

• Self portrait 

• Uses hands intentionally on daily basis activities to stimulate endurance 

• Uses hands to hold objects intentionally 

• uses correct pencil grip to draw/write 

• Uses pencil grasp to solve daily basis problems 

• Create shapes and letters using simple lines 

• Coordinates eye - hand with accuracy in cutting straight and curved lines. 

• Uses dominant hand for daily activities 

• Traces lines and letters following the correct directionality (Top to bottom, lef to right) 

• Uses spaces and respects limits accordingly to the task 

• Uses positional words to understand and complete tasks 

• Manipulates and differentiates sensorial stimuli 

• Explores different body parts to create body postures 

• Static balance for 10 sec 

• Alternates jumps using both feet 

• Identifies and applies appropriate postures according to the task 

• Participates in visual perception activities 

• Follows and coordinates visually movements 

#2: 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.

# 3: 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.

• Letter Assessment (assess all letters) 

• Links sounds to letters, naming and sounding the letters of the alphabet 

• Hears, says and writes the initial sound in words. 

CHUNK:  H E F L I T U D P B A M N K V W    X Y (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 

• Writes own name and other things such as labels,captions 

• Manipulates phonemes/ identify and separate phonemes in words 

• 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 

• Hears, says and writes the initial sound in words.

• HFW: (I, CAN, SEE, A, LIKE, TO, MY, THE, HAVE, AM, IS, WE, YOU, IN, AND HE, ME, WENT, NO, GO))

• Uses pictures to read simple sentences from left to right. 

• match one spoken word to one word in print, as defined by space 

• build vocabulary by noticing new words, discussing word meaning an visual structure, and collecting the words they encounter in books 

• Can segment the sounds in simple words and blend them together and knows which letters represent some of them (BLENDING) 

• Word families (on/at/ay)  

• Rhyming words 

• Change beginning sound 

• We are all writers

• When we are done we have just begun (labeling)

• Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. 

• Recognises rhythm in spoken words 

• Carrying on independently as writers  

4. Writers call to mind what they want to say, then put that onto the page  

5. Stretching out words to write them 

6. Writing even hard-to-write ideas 

   Bend # 2 

   7. Turning pieces into books 

   8. Planning teaching books page by page 

   9. Asking and answering questions to add more 

   
   

• 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)

• Recognize number words (zero, one, two, three, four five six seven) 

• In practical activities and discussion, beginning to use the vocabulary involved in changing quantity 

• Classify objects by attributes 

• Classify objects and count the number of objects in each category 

• Uses positional words to describe creations 

• Include number words into writing pieces 

• Compare and order numbers 

• Mentally recognize quantity 

• Uses non-standard units of measurement to measure objects around them. 

• Recognize 2D shapes: circle, triangle, rectangle, square and hexagon.3D shapes: cylinder, sphere, cube, and cone. 

• Uses positional words to describe creations 

• Counting backwards from 10 

• Say the number that is one more or one less than a given number 

• Begins to understand the concept of addition as putting together and adding to, and understand subtraction as taking apart and taking from. 

• Find the number (from 1 to 9), that makes 10 when added to the given number 

• Representation and model Mathematics (Problem Solving): Understand meaning of "How many"? 

Objective (Bloom: Remembering/Understanding)
Students will recognize and identify numbers from 1–15 through a game of Kaboom.

Description
Prepare popsicle sticks or cards with numbers 1–15 written on them. Add a few cards that say “Kaboom!” Students take turns drawing a card and reading the number aloud. If they read correctly, they keep the card. If they draw “Kaboom,” they must return all their cards to the pile. The game continues until time is up or all cards are used.

PQ (Prompt Questions)

1. What number did you get?

2. Can you find a friend with a bigger number than yours?

3. Which number comes before/after your card?

   
   

DIFF

• High learners: Identify numbers up to 20 and place them in order.

• Low learners: Use visual number charts for support when reading numbers.

  
  

MATERIALES

• Popsicle sticks or cards with numbers 1–15 (and up to 20 for extension)

• “Kaboom!” cards

• Small container or cup

Description:
Teacher prepares sentence strips with predictable sentence starters (e.g., I can ___. / I see a ___.). Students select picture cards (dog, ball, car, sun, etc.) to complete the sentences. They place the picture in the blank space of the pocket chart, read the full sentence aloud, and then try it with another card. Students can rotate turns to create and read different sentences.

PQ:

1. What sentence can you make with this picture?

2. How do you know what it says?

3. Can you read your friend’s sentence too?

   
   

DIFF:

• Advanced: Students can add an extra detail orally or in writing (I see a dog in the park.).

• Emerging: Students match picture cards with teacher-modelled sentences before reading aloud.

  
  

MATERIALES:

Sentence strips with “I can ___” / “I see a ___,”

pocket chart

picture cards (dog, ball, sun, car, etc.).

• What can you see? 
• What do you think the story is going to be about?

• Here you can intentionally show ss that the picture/image is cohesive to the text. 

• What happened in the story?
• What was the Problem?
• What was the solution? 
• Characters and setting
• New vocabulary

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

I am an active learner and can focus on topics that capture my interest.  I am starting to understand that learning comes from trying new things and making mistakes.

• RAFI 

• MARIANA 

• CAYETANA 

• SALVATORE 

• ALESSANDRO 

• EZEQUIEL 

• LARISSA 

• JOAQUINA 

• FRANCO 

• VIOLETA 

• DOMENICA 

• ELISA 

• LEONARDO 

• BENJAMIN 

• FELIPE 

• VALERIE 

• VICTORIA 

• LUANA 

• LAIA 

• RAFAELLA 

• ANTONELLA

Use the high-frequency word he in spoken and written sentences.

Description:

Students will begin by searching the hallway to find the new high-frequency word he and paste it on the HFW wall. Next, they will participate in a shared reading activity of a story about a boy, noticing how the word he is used. For independent practice, students will write sentences in their journals about the story, including the HFW he.

PQ:

1. When do we use the HFW he?

2. Who are we talking about when we say he?

3. Can you make a sentence using the word he?

DIFF:

• Emerging: Write one simple sentence using he with teacher support.

• Advanced: Write additional sentences in their journals about the story using he.

MATERIALES:

• HFW cards hidden in hallway

• HFW wall

• Story about a boy (shared reading text)

• Journals

• Pencils

Objective:

Represent numbers and letters through drawings and written words.

Description:

Each student will have their journals. The teacher will use the wheel of names to display either a number or a letter. Students will look at the number and do a movement (that the teacher says) the number of times they got or draw something that starts with the given letter, the write the letter in the new lines.

PQ:

1. How many numbers do we know so far?

2. Why do we have to practice letters and numbers?

3. Can you think of another way to represent this number or letter?

DIFF:

• Emerging: Draw simple pictures to show numbers or letters.

• Advanced: Label each drawing with the correct number word or initial sound word.

MATERIALES:

• Wheel of names (letters and numbers)

• Whiteboards

• Markers

• Erasers

Objective:

Identify and represent the number 15 in different forms.

Description:

Students will search the classroom to find 15 hidden magnetic cubes. Once collected, they will put them together to create a number block and count to discover the number 15. Afterwards, students will use their sketchbooks to draw different ways to represent the number (numeral, tally marks, fingers, ten frame, etc.).

PQ:

1. What numbers make number 15?

2. How can we show number 15 in different ways?

3. What do you notice about number 15 compared to smaller numbers?

DIFF:

• Emerging: Match and draw basic representations of 15 (fingers, tallies, dots).

• Advanced: Write the number word “fifteen” and show addition combinations (e.g., 10+5, 7+8).

MATERIALES:

• 15 magnetic cubes

• Sketchbooks

• Pencils/crayons

Objective:

Recognize and use the new lines in their journals to correctly write names using lowercase letters.

Description:

Teachers will introduce the new lines for first grade journals and explain how to use them for writing lowercase letters. On chart paper, teachers will model how to write names with proper use of capital and lowercase letters. Students will then practice writing their own names in their new journals, applying the correct use of the new lines.

• Intro Small Moments & Chart: Together, create an anchor chart titled Small Moments with guiding prompts: Who? When? Where? What?

• Independent Practice: Students will choose a small moment to write about. Using classroom resources (HFW wall, alphabet chart, sentence starters), they will stretch out words to include as many sounds as they can.

  
  

PQ:

1. How are these new lines different from the ones we used before?

2. Why do we use lowercase letters when writing?

3. What is the first letter in your name and how should it look?

DIFF:

• Emerging: Write only their first name using the correct use of capital and lowercase letters.

• Advanced: Write both first and last names, applying lowercase correctly.

MATERIALES:

• Chart paper for teacher modeling

• New lined journals

• Markers/pencils

• Slides

Make comparisons among objects and people using measurement words such as shorter, taller, bigger, smaller, heavier, lighter.

Description:

Students will observe two pictures of their friends. They will compare the two by identifying similarities and differences, using comparison words (shorter/taller, bigger/smaller, heavier/lighter). The teacher will guide with examples and encourage the use of full sentences.

PQ:

1. How are these two friends alike?

2. What words can we use to describe their differences?

3. Can you think of something else that is taller/smaller/heavier/lighter?

DIFF:

• Emerging: Identify and say one attribute that is different (e.g., “taller”).

• Advanced: Write full sentences comparing both pictures (e.g., “Ana is taller than Luis”).

MATERIALES:

• Printed pictures of students (pairs)

• Chart paper or whiteboard

• Markers

Objective:
Students will practice fine motor skills, sorting, counting, and writing by retrieving, categorizing, and recording objects from the sensory table.

Description:
Students will use tweezers to pick out hidden objects from the sensory table. They will sort the objects into groups (stars, cats, dogs, etc.), count the total in each group, and finally record their findings as a list in their journals (e.g., 10 stars, 5 cats, 4 dogs).

PQ:

1. How many ___ did you find?

2. How do you write ___?

3. Can you stretch it out?

4. 
   

DIFF:

• Emerging: Draw the objects and label them with initial sounds or use word wall to copy.

• Advanced: Write complete number + word lists independently (e.g., 10 stars, 5 cats).

• 
  

MATERIALES:

• Sensory table with assorted objects

• Tweezers

• Sorting trays or bowls

• Journals or A4 paper

• Pencils/markers

Objective:
Students will create and write sentences using sentence starters, transition words, and story elements while labeling animals and sorting them into habitats.

Description:
Students spin the wheel to get a character, setting, problem, or solution. The setting will connect to a habitat (forest, ocean, desert, etc.). Students will then build a class story step by step, using sentence starters and transition words. Along the way, they will sort and label animals into the correct habitat to enrich their story details. Finally, students write and illustrate their part in journals.

PQ:

1. How do animals and habitats make our story more interesting?

2. What happens when we use transition words in our sentences?

3. How can labeling help us understand and tell the story better?

DIFF:

• Emerging: Match and label animals to the correct habitat, write simple sentences with support.

• Advanced: Write complete, detailed sentences with transition words and multiple story elements.

MATERIALES:

• Wheel with story elements (character, setting/habitat, problem, solution)

• Sentence starter chart

• Transition words chart

• Animal and habitat images

• Labels/word cards

• Journals or A4 paper

• Markers/pencils

Objective:

SS will analyze various everyday materials by testing and observing which substances dissolve in water, and classify them based on their results.

ACT:

Using items like sugar, salt, flour, rice, and oil, they made predictions, tested each material, and observed what happened when it was mixed with water, they will have to sort each material into two groups: dissolves and does not dissolve, labeling each material into the group it belongs.

PQ:

-What do you think will dissolve in water?

MATERIALS:

• What dissolves in water? template

• Pencils

• Buckets

PQ:

• What letter did you land on?

• What sound does that letter make?

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

DIFF:

• Emerging:

  • SS will say the letter name or repeat the sound after a peer or teacher model

• Advanced:

  • SS will name a word that starts with the letter

MATERIALS:

• Game board with letters

• Dice

• Dinosaur counters

• Letter sound visuals (optional)

Students will demonstrate creativity and originality by finishing a partial image, transforming it into a new drawing based on their imagination.

Description of Activity:
Students will receive a page with incomplete or abstract shapes (e.g., a swirl, a line, or half of an object). They must observe carefully and think outside the box to turn the shapes into complete drawings. Once their artwork is complete, they will explain what they created and add labels or a sentence describing it.

Materials:

• Printed pages with abstract shapes or partial drawings

• Crayons, colored pencils, or markers

• Journals or writing paper (optional for extension)

• Optional: example page of creative finished drawings

Skills Targeted:

• Creativity and flexible thinking

• Visual-spatial awareness

• Fine motor skills

• Storytelling and expressive language

• Focus and attention to detail

Students will strengthen attention and observation skills by identifying specific objects hidden within a busy picture scene.

Students will receive a Look & Find hidden picture page filled with various objects. They will:

1. Observe the image carefully to locate and identify specific target objects (e.g., apple, ball, car, scissors).

2. Check off each object from a provided list as they find it.

3. Share one or two objects they found and describe their position using prepositions (e.g., "The ball is under the table").

Materials:

• Hidden object picture pages

• Object checklist (with images for support)

• Clipboards and pencils or markers

• Optional: magnifying glasses for fun observation support

Skills Targeted:

• Visual discrimination and attention to detail

• Vocabulary building

• Spatial awareness (using prepositions)

• Fine motor (checking off, circling)

• Cognitive focus and persistence

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.

Option # 2:

Ss will trace the letter, connect the dots and write words that start with each vowel.

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

Students will apply their knowledge of non-standard units of measurement by measuring classroom objects and recording their findings.

Description of Activity:

• Ss will explore measurement by choosing a non-standard unit (e.g., paperclips, cubes, popsicle sticks, erasers).

• Working in pairs, they will select different classroom objects (books, pencils, blocks, water bottles, etc.) and measure them using the chosen unit.

• Ss will record their results on a chart: Object → Unit used → Number of units long/tall/wide.

Prompt Questions (PQ):

• Why do we need to measure things?

• How many (paperclips, cubes, etc.) long is this object?

• Does the measurement change if we use a different unit? Why?

Differentiation (DIFF):

• Emerging: Ss will measure 2–3 objects using 1 type of unit and record with teacher support.

• Advanced: Ss will measure using 2 different non-standard units and compare the results.

Materials:

• Non-standard units (paperclips, cubes, popsicle sticks, erasers, etc.)

• Recording chart / word template

• Pencils and crayons

Skills Targeted:

• Understanding measurement concepts

• Comparing lengths

• Recording and organizing data

• Collaboration and communication

• Critical thinking (comparing different units)

Objective:

Students will understand what a “small moment” is and apply this concept by choosing and writing about their own small moment, stretching out words to include as many sounds as they can.

Description of Activity

• Whole Group: Introduce the concept of small moments by explaining that writers zoom in on one event (not a whole day, just a part). Together, create an anchor chart titled Small Moments with guiding prompts: Who? When? Where? What?

• Share a teacher example (e.g., When I ate ice cream at the park with my sister). Model thinking aloud: who was there, when it happened, where it took place, and what happened.

• Independent Practice: Students will pick one of their own small moments and write about it in their journals. Encourage them to stretch out words to include as many sounds as they can, using classroom resources (HFW wall, alphabet chart, word wall, sentence starters).

Prompt Questions (PQ)

• What makes something a small moment?

• How is a small moment different from telling a whole day?

• What is your small moment about? Who was there? Where did it happen?

Differentiation (DIFF)

• Emerging: Draw a picture of their small moment and label with initial sounds.

• Advanced: Write 2–3 sentences including details about who, when, where, and what happened.

Materials

• Chart paper and markers (for anchor chart)

• Journals

• Pencils and crayons

• HFW word wall, alphabet chart, sentence starter chart

Skills Targeted

• Writing with focus (narrowing to a small moment)

• Stretching out words for sounds (phonemic awareness, phonics)

• Use of writing resources (word wall, sentence starters)

• Fine motor (writing and drawing)

• Oral language development through sharing ideas