Students will recognize the number 10 and explore different ways to represent it through physical activity and drawing.

Activity Description:

1. Introduction & Wall Time:
   Begin with a brief review of the number line or number wall.
   Ask: "Can anyone spot our new number of the week?"
   Reveal number 10 and place it on the Number of the Week Wall.
   Review different representations: numeral, ten frame, dice, fingers, tally marks, and number word.

I’m the number with a one and a zero,
Counting up, I’m quite the hero!
I come right after number nine,
Two whole hands — now that’s just fine!
What number am I?

1. Obstacle Course Game:
   Set up an outdoor or indoor obstacle course.
   Divide students into 2 teams of 10. Each student takes a turn completing the obstacle and placing 1 counter in the team's ten frame.
   First team to fill their ten frame correctly wins!

2. Sketchbook Time:
   Students draw Numberblock 10 in their sketchbooks.
   Encourage them to include different representations (ten frame, tally, dice, objects, fingers, etc.).

Prompt Questions (PQ):

• How can we represent number 10?

• What numbers together make 10?

• Can you show me 10 in a different way?

Differentiation (DIFF):

• Emerging: Ss can focus on drawing just the number 10 and a simple ten frame.

• Advanced: Ss will label each representation with either the initial letter or the full word (e.g., "T" for ten frame or “dice,” “fingers,” “ten”).

Skills Targeted:

• Number recognition

• Counting to 10

• One-to-one correspondence

• Representing numbers in multiple ways

• Fine motor (drawing, labeling)

• Teamwork & turn-taking

Materials:

• Number of the Week Wall

• Number 10 visual card

• Ten frame mats (2 large ones for teams)

• Counters or beanbags

• Sketchbooks or white paper

• Markers, crayons, or pencils

• Obstacle course setup (cones, hoops, balance beam, etc.)

-Take attendance

-Move your body

-MM: Hello Hummingbirds! Let's write a sentence that goes with the picture. (dog sleeping/cat playing/pig in the mud)

Students will learn that when they face challenges during writing, they can independently solve their problems and continue working without adult help.

Materials Needed:

• Teacher writing sample (e.g., garden page)

• Chart: “Writers Solve Their Own Problems!”

• Paper, pencils, writing folders

• Visual anchor (e.g., “You are the boss of your own writing!” with superhero symbol)

TEACHING POINT:

“Today I want to teach you that when writers have problems and don't know what to do, they say, ‘I can solve this myself.’ Then writers come up with solutions and carry on writing, writing, writing. That way, writers don't waste precious time!”

CONNECTION (HOOK):

(Sit down dramatically, play-act confusion):

“Oh no! I don’t know what to do today! I already wrote my garden page. What do I do now? Can someone please tell me? Please!”

Pause, look at students:

“Is that what writers do when they’re stuck?”
(Ss: “Noooo!”)

TEACHING (MODELING):

“Writers, we all get stuck sometimes. But instead of waiting for someone to tell us what to do, we solve the problem ourselves! Writers are the boss of their own writing!”

Model self-check:

1. Do I have lots of info about my garden? ✔

2. Did I fill my page? ✔

3. Is my name here? ✔

4. Do I have words? Hmm… only two!

“Aha! I can add more words! I say the word and write the sounds I hear.”
(Add words to your garden page)
“Now I’m ready for a new page. I’ll write about something else I love in the garden!”

Debrief:

“Did you see what I did? I didn’t wait in line. I solved my own problem like a super writer!”

ACTIVE ENGAGEMENT:

Invite students to help with mock problems:

“Let’s solve some writer problems together!”

• Problem: There’s no more paper on the tray
  → Solution: Get more from the paper basket

• Problem: I don’t have a pencil
  → Solution: Look in the pencil cup or ask a buddy

• Problem: I don’t like my topic
  → Solution: Start a new page about something else you care about

“Writers, when a problem pops up, we don’t panic—we solve it and move on!”

LINK:

“You are super writers, and you can save the day! When you get stuck, you have the tools and the power to figure it out, just like I did.”

INDEPENDENT WRITING:

Send students off with a chant:

“Who’s the boss of your writing?”
(Students: “I am!”)
“What do we do when we have a problem?”
(Students: “Solve it and keep writing!”)

CONFERRING & SMALL GROUP WORK:

• Meet with students who tend to seek constant help

• Support those needing reminder strategies (e.g., topic charts, writing checklist)

CLOSING SHARE:

“Writers, listen... can you hear that? That’s the sound of a focused, working class. You’re doing your best work!”

Celebrate one or two students who showed independence.

-Take attendance

-Move your body

MM: Hello Hummingbirds,

Please complete the initial sound of the words:

_ ouse

_ed

_og

_aper

_ove

_lephant

_able

METACOGNITION - COLLABORATIVE: think, pair, share 

Objective: SS will apply critical thinking and problem-solving skills by designing and constructing solutions using LEGOs, and evaluating different options to make decisions during the building process. First they will draw the design and then they will build it using the legos.

ACT:

Each group will be giving 4 specific problem: (ex: Build a bridge) and prompt questions. They will have to decide which challenge they will like to work on and then do the design together and come up with a solution using the legos.

Materials:

-Paper

-Legos

-Challenge cards

PQ: what are you creating? how can you work as a team? What is each one you going to help on your team?

-Take attendance

-Move your body

MM: Hello Hummingbirds, Can you complete the HFW?

C_N

L_K_

T_

CA_

_I_E

_O

Objective (Bloom’s: Analyzing):

Students will analyze the characters' problem-solving approach and identify how pictures support the story's events and emotions.

Activity:

• Observe the cover and read the title aloud.

• Ask prediction questions using the illustration and title.

• Begin reading the story, pausing at key points to identify vocabulary like pulley, lever, ramp, etc. Use sticky notes to cover and decode tricky machine words.

• Discuss the problem (alligators in the castle), and the solution (princesses building a contraption using simple machines).

• Highlight the disconnect between the King’s beliefs and the princesses' actions.

PQ:

• What do you think the princesses are building?

• What kind of tools or machines do you think they might use?

• Why do you think the King doesn’t believe in their ideas? How does that make them feel?

DIFF.

• Emerging: Use real images or toy versions of levers, pulleys, ramps. Role-play the princesses’ story.

• Advanced: Ask students to name other characters in stories who solve problems with tools or ideas.

Materials:

• Book

• Sticky notes

• Visuals of the 6 simple machines

• Chart paper: “Problem → Plan → Solution”

STEM Challenge: "Save the Castle!"

Students will design and build a device or structure using simple machines to help the princesses remove alligators from the castle.

STEM CHALLENGE: "Build a Princess Problem-Solver!"

Task:

Build a device to help get the alligators out of the castle. The device must use at least one of the six simple machines: lever, wheel and axle, inclined plane, wedge, screw, or pulley.

Steps:

• Show a toy alligator or paper cutout.

• Use blocks or recycled materials to represent the “castle.”

• Challenge students to design and build something that moves or lifts the alligator (ramp, pulley, catapult, etc.).

• Test the contraptions together and describe how each one works.

DIFF.

• Emerging: Provide pre-built examples and let students decorate, push, or test existing ramps and pulleys.

• Advanced: Encourage multi-step designs or use more than one machine. Have students explain their machine’s logic in small groups.

Materials:

• Toy alligators or paper cutouts

• Cardboard, paper towel tubes, string, plastic cups, tape

• Blocks or boxes for "castle" structure

• Pictures/posters of simple machines

-Take attendance

-Move your body

MM: Hello Hummingbirds, Can you write the number according to the quantity/number representation?

Activity Description

Students will rotate through a playdough station where they will:

• Roll, pinch, and flatten playdough to form:

  • Letters of their name

  • Numbers up to 10

  • Simple shapes or objects (sun, tree, face)

Optional prompts or playdough mats can guide them to create specific items.

Prompt Questions (PQ):

• How did you shape the letter or number with playdough?

• What does your creation feel like?

• Can you tell me a story about what you made?

Differentiation (DIFF):

• Emerging: Use playdough mats with outlined letters/shapes to trace.

• Advanced: Form full words or create a small scene with multiple elements (e.g., “garden” with flowers, sun, bugs).

  
  

  Skills Targeted

• Fine motor strength and control

• Hand-eye coordination

• Letter and number recognition

• Creativity and self-expression

Materials Needed

• Playdough in multiple colors

• Laminated mats (letters, numbers, shapes)

• Playdough tools (rollers, plastic knives, shape cutters)

• Alphabet/number cards for reference

• Wipes or hand towels for cleanup

Students will identify letters and sort images by their initial sounds, reinforcing letter recognition, phonemic awareness, and categorization.

Description

Students will first search through magazines to cut out individual letters and paste them on chart paper, sorting them alphabetically.
Then, students will look for images in magazines, cut them out, and paste them on a Chart according to their beginning sounds.

Prompt Questions (PQ)

• What letter does this word start with?

• Can you hear the first sound of this word?

• How are these pictures or letters the same?

Differentiation (DIFF)

• Emerging: Sort images by initial sound with support (e.g., modeling or verbal cues).

• Advanced: Stretch out and label each image by writing the word or beginning sound.

Skills Targeted

• Letter recognition

• Phonemic awareness

• Categorizing and sorting

• Fine motor (cutting and pasting)

• Vocabulary development

• Early writing skills

Materials

• Magazines

• Scissors

• Glue sticks

• Large chart paper

• Markers or crayons

Students will apply phonics knowledge and sentence structure awareness to arrange, write, and illustrate complete sentences.

Description

Students will work individually or in pairs to arrange word cards into a complete sentence. After confirming that their sentence makes sense, they will write it in their journals and create an illustration to match. This activity supports sentence formation, sequencing, and expressive communication.

Prompt Questions (PQ)

• Does your sentence make sense?

• What comes first?

• Can you read your sentence out loud?

Differentiation (DIFF)

• Emerging: Arrange the sentence, read it out loud, and illustrate.

• Advanced: Add a second sentence or include descriptive words (e.g., color, size, feeling).

Skills Targeted

• Sentence structure

• Phonics and decoding

• Oral language

• Fine motor skills

• Written expression

• Reading comprehension

Materials

• Word cards (pre-cut)

• Journals

• Pencils

• Crayons

Students will explore what thoughts are, practice recognizing when a thought appears, and learn how to return their attention to the breath using counting as an anchor.

Whole Group Lesson Description:

• Begin by asking: "What is a thought?"
  Encourage students to share ideas like: "memories," "ideas," or "things we imagine."

• Explain: “We have around 86,000 thoughts per day, but we only notice a few!”

• Tell students that it’s normal for our minds to wander—that's what minds do. But with practice, we can notice when we're distracted and gently return our focus.

• Teach the mindfulness hack:
  Label the thought (e.g., “worry,” “silly,” “hungry”), and return to the breath by starting the count over from 0.

• Practice together:

  • Sit quietly with eyes closed.

  • Begin counting breaths silently (1, 2, 3...).

  • If a thought appears, say in your mind what kind of thought it was (label it), then return to the breath and start from 0 again.

  • Reinforce: “It doesn’t matter how high we count, what matters is returning to the breath.”

PQ (Prompt Questions):

1. What is a thought?

2. What can we do when a thought distracts us?

3. Why is it helpful to come back to our breath?

DIFF (Differentiation):

• Emerging: Students can focus on breathing and raise their hand when they notice a thought. Teacher helps label it together.

• Advanced: Students independently label their thoughts and keep track of how many times they return to the breath.

Skills Targeted:

• Metacognition

• Self-regulation

• Focus and attention

• Emotional awareness

Materials:

• Calm music or sound chime (optional)

• Quiet space for group

• Visual anchor or chart showing: Label → Breathe → Start Again

Students will observe, describe, and analyze a chemical reaction by creating a lava lamp, understanding the concepts of density, immiscibility, and gas formation.

Activity Description:

Students will work in small groups to create their own lava lamps using oil, water, food coloring, and Alka-Seltzer. They will:

1. Fill a clear plastic bottle 2/3 full with vegetable oil.

2. Add water until the bottle is nearly full.

3. Add a few drops of food coloring and observe the separation.

4. Drop in a piece of Alka-Seltzer tablet and watch the bubbling effect.

5. Observe how colored water blobs move up and down through the oil.

Students will discuss why oil and water separate and what causes the bubbles to move.

Prompt Questions (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?

Differentiation (DIFF):

• Emerging: Ss will use verbal descriptions or drawings to show what they observed (e.g., "bubbles go up!").

• Advanced: Ss will label a diagram of the lava lamp and attempt to explain why the water and oil stay separate and how gas pushes the colored water up.

Skills Targeted:

• Scientific observation

• Cause-and-effect reasoning

• Understanding of density and chemical reactions

• Fine motor (pouring, dropping tablets)

• Vocabulary building (density, reaction, oil, water, gas)

Materials:

• Clear plastic bottles (one per pair or student)

• Water

• Vegetable oil

• Food coloring

• Alka-Seltzer tablets

-Take attendance

-Move your body

MM: Hello Hummingbirds, Lets review the letters he have learned: erase the letter the teachers says. (HEFLITAMNDPB)

-Daily Affirmations

• 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"? 

• 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

See: look closely. What do you notice? Make lots of observations 

Think: What thoughts do you have? 

Me: What personal connections can you make? 

We: What connections can you make to the wider world and our place within it? 

Students will apply their understanding of body parts and proportions by drawing a 2D self-portrait with 9 connected elements.

Introduction:

• Discuss what a self-portrait is.

• Show SLIDES comparing stick figures and 2D people drawings.

• Model how to draw a self-portrait with connected parts: head, eyes, nose, mouth, neck, torso, arms, legs, feet.

Guided Practice:

• Use the board or anchor chart to draw step-by-step, naming each part.

• Emphasize: "Kinder students use details and connect body parts!"

Independent Activity: July Self-Portrait Drawing

• Students will draw themselves on a blank page, focusing on 2D forms and connecting all 9 elements.

• Encourage students to add details like clothes, shoes, and facial features.

Prompt Questions (PQ):

• What parts of your body did you include in your drawing?

• Why do we need to practice connecting the elements?

• What details help show this is you?

DIFF:

• Emerging: Use guided visual cues or pre-drawn templates showing where to place body parts.

• Advanced: Label each part of the body by stretching out the words (e.g., h-a-n-d, l-e-g).

Students will explore the belly letters D, P, and B, identifying their unique features and practicing correct letter formation through multisensory stations.

Whole Group Lesson Description:

• Begin by introducing the three belly letters: D, P, B.

• Read or tell a fun story to help students remember them:

  • D: Always starts with a wall; her belly always sticks out.

  • B: She wears a belt to hold her belly up and down.

  • P: She is proud and sucks in her belly—it’s small and high!

• Use large visual aids or anchor charts to show how each letter is formed.

• Model each letter and discuss how they are similar (start with a straight line) and how they are different (placement of the curve).

Activity – Letter Stations:

Students rotate through stations that reinforce the shape and structure of D, P, and B using tactile and fine motor activities.

1. Sentence Strips + Markers – Trace and write letters.

2. Beads & Playdough – Build the letters with manipulatives.

3. Letter Dominoes – Match uppercase to lowercase.

4. iPads – Use letter formation apps (e.g., Writing Wizard or Letter School).

5. A3 Paper + Do-a-Dot Markers – Stamp each letter along pre-traced lines.

PQ (Prompt Questions):

1. How are these letters similar?

2. What lines do we use to create these letters?

3. What helps you remember how to write each one?

DIFF (Differentiation):

• Emerging: Students will trace letters or form them with playdough and beads.

• Advanced: Students will write complete words that begin with or include D, P, or B (e.g., dog, bat, pad).

Skills Targeted:

• Letter recognition and formation

• Fine motor development

• Visual discrimination

• Listening comprehension

Materials:

• Sentence strips & markers

• Playdough and beads

• Letter dominoes

• iPads with writing apps

• A3 paper

• Do-a-Dot markers

• Visual anchor chart for D, P, B

Students will explore number pairs that make 10 using visual and concrete strategies, and will construct a number rainbow to represent combinations.

Activity Description:

1. Intro – Number Rainbow:
   Show students the Number Rainbow visual: each arc connects two numbers that add up to 10 (e.g., 1 and 9, 2 and 8, 3 and 7, etc.).
   Discuss: “Each color represents a pair. Can you guess what number is missing to make 10?”

2. Hands-On Group Work:
   In teams, students use concrete materials (snap cubes, counting bears, etc.) to explore combinations that make 10.
   Example: 6 red bears and 4 blue bears = 10.

3. Art Activity – Create a Take-Home Number Rainbow:
   Students build their own number rainbow using pre-cut colored paper strips or colored multi-pegs for each number pair.
   They glue/tape them in an arch on a page and write the number pair on each side (e.g., 7 stickers of one color and 3 of a different one, so ss can see the difference).
   Teacher assists emerging students in gluing and writing.

Prompt Questions (PQ):

• What are different ways to create number 10?

• Can you find two numbers that always go together to make 10?

• Which pair was your favorite to make?

Differentiation (DIFF):

• Emerging: Ss work with one known pair (e.g., 5+5) and receive support to build it visually.

• Advanced: Ss complete all number pairs and label each arc independently with the full number sentence (e.g., 6 and 4 = 10).

Skills Targeted:

• Number bonds to 10

• Addition fluency

• Visual representation

• Fine motor (gluing, writing)

• Teamwork and collaborative learning

• Color recognition

Materials:

• Concrete materials (snap cubes, counting bears, etc.)

• multi-peg pieces

• Glue sticks or tape

• White paper or cardstock

• Markers or pencils

• Optional: Number rainbow poster for reference

Students will recognize and use the high-frequency word “to” in context through discovery, discussion, and journaling.

Activity Description:

1. Outdoor HFW Hunt:
   Tell students there's a hidden envelope in the park with today’s mystery high-frequency word.
   Once found, open it together to reveal a puzzle. Students work collaboratively to assemble the puzzle, discovering the new HFW: TO.

2. HFW Wall Update:
   Students paste the word “TO” onto the High-Frequency Word wall in class or on your HFW slides.

3. Journal Writing Activity:
   In their journals, students draw and write about places they like to go or things they like to do.
   Sentence starters:

   • “I like to ride my bike.”

   • “I like to go to the beach.”

   • “I like to run.”

Prompt Questions (PQ):

• What is a high-frequency word?

• Why do we see high-frequency words so often in books?

• Where can we find high-frequency words?

Differentiation (DIFF):

• Emerging: Ss draw and trace the word “TO” and say it aloud with support.

• Advanced: Ss write full sentences using “to” in context independently and attempt spelling other familiar HFWs.

Skills Targeted:

• HFW recognition and usage

• Reading fluency

• Oral language development

• Sentence building

• Fine motor (writing and drawing)

• Observation and problem solving (puzzle and word hunt)

Materials:

• Hidden envelope with HFW puzzle pieces

• Pre-cut word puzzle (word “TO”)

• HFW wall or slide for classroom display

• Student journals or plain paper

• Markers, crayons, pencils

• Optional: magnifying glasses or clue cards to make the hunt more interactive

Description:

During this introductory session, SS will learn that Flag Time is a special part of the day where each child works on a task made just for them. Each child will use a personal flag with their name and picture to find their station, practice the routine, and explore what it means to work with focus and independence. Through modeling, hands-on experience, and reflection, SS will understand what Flag Time looks and feels like.

SS will create their names with different materials: fomi letters, beads, markers.

MATERIALS:

• Small paper flags labeled with SS names

• Name-building mats (with name outlines or blank)

• letters beads, fomi letters, or markers.

• Visual expectations chart (with icons: quiet work, stay in spot, try your best, raise hand)

  
  

• DOMENICA 

• ELISA 

• LEONARDO 

• BENJAMIN 

• FELIPE 

• VALERIE 

• VICTORIA 

• LUANA 

• LAIA 

• RAFAELLA 

• ANTONELLA

• RAFI 

• MARIANA 

• CAYETANA 

• SALVATORE 

• ALESSANDRO 

• EZEQUIEL 

• LARISSA 

• JOAQUINA 

• FRANCO 

• VIOLETA 

Students will practice number formation, numeral recognition, and number-word association while strengthening fine motor and handwriting skills.

Description:

At this center, students will work independently on one page of the My Little Number Booklet at a time. Each page focuses on a different number (1–10), allowing students to trace, write, and read the numeral and number word repeatedly. They will also color the numbers and draw small sets of objects to match.

Prompt Questions (PQ):

• What number are you working on?

• Can you read the number word?

• How do you know you’re forming the number correctly?

DIFFERENTIATION (DIFF):

• Emerging: Focus on tracing and coloring the number and word with support.

• Advanced: Independently write the number and number word, then draw an accurate set of matching objects.

Skills Targeted:

• Number recognition

• Number-word association

• Handwriting and fine motor control

• Counting and set creation

• Directionality and stroke order

MATERIALS:

• Printed pages from the My Little Number Booklet (1 per student or laminated for reuse)

• Pencils and crayons

• Optional: number line or number word chart for support

• Clipboards or hard surfaces for writing

PQ:

• What are you building today?

• How did you make it stand or balance?

• What would you change or add next time?