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)

  
  

Students will apply fine motor skills by completing a tearing and gluing activity to create a simple collage.

Students will tear the paper into small pieces using only their fingers and glue them inside a simple shape drawn on paper (heart, star, circle).

They must cover the entire shape carefully without going outside the lines.

Skills:

• Hand strength

• Finger isolation

• Eye-hand coordination

• Precision and control

• Bilateral coordination (holding and tearing at the same time)

MATERIALS:

• Scrap paper or colored paper strips

• Glue sticks

• Paper with simple shapes drawn (heart, circle, star, etc.)

• Optional: crayons or markers to outline the shape

Students will develop their listening comprehension by identifying and circling letters, numbers, and objects they hear, reinforcing vocabulary recognition and auditory discrimination.

Ss will have a visual paper that contains letters, numbers, and object pictures (mixed up on the page). They will listen to the audio for 15 minutes. When they hear a letter, number, or object, they will circle what the command asks.

Materials:

• Worksheet printed

• Audio esta abajo

• Markers

• Ipads

• Headphones. ( doesn't work with new iPads) / Speaker

OBJ:

SS will strengthen their visual discrimination, directional awareness, and attention to detail by completing a fun arrow-matching task.

ACT:

Each ss will receive a template with a colorful pattern of arrows in different directions and colors (e.g., red arrow pointing up, blue arrow pointing left). They will also receive an empty template and a set of loose arrows in various colors and directions.

Ss will have to closely observe the example template, then select the correct arrows based on color and direction, and place them in the matching positions on the empty template to recreate the pattern exactly.

Materials:

-Example template

-Empty templates (5)

-Arrows

Description:
TCH will introduce the concept of self-identity and facial features by showing different facial expressions and body part vocabulary. Each student will receive a laminated Play-Doh face mat. Using Play-Doh, they will sculpt and place facial features (eyes, nose, mouth, hair, etc.) to build their likeness. TCH will guide students to talk about the features they chose and why those features are important to who they are.

Ss will then reflect by drawing their Play-Doh face in their journals and labeling parts (e.g., eyes, hair, nose) using phonetic spelling or correct spelling based on ability.

PQ:

• “What do you notice about your face?”

• “Can you show me how you made your eyes?”

• “What makes your Play-Doh face special or unique?”

• “How are your eyes/nose/mouth the same or different from your friend’s?”

Differentiation:

• Emerging Learners:

  • Use simple Play-Doh colors and focus on just 3 features (eyes, nose, mouth)

  • Provide visual cards of body parts for reference

  • Support labeling with initial sound cues or adult scribing

• Advanced Learners:

  • Add details like eyebrows, glasses, or accessories

  • Write a sentence describing their face or emotions (e.g., “I have brown eyes.”)

  • Discuss feelings and connect facial features to emotional expressions

Materials:

• Laminated Play-Doh face mats

• Assorted Play-Doh

• Journals

• Pencils and crayons

• Optional: mirrors for students to observe their faces

Skill:

• Letter identification

• Visual discrimination

• Fine motor coordination

Materials:

• Printed sheets with scattered uppercase and lowercase letters arranged in circles or clusters

• Markers or colored pencils

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

Students will use a variety of lines and shapes to create their own abstract piece of art, exploring pattern, symmetry, and design using colorful materials.

Description of Activity:

Students will create a bold and colorful artwork by gluing pre-cut shapes and line strips (zigzag, straight, wavy, etc.) onto a black background. They will explore how shapes and lines can be used to build patterns, express creativity, and develop fine motor skills through thoughtful placement.

Materials:

• Black construction paper (as background)

• Pre-cut paper strips (wavy, zigzag, straight, etc.)

• Pre-cut geometric shapes (squares, circles, triangles, etc.)

• Glue sticks

• Optional: markers or crayons for added designs

Skills Targeted:

• Fine motor (cutting, gluing)

• Visual-spatial awareness

• Pattern recognition

• Creativity and self-expression

• Early geometry (shapes and lines)

Students will apply their knowledge of cmposition by matching domino tiles to the correct number composition on a puzzle board.

Description of Activity:

Students will solve a domino puzzle by placing domino tiles on a game board where each spot is labeled with a number. To place a domino, students must find the sum of the two sides and match it with a corresponding number on the board. This helps reinforce composing in a hands-on and engaging way.

Materials:

• Dominoes set

• Printable domino puzzle board (labeled with sums from 0–12)

• Dry-erase markers or recording sheets (optional)

• Number line (optional, for support)

Skills Targeted:

• Addition and number facts

• Logical thinking and problem solving

• Matching quantities to numerals

• Fine motor coordination

Audio: https://naena.sharepoint.com/:u:/r/sites/ColegioMenorSamborondonDatabase/ech/Shared%20Documents/Level%20Folder%2025-26/Kinder/FLAG%20TIME/Listen%20%26%20Draw.m4a?csf=1&web=1

Skill:

• Listening comprehension

• Following multi-step directions

• Shape recognition and spatial orientation

• Fine motor control

Materials:

• Blank white paper

• Pencil or marker

• Show the drawing

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 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 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

Cc will listen to an audio starting with a Warm Up with simple commands for it’s understanding. A quick listening game like “Simon Says” to get them focus. Later on the task will change, where they will guess the riddles. This time they will be able to place a chip on it.

Materials:

Print paper

Chips or linking cubes

Description:
SS will boost oral language, creativity, and sequencing skills by using storytelling dice and a spinner to generate characters, settings, and events. After rolling or spinning, SS will use the visual prompts to create their own story, either verbally or through drawing. This activity strengthens narrative thinking and encourages confidence in expressive communication.

Skill:

• Oral language development

• Story structure and sequencing

• Imaginative thinking

Materials:

• Story cubes (with pictures of people, places, and objects)

• Story spinner (sections for beginning, problem, character, setting, etc.)

• Paper and pencil (optional: drawing template)

• Optional: peer partner

Students will practice addition facts while strengthening fine motor skills by threading beads onto pipe cleaners.

Description:
Students pick a kite card with an addition problem (e.g., 4 + 1). They solve the problem and then thread the correct number of beads onto a pipe cleaner “kite tail.” This combines math fluency with fine motor development.

Prompt Questions (PQ):

• What addition problem do you have?

• How many beads will you need?

• How can you check your answer?

Differentiation (DIFF):

• Emerging: Use smaller numbers or provide a number line for support.

• Advanced: Create their own kite cards with higher addition or subtraction problems and solve them.

Materials Needed:

• Kite-shaped math cards with addition problems

• Pipe cleaners

• Beads (variety of colors)

• Number line (optional support)

Skills Targeted:

• Addition fluency

• Counting and one-to-one correspondence

• Fine motor (bead threading)

• Problem-solving and checking work

Ss will apply number formation skills by tracing numbers 1–10 using a rainbow writing technique to reinforce recognition and handwriting fluency.

Each student receives a rainbow writing paper with numbers 1–10 printed in large bubble font. Ss will trace each number three times using three different colored crayons (e.g., red, blue, green) to create a “rainbow” effect. They will work quietly and independently at their tables.

After tracing, they will choose one number they like the most and draw that many objects underneath (e.g., 7 hearts).

SKILLS:

• number formation

• fine motor

  
  

MATERIALES:

• Rainbow writing (numbers 1–10)

• Crayons (variety of colors)

• Pencils

• Blank paper for drawing

Description:
SS will independently decode a series of color-coded dots by matching each color to its corresponding letter using a reference key. As they discover the hidden words, SS will practice letter recognition, develop logical thinking, and reinforce their ability to focus and follow visual patterns. This independent task also supports fine motor development through controlled writing in small boxes.

PDF

Skill:

• Letter recognition

• Visual discrimination and pattern decoding

• Fine motor control

• Independent task completion

Materials:

• Crack the Code worksheet with color–letter key

• Pencil

Audio: Riddles.m4a

Cc will listen to an audio starting with a Warm Up with simple commands for it’s understanding. A quick listening game like “Simon Says” to get them focus. Later on the task will change, where they will guess the riddles. This time they will be able to place a chip on it.

Materials:

Print paper

Chips or linking cubes

lines for writing a sentence

Students will apply their counting skills by connecting numbers in order to complete a hidden picture and reinforce number sequence recognition from 1–20.

Description
Students will receive a dot-to-dot animal page. They will connect the dots in numerical order to reveal the hidden picture. Once completed, they will color their drawing carefully inside the lines. The teacher will encourage students to count out loud as they connect each number.

Prompt Questions (PQ)

• What happens when we follow the numbers in order?

• How can counting help us complete the picture?

• What number comes after ___?

  
  

Materials

• Dot-to-dot animal sheets (1–20, 30–40)

• Pencils

• Crayons or colored pencils

Skills Targeted

• Number recognition and sequencing

• Fine motor control

• Counting fluency

• Following directions

Description:
SS will independently listen to short audio recordings labeled 1–10, each describing a simple addition word problem. After listening, SS will use a math template to draw a picture that represents the problem and then use the ten frame to solve it. They will record their answer on a recording sheet by writing the equation and matching it to the audio number. This activity reinforces comprehension, visualization, counting, and ten frame fluency.

Skill:

• Listening comprehension

• Counting with ten frames

• Visual problem-solving

• Representing math through drawing

Differentiation

• Emerging: only addition word problems

• Advanced: addition and substraction

Materials:

• Audio recordings

• Math template (drawing space + ten frame)

• Recording sheet (with numbers 1–10 and answer space)

• Pencil or marker

• Headphones (optional for focus)

Description:
SS will boost oral language, creativity, and sequencing skills by using storytelling dice and a spinner to generate characters, settings, and events. After rolling or spinning, SS will use the visual prompts to create their own story, either verbally or through drawing. This activity strengthens narrative thinking and encourages confidence in expressive communication.

Skill:

• Oral language development

• Story structure and sequencing

• Imaginative thinking

Materials:

• Story cubes (with pictures of people, places, and objects)

• Story spinner (sections for beginning, problem, character, setting, etc.)

• Paper and pencil (optional: drawing template)

• Optional: peer partner

Cc will begin by listening to an audio. First, they will observe and write a name for the character they are going to complete.

Then, they will follow two commands at a time from the audio. They will add details to their character according to the given instructions.

The music will act as a timer; when it stops, they must finish the current commands and wait to listen to the next ones.

Materials:

Print paper

Students will demonstrate understanding of number order (1–20) while practicing fine motor skills through cutting and pasting.

Description:
Students will receive a strip of mixed-up numbers from 1 to 20.
They will carefully cut each number and then paste them in order from 1 to 20 on a black cardboard background to create a colorful number sequence collage.

Once finished, they can decorate the edges with small drawings or stickers related to numbers (e.g., tally marks, dots, or shapes representing quantities).

Prompt Questions (PQ):

• What number comes after 10?

• How can we check if our numbers are in order?

• What happens if we mix them up?

Differentiation (DIFF):

• Emerging: Ss can work with numbers 1–10 only and use a visual number line for support.

• Advanced: Ss can extend the sequence beyond 20 or write number words under each numeral.

Materials:

• Printed mixed-up number strips (1–20)

• Scissors

• Glue sticks

• Black cardboard

• Crayons or stickers (optional for decoration)

Skills Targeted:

• Number sequencing

• Fine motor skills (cutting and pasting)

• Attention to detail

• Visual-motor coordination

Students will listen carefully and follow oral instructions to identify and color the correct number words, reinforcing listening comprehension and number word recognition.

Description
Students will strengthen their listening and attention skills through a guided listening activity. The teacher will read aloud a series of instructions such as, “Find the number word six and color it blue” or “Color the number word eight red.”
Students must listen carefully, locate the correct number word, and color it according to the directions.

Materials

• Number word worksheet or chart

• Crayons or colored pencils

• Number word cards (optional for visual support)

Skills Targeted

• Listening comprehension

• Number word recognition

• Following multi-step directions

• Attention and focus

• Fine motor (coloring within lines)

Students will apply their understanding of symmetry by completing a monster drawing so that both sides match in shape and color.

Description
Students will receive half-drawn monster templates. They will carefully complete the other half of the monster to make it symmetrical, ensuring both sides are equal and mirrored. Once finished, students will color their monsters symmetrically, reinforcing the concept of balance and attention to detail.

Prompt Questions (PQ)

• What does symmetry mean?

• How can you make sure both sides of your monster match?

• What do you notice when you compare one side to the other?

Materials

• Monster symmetry worksheets (grid and no-grid options)

• Pencils and erasers

• Crayons or colored pencils

• Mirrors (optional for visual symmetry check)

Skills Targeted

• Understanding symmetry

• Fine motor coordination

• Observation and comparison

• Spatial awareness

• Creative expression

Students will identify and produce words with the same initial and ending sounds by using technology and applying phonemic awareness skills.

Description:
Students will participate in an interactive digital game called “Launch & Learn.” Each student will take turns clicking the button on the game to reveal a random letter.

After seeing the letter:

1. Ss will say the letter sound aloud.

2. Ss will draw and write one word that begins with that letter and one word that ends with that same letter in their journals.

   • Example: If the letter is “t,” they might write “table” and “cat.”

Once everyone finishes, they can share one of their words with a partner or the whole group.

Prompt Questions (PQ):

• What sound does your letter make?

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

• What word ends with this same sound?

Differentiation (DIFF):

• Emerging: Ss may focus only on identifying and writing one word (initial sound).

• Advanced: Ss will write and illustrate both words and create a short sentence using one of them.

Materials:

• “Launch & Learn” game

• Journals

• Pencils and crayons

Skills Targeted:

• Phonemic awareness (initial and ending sounds)

• Vocabulary development

• Letter-sound correspondence

• Writing and drawing skills

Students will recognize and identify letters (uppercase or lowercase) while listening carefully and marking the correct letter on their Bingo board.

Description

Students will receive a Letter Bingo board with different letters arranged in a grid.

1. The teacher calls out a letter sound or letter name.

2. Students look for the matching letter on their boards and cover it with a counter.

3. Students continue listening and marking letters.

4. When a student has a row, column, or diagonal covered, they say “BINGO!”

5. Multiple rounds can be played, switching between letter names and letter sounds.

Prompt Questions (PQ)

1. How did you know which letter to cover?

2. What strategy helped you find the letters quickly?

3. Which letters were easiest or hardest for you today?

Differentiation (DIFF)

• Emerging:

  • Use boards with fewer letters (3x3).

  • Teacher shows a visual flashcard of the letter as it is called.

• Advanced:

  • Teacher calls the letter sound while students find the matching letter.

  • Students must use the letter in a word after covering it.

Materials Needed

• Letter Bingo boards

• Counters or small manipulatives

• Letter cards for calling out

• Pencil for marking the winner

Skills Targeted

• Letter recognition

• Listening comprehension

• Sound–symbol correspondence

• Visual discrimination

• Fine motor skills

Students will identify and locate words in a word search using a word bank, reinforcing letter recognition, scanning skills, and vocabulary related to summer.

Description

Students will work independently or in pairs to complete the Summer Word Search using the word bank provided at the bottom of the page.

1. Teacher models how to find a word by scanning left to right and top to bottom.

2. Students receive their own copy of the word search.

3. Students locate each word from the word bank, circle it, and cross it off the list.

4. When finished, students can color the page or choose a word to illustrate on the back.

   
   

Materials Needed

• Summer Word Search page (from PDF)

• Pencils or crayons

• Highlighters (optional)

Skills Targeted

• Visual scanning and attention

• Letter and word recognition

• Vocabulary development

• Problem-solving

• Fine motor control

Students will identify numbers on the hundreds chart and follow a color-coded key to reveal a hidden picture, reinforcing number recognition, direction-following, and attention to detail.

Description

Students will receive a hundreds chart and the color key from the Rudolph mystery picture.

1. The teacher introduces the hundreds chart and models how to locate a number and color the correct square based on the key.

2. Students work independently or in partners to color each numbered square using the colors indicated in the key.

3. As they color the correct squares, the hidden picture (Rudolph) will appear.

4. When finished, students share their picture with a partner and explain how they followed the key.

Note: Choose the version that best fits the group (with numbers printed or blank chart for more challenge).

Materials Needed

• Rudolph hundreds chart mystery page (any version)

• Color key

• Crayons or colored pencils

• Clipboards or table space

Skills Targeted

• Number recognition 1–100

• Following multi-step directions

• Visual discrimination

• Fine motor skills

• Attention and concentration

Students will demonstrate understanding of number order (1–20) while practicing fine motor skills through cutting and pasting.

Description:
Students will receive a strip of mixed-up numbers from 1 to 20.
They will carefully cut each number and then paste them in order from 1 to 20 on a black cardboard background to create a colorful number sequence collage.

Once finished, they can decorate the edges with small drawings or stickers related to numbers (e.g., tally marks, dots, or shapes representing quantities).

Prompt Questions (PQ):

• What number comes after 10?

• How can we check if our numbers are in order?

• What happens if we mix them up?

Differentiation (DIFF):

• Emerging: Ss can work with numbers 1–10 only and use a visual number line for support.

• Advanced: Ss can extend the sequence beyond 20 or write number words under each numeral.

Materials:

• Printed mixed-up number strips (1–20)

• Scissors

• Glue sticks

• Black cardboard

• Crayons or stickers (optional for decoration)

Skills Targeted:

• Number sequencing

• Fine motor skills (cutting and pasting)

• Attention to detail

• Visual-motor coordination

Description:
SS will practice reading and sentence construction by selecting high-frequency words (HFW) from a pre-made chart, cutting them out, and creating complete sentences. This independent activity strengthens word recognition, sentence formation, and fine motor skills. SS will glue the HFW onto a new sheet and complete the sentence with their own words.

DIFF:

• Emerging: SS will choose and use one HFW per sentence.

• Advanced: SS will combine two or more HFWs to form longer, more complex sentences.

Skill:

• HFW recognition

• Sentence construction

• Fine motor development

• Early writing skills

Materials:

• Chart with printed HFW

• Scissors

• Glue stick

• Blank writing paper or sentence strip templates

• Pencil

Description:

Students will work independently.

1. Spot the Difference
   Students carefully observe two pictures and circle the differences.

2. Spy, Count & Color
   Students count objects and record or color based on quantity.

3. Making Words
   Students create as many words as possible using the letters in BACK TO SCHOOL.

4. Word Search
   Students find and circle vocabulary words related to school.

5. Find the Backpack Maze (optional)
   Students solve the maze to help the student find their backpack.

Prompt Questions (PQ):

1. What strategy helped you find the differences or words?

2. How did you check your counting?

3. What new word did you learn today?

Materials Needed:

• Printed worksheets from the packet

• Pencils

• Crayons or colored pencils

• Clipboards (optional)

Skills Targeted:

• Visual discrimination

• Counting and number recognition

• Vocabulary development

• Problem-solving

• Fine motor skills

• Attention and focus