Students will identify and recognize the initial sounds of the letters L, I, and T by participating in a movement-based activity and applying their learning through drawing and labeling.

Description:

Students will participate in a treasure hunt in the park to discover three new letters: L, I, and T. Each letter will be "hidden" in areas that begin with the same sound (e.g., P = park, S = seesaw).
After finding each letter, the teacher will model how to pronounce the sound, and students will brainstorm and share words that begin with each sound.

Independent ACT:

students will go to their journals and draw one object that begins with each letter (L, I, and T). If able, they will label the objects.

PQ:

• What sound does this letter make?

• Can you think of something that starts with this sound?

• What letter does leaf / igloo / turtle start with?

DIFF:

• Emerging: Draw an object for each letter and trace the initial letter with support.

• Advanced: Label each drawing and write a simple sentence (e.g., "I see a turtle.").

Skills Targeted:

• Letter-sound recognition

• Phonemic awareness

• Vocabulary building

• Fine motor skills (drawing, writing)

• Listening and speaking

• Attention and focus

Materials Needed:

• Printed or laminated letters L, I, T

• Tape (to place letters on park structures)

• Journals

• Pencils, crayons or markers

Description:

Students will be introduced to the number of the week: 7 by watching a short Numberblocks video. As a group, they will participate in a whole-group movement activity where they perform actions (e.g., jump, clap) 7 times based on image cues.

Independent activity: using their sketchbooks
Students will draw Number Block 7 and represent the number in different ways (e.g., tally marks, dice, ten frame, a group of 7 objects).

PQ:

• How do we show the number 7 in different ways?

• Can you count 7 objects around you?

• What comes before and after 7?

DIFF:

• Emerging: Match number 7 to a group of 7 objects and trace the numeral.

• Advanced: Represent 7 in multiple ways (e.g., tally, number sentence like 4+3, ten frame).

Skills Targeted:

• Number recognition

• One-to-one correspondence

• Counting with understanding

• Fine motor (drawing and writing)

• Representing quantities in different ways

• Following directions

Materials Needed:

• Numberblocks video (#7)

• Image cards with actions and quantities

• Sketchbooks

• Pencils, crayons or markers

-Take attendance

-Move your body

• MM: Hello Hummingbirds,

Can you help us with the initial letters?

_UMMINGBIRD

_LEPHANT

_LOWER

Today we will learn 3 more letters, can you help us find them?

Students will demonstrate an understanding of caring by identifying and drawing ways they can show caring through a hands-on craft activity.

Description:
Students will trace and decorate their hands, then write or draw examples of how they can show care for others. The activity will help them internalize the concept of caring and allow them to visualize and express ways they can act kindly in their daily lives.

1. Caring Discussion: Begin by discussing what it means to show care for others. Share examples (e.g., helping a friend, sharing toys, saying kind words). Encourage students to share their ideas.

2. Independent Act:

   • Give each student a piece of paper and have them trace their hands with a pencil or marker.

   • Inside the traced hands, have students draw or write examples of how they can show care. For example, “I will help my friend pick up their toys,” or “I can give a compliment.”

   • Encourage students to decorate their hands with crayons, markers, stickers, or other materials to make their “Caring Hands” unique.

3. Caring Hands Display: SS can hang their hands on a wall to create a "Caring Hands Wall" where all their caring actions are visible.

4. Reflection Time: Brief discussion about the hands they made. Ask SS to share one way they will practice showing care this week.

PQ:

• What is something you can do to show you care for a friend?

• How does it feel when someone helps you or says something kind?

• Can you think of a time when you made someone feel happy by being caring?

DIFF:

• Emerging: For students who may need more support, offer sentence starters (e.g., “I can…”) and focus on simple actions they can relate to. Use visual aids like pictures to inspire ideas for their Caring Hands.

• Advanced: For more advanced students, ask them to think about different settings where they can show care (e.g., at home, at school, with animals) and illustrate those examples.

Materials:

• Paper for tracing hands

• Markers, crayons, stickers, and decorations for the hands

Students will understand the role of a writer and begin to create their own writing using drawings and emerging words to share what they know.

Description:

Begin the lesson by showing students a variety of books. Highlight elements such as:

• Author (the writer)

• Illustrator (the person who draws)

• Front and back cover

• Pages and pictures
  Explain that just like real authors, they are writers too.
  Tell students they will have time every day to work on their writing and that during this time, they will create pieces using drawings and words to express their ideas.

Introduce the Teaching Point:
Writers write to teach people what they know.

Model brainstorming something simple you know a lot about (e.g., “I know how to take care of my dog” or “I know how to brush my teeth”) and begin a drawing and simple labeling (e.g., dog, brush).

Independent Act:

Students go to their journals or booklets and create their first piece of writing: a picture and words (or beginning sounds/labels) about something they know.

Encourage peer sharing and offer support. Students may also turn and talk to a partner to explain their picture.
Optional: Display a few examples on a "We Are Writers" board.

PQ:

• What do writers do?

• What do you know a lot about that you can teach someone?

• How can we use pictures and words to show our ideas?

DIFF:

• Emerging: Draw a detailed picture and attempt beginning sound labels with teacher or peer support.

• Advanced: Add multiple labels or a sentence to describe what they know (e.g., “I can swim.” or “Dogs need food and water.”)

Skills Targeted:

• Expressing ideas through drawing and writing

• Oral language development

• Print awareness (book parts)

• Fine motor skills

• Concept development (teaching through writing)

• Confidence-building and identity as a writer

Materials:

• A selection of picture books

• journals

• Pencils

• Anchor chart: “Writers write to teach people what they know”

-Take attendance

-Move your body

• MM: Hello Hummingbirds, Do you know what labeling is?

  Can you label these pictures? (apple, sun, clouds, tree, rainbow, bird, house, boy)

Students will design and build a free-standing tower using everyday materials, encouraging problem-solving, creativity, and exploration through tinkering.

Description:

Students will be given a mix of materials and challenged to build the tallest free-standing tower they can. They will test, modify, and adjust their structures as needed, learning through hands-on exploration.

Instructions:

1. Introduce the challenge: "Can you build a tower that stands on its own?"

2. Show the materials and explain that they can test, try, and fix their towers.

3. Set a timer (15–20 minutes).

4. When time is up, have a quick gallery walk to see everyone’s towers and talk about what worked or didn’t.

PQ:

• What materials did you choose and why?

• What made your tower strong?

• What would you do differently next time?

DIFF:

• Emerging: Work with fewer materials and build on a tray or base for support.

• Advanced: Try to add a challenge—can your tower hold a small toy or survive a gentle shake?

Skills Targeted:

• Fine motor skills

• Problem-solving and critical thinking

• Engineering design (trial and error)

• Collaboration

Materials:

• Toothpicks

• Popsicle sticks

• Plastic cups

• Paper strips

• Tape

• String

• Play Doh or modeling clay

• Scissors

-Take attendance

-Move your body

• Hello Hummingbirds,

  Lets review the difference

  between letters, words, and sentences.

Strategy Focus: Observing, Predicting & Word Decoding

Students will make predictions based on the cover of the book and apply decoding strategies to read unfamiliar words during a shared reading.

Description:

Begin by observing the cover and discussing predictions about the story. Use a thinking web or chart paper to record ideas. Then read the story aloud using a pointer. Pause at selected words covered with sticky notes, prompting students to decode using phonics, beginning sounds, or picture clues. Emphasize Harold’s use of sound to build interest in decoding and vocabulary.

PQ:

• What do you see on the cover? What kind of animal is Harold?

• What do you think Harold is searching for?

• What clues in the pictures or sentence help you figure out this word?

DIFF:

• Emerging:

  • Use simpler vocabulary for decoding (e.g., “bell,” “ring,” “cat”).

  • Provide visuals or real-life objects related to sounds in the story.

  • Use sentence starters: “I think the word is…” or “I see a…”.

• Advanced:

  • Include multisyllabic or descriptive words (e.g., “echo,” “mimic,” “unique”) for decoding.

  • Ask students to justify their word guesses using context clues.

  • Encourage students to act out or mimic the sound words they decode.

Materials:

• Harold Finds a Voice book

• Chart paper or whiteboard for prediction web

• Sticky notes to cover selected words

• Pointer

• Vocabulary words of the week

Students will apply their knowledge of numbers by representing and writing numbers 1–10 through hands-on stations.

Description:

Students will rotate through 5 engaging number stations to practice number formation, representation, and fine motor skills. Each station allows students to explore numbers in different ways to strengthen understanding and retention.

Stations:

1. Colored HWT Sticks (Handwriting Without Tears):
   Build the number using big and little sticks.

2. Popsicle Numbers:
   Count and place the correct amount of popsicle sticks next to the number card. (number cards)

3. Playdough Numbers:
   Roll and form each number using playdough.

4. Linking Cubes:
   Build a tower with the matching number of cubes and label it with a number card. (number cards)

5. Whiteboard Tracing:
   Trace numbers 1–10 using dry-erase markers with number tracing templates. (sentence strips and contact paper)

PQ:

• How can you show a number using different materials?

• What number did you build or trace?

• What comes before and after this number?

DIFF:

• Emerging: Focus on numbers 1–5 with tracing support and verbal prompts.

• Advanced: Work on numbers 6–10 independently and represent them in two or more ways (e.g., draw + write + build).

Skills Targeted:

• Number recognition

• Number formation

• Counting and one-to-one correspondence

• Fine motor development

• Spatial awareness

• Independent task management

Materials:

• HWT sticks

• Popsicle sticks

• Playdough

• Linking cubes

• Whiteboards and dry-erase markers

• Number cards 1–10

• Timer to keep track of time

-Take attendance

-Move your body

• MM: Good morning, Hummingbirds!

  You know L, I, T, H, E, F!

  Let’s use those smart brains to build some words!

  Can you read these words?

  
  

  FIT — HIT — LET — ELF — LIT

  Let’s sound them out!

Students will apply fine motor control to paint using Q-tips, strengthening hand-eye coordination and precision.

Description:
Students will use Q-tips to paint within printed shapes or letters. They will dot or trace outlines using small, controlled movements, helping to refine their pencil grip, hand strength, and visual-motor coordination.

PQ:

• What do we use Q-tips for in this activity?

• How do you hold a Q-tip when painting?

• Can you stay inside the lines when dotting?

Skills Targeted:

• Pencil grip development

• Hand-eye coordination

• Visual-motor integration

• Precision and control

DIFF:

• Emerging: Paint inside simple large shapes with pre-dotted outlines for support

• Advanced: Trace letters or more detailed shapes using controlled, consistent dots

Materials:

• Q-tips

• paint

• Printed templates A3

• Trays

-------------------------------

FIND THE DIFFERENCES:

Students will analyze two similar images and identify differences, developing attention to detail, visual discrimination, and critical thinking skills.

Description:
Teacher will display two similar images side by side on the big whiteboard. Students will observe carefully and point out or mark the differences they find between the two pictures. The class will discuss each difference together to ensure understanding.

PQ:

• What differences do you notice between the two pictures?

• How can you be sure something is different?

• Why is it important to look carefully when comparing pictures?

Skills Targeted:

• Visual discrimination

• Attention to detail

• Critical thinking

• Communication skills (explaining their observations)

DIFF:

• Emerging: Find 2-3 clear, obvious differences with teacher guidance

• Advanced: Identify more subtle differences independently and explain them

Materials Needed:

• Big whiteboard

• Markers or magnets to mark differences

• Two similar images printed or drawn for display

Students will apply their knowledge of letter sounds by sorting images into groups based on the initial letter sound (H, E, F, L, I, T) and labeling each group and image.

Description:

Students will explore a sensory table filled with noodles and hidden picture cards. Each image represents something that starts with H, E, F, L, I, or T.
They will find the images, sort them into groups by beginning sound, and write the correct letter as a label for each group, after they will label each image.

PQ:

• What sound does this picture start with?

• Which letter makes that sound?

• Can you say the word and match it to the letter?

DIFF:

• Emerging: Use image cards with the word printed underneath; match picture to letter with guidance.

• Advanced: After sorting, write the full word or use it in a sentence (e.g., Hat → I wear a hat).

Skills :

• Phonemic awareness (beginning sounds)

• Letter recognition

• Sorting and categorization

• Fine motor skills (sensory exploration, writing)

Materials:

• Sensory bin with dry noodles or rice

• Laminated image cards (with H, E, F, L, I, T words)

• Sorting mats or labeled trays

• Markers or pencils

• Paper or whiteboards for labeling

• Optional: tongs or spoons for extra fine motor practice

-------------------------------

Roll and Throw :

Students will apply phonemic awareness by identifying the beginning sound of a word and matching it to the correct initial letter.

Description:

Students will take turns rolling a die and selecting a picture card/object from the pile that corresponds with the letter. Each picture begins with one of the letters: H, E, F, L, I, or T.
After identifying the initial sound, they will throw a bean bag into the correct basket labeled with the matching letter.

PQ:

• What sound does your picture start with?

• Which letter makes that sound?

• Can you say the word slowly and hear the first sound?

DIFF:

• Emerging: Use picture cards with printed word and beginning letter highlighted.

• Advanced: Have Ss come up with another word that starts with the same letter after their turn.

Skills Targeted:

• Phonemic awareness (initial sound)

• Letter recognition

• Gross motor skills (throwing)

• Turn taking and following instructions

Materials:

• Dice

• Image cards with words that begin with H, E, F, L, I, or T

• 6 baskets or containers labeled with each letter

• Bean bags

Students will associate numbers with quantities by lacing the correct number of colored beads onto pipe cleaners, reinforcing counting, one-to-one correspondence, and fine motor skills.

Description:
Each student will receive a pipe cleaner with a number displayed (either written or shown with dots). They will count out loud and lace the matching number of colored beads onto the pipe cleaner. This hands-on activity promotes number recognition and quantity association while practicing fine motor coordination.

PQ:

• What number do you see on your pipe cleaner?

• How many beads will you need to lace?

• Can you count the beads as you put them on?

Skills Targeted:

• Number recognition

• One-to-one correspondence

• Counting skills

• Fine motor skills (hand-eye coordination, finger dexterity)

• Color recognition (if beads are colored)

DIFF:

• Emerging: Lace beads with teacher support, count aloud with help

• Advanced: Independently lace beads and say the number and quantity confidently, possibly lace beads in a color pattern matching the number

Materials Needed:

• Pipe cleaners with numbers or dot representations (1–12)

• Colored beads

Students will recognize sight words and letters in Level A books. Students will explore book features like pictures, text, and title to support reading comprehension.

Description:
SS will explore Level A books independently or in pairs. They will look at the pictures, identify letters and simple words they know, and talk about the story using prompts. They will also practice tracking print with their fingers and retelling the story in their own words.

PQ:

• What do you see in the pictures?

• Can you find words you know in the book?

• What do you think will happen next in the story?

DIFF:

• Emerging: Focus on picture exploration and letter recognition; students describe pictures and identify familiar letters or words.

• Advanced: Students track print while reading and attempt to retell or predict parts of the story using simple sentences. (add level B-C books)

Materials:

• Level A books

Students will apply mindful breathing techniques by counting their breaths and using this focus as an anchor for attention.

Description:
I practice counting my breaths, paying attention to the number of breaths, and using this as an anchor to stay focused and present.

Tip:
Every time a thought comes to my mind, I notice it and gently return to counting from 1. I am the one in control.

COLLABORATIVE: think, pair, share 

Volcano (part # 2)

Students will collaboratively design, build, and label a volcano model, applying their understanding of volcanoes and engaging in interactive writing.

Description:

• Review previous week's predictions by team.

• Once the volcano is built, groups will label the parts they included (e.g., lava, crater, etc.) using interactive writing.

• End with an eruption demonstration using baking soda and vinegar! (park)

PQ:

• What is a volcano?

• What do you think happens when a volcano erupts?

• How can we make a model volcano that really erupts?

• Listen to the question

• Think about the answers you would give

• Pair with a partner to share your thoughts and ideas

DIFF:

• Emerging: Focus on drawing and building; use picture word cards to label parts.

• Advanced: Write full labels and simple descriptive sentences (“Lava is hot.”) during the writing part.

Materials:

• Cups (for eruption space)

• Vinegar, baking soda, food coloring (optional)

• Markers or labels

Description:

Begin by asking students, “What do you think we will learn today?”
Tell students a new HFW is hidden on the teacher’s back and have them look for it. Once found, introduce the word CAN, say it, spell it, and use it in a sentence.
Play a short video that includes movement and repetition using the word can.

Independent ACt: In journals, each student will complete the sentence “I CAN…” and draw pictures of some things they can do (e.g., “I can jump.”).

Finally, gather as a class to build a large "I CAN" chart, adding each student’s contribution to reinforce the word and celebrate everyone's abilities.

PQ:

• What do you think we will learn today?

• What does CAN mean?

• What are some things you can do?

DIFF:

• Emerging: Trace the word CAN and complete “I can…” with a drawing.

• Advanced: Write a full sentence starting with “I can…” and read it aloud to the group.

Skills Targeted:

• HFW recognition

• Sentence formation

• Oral language and confidence

• Fine motor (writing and drawing)

• Listening and following directions

Materials:

• Word “CAN” printed and taped to teacher’s back

• HFW video (with song/movements)

• Journals or writing paper

• Pencils, crayons

• Chart paper for class "I CAN" chart

-Take attendance

-Move your body

• MM: Hello Hummingbirds, Do yo remember the HFW we learned last week? Can you use it in a sentence? Today we will learn a new one what do you think it is?

-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)  

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

• Caring

• Respect

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.

• Make simple observations, predictions, explanations, and generalizations based on real-life experiences 

• 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 

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 (9 connected elements) 

#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 

CHUNK:  H E F  L I T U(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 

• Hears, says and writes the initial sound 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 an visual structure, and collecting the words they encounter in books 

• Explore, Recognize, and Identify HFW : (I, CAN, SEE, A, LIKE) 

• We are all writers (sessions 1&2.) 

1. We are all writers 

2. When we are done, we have just begun (labeling)

• 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) 

• 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

• Listen to the question

• Think about the answers you would give

• Pair with a partner to share your thoughts and ideas