Objective:

Students recognize and use the high-frequency word “went” in spoken and written sentences through movement games, partner interaction, and guided journal writing.

ACTIVITY DESCRIPTION:

Students begin by participating in a movement game called “Where We Went.” Word cards with “went” were hidden around the classroom. Each time a student found one, they used it to complete an oral sentence such as “I went to the library” or “I went to the park.”

Afterwards, students work in pairs to share short stories about where they “went” (real or imaginary). During journal time, each student drew a place they went and wrote a descriptive sentence using the word “went.”

Examples included:

• “I went to the beach.”

• “I went to my grandma’s house.”

PQ:

• What does the word “went” tell us in a sentence?

• Where is a place you went recently?

• How can we use “went” to make our sentences more interesting?

DIFF:

• Advanced: write 3 or more sentences with “went” and added extra details (e.g., “I went to the park with my sister”).

• Emerging: students start sentences such as “I went to ___” and match picture cards with the correct sentence.

MATERIALES:

• Word card: “WENT”

• Journals or clipboards

• Markers, crayons, pencils

• Picture/place cards (park, school, home, store, etc.)

• HFW wall or digital slide

Objective:

Identify sounds in the environment and recognize how focusing on one sense helps us stay present in the moment.

Description:

The teacher guides the students on a “listening walk”. Students are asked to walk quietly and pay attention only to the sounds they hear (birds, footsteps, voices, wind, etc.). After returning, they share what sounds they noticed and how they felt by focusing only on listening.

PQ

1. What sounds did you hear that you usually don’t notice?

2. How did you feel when you listened so carefully?

3. Why do you think listening calmly can help us in daily life?

DIFF

• Emerging: Name simple sounds they heard (e.g., dog, car, wind).

• Advanced: Describe how those sounds made them feel or compare them to previous experiences.

MATERIALS

• A space to walk (playground, hallway, or classroom)

Author: Peter H. Reynolds

PQ:

Strategy Focus: Observing, Predicting & Making Connections

Objective:

Students will make predictions about the story from the cover, observe the character’s feelings, and make personal connections about creativity and effort during a shared reading.

Description:

Begin by observing the cover and discussing predictions about what the story could be about. Record student ideas on chart paper or a web. Read the story aloud, pausing to notice Vashti’s feelings and actions. Encourage students to connect the events with their own experiences of trying something new or persevering.

PQ:

Before Reading

• Look at the cover: What do you think the story will be about?

• How do you think the girl feels about drawing?

During Reading

• What do you notice about Vashti’s feelings at the beginning of the story?

• How does her teacher help her change her mind?

• What happens when Vashti tries again?

After Reading

• Why do you think the teacher told Vashti to “make a mark and see where it takes you”?

• How do you feel when you try something new and it’s hard?

• What can we learn from Vashti about creativity and confidence?

DIFF:

Emerging:

• Provide visual aids (dots, crayons, paint) to connect with the story.

• Use sentence starters like: “Vashti feels ___” or “I see a ___.”

• Encourage drawing instead of full sentences for responses.

Advanced:

• Ask students to explain how Vashti’s feelings change from beginning to end.

• Invite them to write a short reflection: “When I tried ___, I felt ___ but then ___.”

• Encourage them to connect the story to perseverance in other areas (sports, learning to read, etc.).

Materials:

• The Dot by Peter H. Reynolds

• Chart paper or whiteboard for prediction web

• Crayons, markers, or paint for extension activity

• Sticky notes for marking discussion points

Extension Activity (drawing or writing):

• Draw your own special dot and sign it with your name.

• Finish the sentence: “I can make my mark by ___.”

• Create a class “Dot Gallery” with everyone’s artwork.

Objective:

Identify different community helpers and describe their roles.

Description:

Students will look at images of community helpers (doctor, firefighter, teacher, police officer, etc.) and classify tools or objects that belong to each. Afterwards, they will engage in a simple role play: “I am a doctor, I help people.”

PQ:

1. Who helps us when we are sick?

2. What does a firefighter do?

3. Which community helper would you like to be?

DIFF:

• Emerging: Match community helpers with their tools by drawing lines.

• Advanced: Write a sentence using the frame “I am a ___, I help ___.”

MATERIALES:

• Printed images of community helpers

• Cards with tools/objects

• Simple costumes or props

Students will collaboratively design and construct a model city by creating buildings, adding details, and setting up a complete city scene.

Description:
In one extended session, students will work in teams to build and decorate a city model. They will:

1. Cover boxes with paper to form the walls and roofs of buildings.

2. Add doors, windows, building signs, and landscape elements.

3. Create houses, traffic signs, street signs, and trees.

4. Arrange the buildings and houses to form the city and suburb.

5. Add vehicles such as cars and buses to complete the scene.

Prompt Questions (PQ):

• What buildings and places should our city have?

• Where should each building go? Why?

• How can we make our city realistic and organized?

Differentiation (DIFF):

• Emerging: Focus on covering boxes, adding basic features, and placing items in the city.

• Advanced: Design detailed elements (e.g., realistic signs, landscapes) and help plan the city layout.

Materials Needed:

• Boxes (various sizes)

• Colored paper and construction paper

• Scissors, tape, glue

• Markers, crayons, or paint

• Small toy cars, buses, and trees (optional)

Skills Targeted:

• Collaboration and teamwork

• Creativity and design

• Fine motor skills (cutting, gluing, decorating)

• Spatial awareness and planning

STRETCHING OUT WORDS TO WRITE EVEN MORE SOUNDS 

Students will apply phonemic awareness skills by stretching out words to identify and record multiple sounds in sequence when writing.

Description of Activity

• Mini-Lesson: Model how writers stretch out words like a rubber band, saying the word slowly and recording the first sound heard. Then reread and continue stretching to hear and write additional sounds.

VIDEO

• Independent Practice: Students will spin the wheel of names that has images, they will make a list of the words they get by writing them stretching out the words.

PQ (Prompt Questions)

• What is stretching out the words?

• Why is it important?

• How can stretching out words help you write more?

DIFF (Differentiation)

• Emerging: Students write by recording the first sound of words and labeling drawings.

• Advanced: Students stretch out and record multiple sounds, writing more than one sentence for their small moment.

Materials Needed

• HFW word wall

• Alphabet chart

• Journals and pencils

Skills Targeted

• Phonemic awareness (hearing and isolating sounds in words)

• Early spelling strategies

• Writing stamina and small moment writing

• Using classroom resources to support independent writing

Objective: Demonstrate acts of kindness toward others.

Description: Students will create a “Kindness Tree” by drawing or writing acts of kindness they have done or plan to do. Each act is placed on the classroom tree to celebrate and share kind actions with peers.

PQ (Prompt Questions):

1. What is a kind thing you did today?

2. How can we be kind to our friends?

3. How do you feel when someone is kind to you?

DIFF (Differentiation):

• Advanced: Write a complete sentence describing their kind action.

• Emerging: Draw a picture representing a kind action.

MATERIALS:

Leaf-shaped papers

markers or crayons

tape or Velcro

classroom tree display (on wall or board).

Objective: Explore and recognize the letter Z in words and objects before using it in a creative activity.

Description:

1. Discovery: The teacher shows the Canva slides with images and words (some start with Z, others do not). Students observe and try to find the new letter appearing in some words.

2. Discussion: Once the letter Z is identified, the teacher writes it in uppercase and lowercase and models its sound.

3. Creative Activity: Each student draws something that starts with Z or invents a character whose name begins with Z.

4. Journal: Finally, students use their journals to draw their Z words and label them, reinforcing letter recognition and word association.

PQ

1. What letter do you notice in these words?

2. What words or images do you know that start with Z?

3. How could you use the letter Z to create a fun character or drawing?

DIFF

• Emerging: Identify words that start with Z and draw a simple object with Z.

• Advanced: Create a short story or character using multiple words that start with Z and share it with the group.

MATERIALS

• Cards with images and words

• Paper and crayons

• Whiteboard and marker

• Students’ journals

-Take attendance

-Move your body}

Hello Hummingbirds!

Let’s look at these pairs:

Which one is heavier?

Which one is lighter?

Which one is taller?

Which one is shorter?

-Take attendance

-Move your body

Hello Hummingbirds!

Can you tell me what is wrong with these sentences?

ilikegtoeatpizza

thecatissleeping

-Take attendance

-Move your body

Hello Hummingbirds!

Discover the pattern and complete it.

-Take attendance

-Move your body

-Daily Affirmations

Hello Hummingbirds!

Discover the pattern and complete it.

• 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:
Decode and form words or sentences using a symbol-coded alphabet.

Description:
Students will receive an alphabet chart where each letter has a corresponding code (e.g., letter “a” = circle). Then, they will be given cards with coded symbols and will have to figure out the words or sentences by decoding them.

PQ:

1. What strategy did you use to find out the letters?

2. How can we use codes in our daily life?

3. Was it easier to decode a word or a sentence? Why?

DIFF:

• Emerging: Work with short, simple words (3–4 letters) using teacher support.

• Advanced: Decode full sentences independently and write their own coded message for a classmate.

MATERIALES:

• Alphabet chart with codes

• Code cards with words/sentences

• Pencils and paper for decoding

• Optional: blank cards for students to create their own codes

Students will create a collaborative collage by using diverse fine motor materials, strengthening hand-eye coordination, creativity, and teamwork.

Description of Activity

• Students will work together on a large piece of chart paper or cardboard to create a big class collage.

• They will use materials such as stickers, beans, pompoms, colored paper, yarn, and other textured objects to decorate.

• Students can choose to create patterns, shapes, or pictures, while practicing gluing, sticking, and placing materials carefully.

PQ (Prompt Questions)

• What materials are you choosing and why?

• How can we work together to make our collage look complete?

• What shapes or patterns can you create with the materials?

DIFF (Differentiation)

• Emerging: Focus on placing and sticking larger objects (like pompoms or stickers) with teacher guidance.

• Advanced: Use smaller materials (beans, sequins) to create detailed designs or write an initial/word as part of the collage.

Materials Needed

• Large chart paper or cardboard base

• Stickers

• Colored paper scraps

• Beans, sequins, buttons

• Pompoms, yarn pieces

• Glue sticks and liquid glue

• 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

• List the obvoius option

• brainstorm all the different "hidden" options. Be imaginative!

• what have I learned from findings

• RAFI 

• MARIANA 

• CAYETANA 

• SALVATORE 

• ALESSANDRO 

• EZEQUIEL 

• LARISSA 

• JOAQUINA 

• FRANCO 

• VIOLETA 

• DOMENICA 

• ELISA 

• LEONARDO 

• BENJAMIN 

• FELIPE 

• VALERIE 

• VICTORIA 

• LUANA 

• LAIA 

• RAFAELLA 

• ANTONELLA

Objective:

Identify and use measurement words (tall, short, big, small, long, heavy, light) to compare objects.

Description:

Students will participate in a mini-lesson about measurement wording using slides. Afterwards, they will take part in challenges: build a tall and a short tower, find something light and something heavy, and create a long and a short snake. A video will also be used to reinforce the concept.

PQ:

1. Why do we need to learn these words?

2. When do we use measurement words?

3. Can you give me an example of something tall and something short?

DIFF:

• Emerging: Use visual cues and teacher support to match measurement words with objects.

• Advanced: Compare and describe multiple objects using full sentences (“This tower is taller than that one”).

MATERIALES:

• Slides

• Blocks/cubes

• Playdough or clay (for snakes)

• Classroom objects to compare (light/heavy)

• Video on measurement words

Students will apply number recognition and counting skills by playing a board game that involves rolling dice, moving counters, and keeping track of numbers.

Description of Activity

• Students will work in pairs to play a simple counting board game.

• Each pair will get a game board, dice, and counters.

• Players take turns rolling the dice and moving their counter the correct number of spaces, forward or backward depending on the board.

• The first player to reach the finish line wins.

PQ (Prompt Questions)

• What number did you roll?

• How many spaces do you need to move?

• What do you need to do to reach the finish line?

DIFF (Differentiation)

• Emerging: Use a die with numbers 1–3 only and practice counting spaces slowly with teacher support.

• Advanced: Use two dice and practice adding the numbers together before moving.

Materials Needed

• Counting board game (prepared in advance)

• Dice

• Counters or small objects (buttons, cubes, tokens)

Skills Targeted

• Number recognition

• Counting with one-to-one correspondence

• Turn-taking and teamwork

• Early addition and subtraction (optional)

• Problem-solving

Students will apply knowledge of high-frequency words (HFW) by recognizing, recording, and organizing them in a list through a game-based activity.

Description of Activity

• Students will take turns spinning a wheel with high-frequency words written on it.

• Each time they spin, they record the word they land on in their journal or list sheet.

• They continue spinning until they have collected all the HFWs from the wheel.

• Once complete, students can reread their list aloud to a peer or teacher.

PQ (Prompt Questions)

• What word did you spin?

• How many words do you already have on your list?

• Why is it important to practice our HFWs?

DIFF (Differentiation)

• Emerging: Students can write only the word they spin and trace it with support.

• Advanced: Students write a complete sentence using each HFW from their list.

Materials Needed

• Spinner (with HFWs written on it)

• Journals or list templates

• Pencils and crayons

• Word wall (as reference support)

Skills Targeted

• High-frequency word recognition

• Writing and spelling practice

• Vocabulary reinforcement

• Fine motor skills (writing)

• Turn-taking and game-based learning WHEEL

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

LISTENING:

Students will apply listening and phonics skills by identifying high-frequency words (HFW) and stretching out unknown words to write sentences they hear.

Description of Activity

• Teacher will read aloud simple sentences that include high-frequency words already introduced.

• Students will listen carefully and write the sentence in their journals, using HFW knowledge and stretching out unfamiliar words.

• After writing, they will reread their sentence to check if it makes sense.

PQ (Prompt Questions)

• What HFW did you hear in the sentence?

• How can stretching out words help us write?

• What do you do if you don’t know how to spell a word?

DIFF (Differentiation)

• Emerging: Students can write only the HFWs they recognize and draw a picture to represent the sentence.

• Advanced: Students will write full sentences and attempt to use punctuation (capital letters, periods).

Materials Needed

• Journals

• Pencils

• Word wall / HFW chart

• Anchor chart: “Stretch out the word like a rubber band”

Skills Targeted

• Listening comprehension

• High-frequency word recognition

• Phonemic awareness (stretching out sounds)

• Writing fluency

• Sentence building

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.

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