Materials

• Contact Paper

• Paper

• Markers

• Piper Cleaners

• Yarn

• Glue stick

• Poms Poms using Twizzer

Children will receive a paper with a face outline, showing where the eyes, ears, nose, and mouth go—helping them understand facial features and placement.

Before beginning, they will be reminded to sit with good posture:

• Feet flat on the floor

• Back straight

• One hand holding the paper

• The other using the pencil with a proper grip

  
  

Next, they’ll roll a special dice with different line types (zigzag, wavy, curly, straight), and use the line they roll to draw the hair on the head.

This activity encourages:

• Body and spatial awareness

• Fine motor skills

• Good posture and pencil control

Creativity and line recognition

Materials

Dice

Paper

Markers

Prompt questions:

• Is that a big letter (uppercase) or small letter (lowercase)?

• What sound does that letter make?

• What does your picture card show? What sound does it start with?

• Can you think of another word that starts with the same sound?

  
  

Differentiation:

• Provide visual cues.

• Model letter sound and tracing before independent work.

• Allow finger tracing before using salt/sand.

• Pair with a peer or adult for scaffolded help.

• Ask students to name a second item that starts with the same letter sound.

• Invite them to write the letter with a pencil or marker after salt tray tracing.

  
  

Materials:

• dice with the letters: H, h, E, e

• Hopscotch board,

• Picture cards

• Trays with colored salt or sand for letter tracing

• Optional: dry-erase boards or paper for writing practice

Children use markers or crayons to draw lines connecting the dots of the same color.

Materials:

Markers and Crayons

Paper

Students will strengthen fine and gross motor control, visual discrimination, eye-hand coordination, visual perception, and initial letter recognition by participating in a focused dot-painting activity. The will use cotton swabs and paint to carefully follow dot patterns forming a drawing that begins with their initial letter. This activity encourages precision and control, helping students develop foundational visual and motor skills necessary for writing and reading.

Prompt Questions

• Where should we start dotting this letter?

• Are your dots inside the circles?

• What happens if we dot too far outside the lines?

• Would you like to try another letter? Which one?

Differentiation:

• Provide hand-over-hand guidance or model alongside the student.

• Allow students to trace with fingers before using the cotton swab.

• Use verbal cues (e.g., “Start at the top,” “Go down,” “Now across”).

• Challenge them to form the letter without dots after completing the guided version.

• Encourage use of color patterns in their dotting.

Materials:

• dotted paper, cotton swab and paint

Prompt questions :

• What number do you see?

• How many cubes did you stack?

• Are all of your towers the correct height?

Differentiation Strategies:
To accommodate varying developmental levels, numbers 1 through 3 will be used for children requiring additional support. For children who demonstrate advanced number skills, the activity may be extended by introducing color or pattern variations in their cube towers, thereby increasing cognitive demand and fostering pattern recognition.

Materials Required:

• Number mats (individual cards or laminated sheets displaying numerals)

• Linking cubes (variety of colors).

• clothe pins and boards.

Prompt Questions:

• What happens when you let go of the dropper in the water?

• Can you mix two colors? What happens?

• What can you do if the dropper doesn’t pick up the water?

• Which pop-it bubble will you fill next?

Differentiation Strategies:

• Use larger droppers or pipettes that are easier to squeeze.

• Provide visual cues or step-by-step demonstrations.

• Encourage them to create patterns (e.g., red-blue-red-blue).

• Introduce a timer for a fun challenge in control and speed.

• provide different materials such as playdough and pompoms.

materials:

• popits, twezzers and droppers.

• pompomps and play dough.

• colored water.

• Straight lines (vertical or horizontal)

• Curvy lines

• Zigzag lines

• Wavy lines

• Stair-step or dashed lines

Prompt questions :

• What number do you see?

• How many cubes did you stack?

• Are all of your towers the correct height?

Differentiation Strategies:
To accommodate varying developmental levels, numbers 1 through 3 will be used for children requiring additional support. For children who demonstrate advanced number skills, the activity may be extended by introducing color or pattern variations in their cube towers, thereby increasing cognitive demand and fostering pattern recognition.

Materials Required:

• Number mats (individual cards or laminated sheets displaying numerals)

• Linking cubes (variety of colors).

• clothe pins and boards.

Skill:

• Fine motor strength and bilateral coordination

• Problem-solving and persistence

• Hand-eye coordination

Materials:

• Small box (e.g., tissue box or gift box), ideally wrapped for appeal

• Assorted rubber bands (thick/thin, tight/loose)

• Small object hidden inside (e.g., toy, letter card, tiny eraser)

Students will demonstrate listening comprehension by following oral instructions to complete tasks like coloring, circling, and marking on a template.

Description:
Students will receive a template with simple images (e.g., shapes, animals, body parts, classroom objects). The teacher or an audio recording will give clear, simple commands (e.g., “Color the star red,” “Circle the cat,” “Put an X on the sun”), and students will follow each instruction step by step.

This activity supports listening skills, language comprehension, and fine motor coordination.

How It Works:

1. Hand out the template and crayons/pencils.

2. Give verbal instructions, one at a time, with pauses between (or play an audio).

3. Students listen carefully and complete each task on the template.

4. Review together at the end (optional).

PQ:

1. What did you hear in the instructions?

2. Did you color and circle in the right spots?

3. What helped you remember what to do?

DIFF:

• Emerging: Use fewer instructions, speak slowly, and use visual cues if needed (e.g., pointing to images).

• Advanced: Add multi-step commands (e.g., “Circle the dog and then color it brown”) or include prepositions (e.g., “Draw a square under the sun”).

  
  

  Materials:

• Pre-made image template (shapes, animals, objects, etc.)

• Crayons, pencils

• Teacher voice or audio recording with clear instructions

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

• Color recognition

• Sequencing

• Fine motor control using linking clips

Materials:

• Linking clips (assorted colors)

• Pattern cards with color sequences

Description:
Students will receive cards showing a sequence of colors (e.g., red, blue, green) and will create a chain of linking clips following the same color order. This simple activity helps reinforce color recognition, sequencing, and fine motor skills as students link the clips together to match the sequence on their card.

Materials:

Linking cubes or chips

Template with numbers

Differentiation Strategies:

Use larger ranges (1–10 or 1–20)

Agregan las letras queue quieran reforzar

Materials:

Template with pictutres

Materials:

Linking cubes or chips

Template with numbers

Differentiation Strategies:

Use larger ranges (1–10 or 1–20)

Prompt Questions :

• “What letter did you get?”

• “What sound does that letter make?”

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

• “Can you find that letter on the stamping sheet?”

• “What other words start with that letter?

  
  

  Differentiation.

  • Use a dice with only a few familiar letters.

  • Provide picture cards (e.g., A for apple) for visual association.

  • Ask them to say a word that starts with the rolled letter before stamping.

  • Invite them to stamp both uppercase and lowercase versions of the letter.

Materials:

-picture cards and paint.

• Provide playdough letter/number mats as visual guides.

• Use simplified tasks (e.g., rolling balls, making lines, or forming basic shapes).

• Offer verbal modeling and hand-over-hand guidance if necessary.

• For students ready for a challenge:

  • Ask them to form sight words, build number sentences, or model vocabulary words (e.g., animals, objects).

  • Encourage storytelling using their playdough creations.

  • Introduce tools (plastic scissors, rollers, stamps) to increase precision and creativity.

Differentiation:

• Provide visual step-by-step instructions or models.

• Break down tasks into smaller steps and offer frequent encouragement.

• Increase task complexity (use smaller tools, add time limits).

• Include multi-step tasks (spell a word with letter beads using tweezers).

Materials:

-play dough.

Prompt Questions (PQ):

• “What number do you see on this house?”

• “How do you know this card belongs in that house?”

• “Can you count the dots/fingers/tallies to double check?

• Can you make your own house for a number we didn’t use yet?

Differentiation:

• Offer visual cues or a model of a completed number house.

• Provide manipulatives (e.g., counting bears or blocks) to make quantities more concrete.

• Include representations like number words.

• Encourage them to create their own number representation cards for a peer to match.

  
  

Materials:

• worksheet

• little papers with the different representations

• whiteboards

Students will develop fine motor skills, visual perception, and an understanding of print directionality by selecting a tracing template and following its lines using their fingers or a tool over a tray filled with rice. This multi-sensory activity strengthens hand control and reinforces the left-to-right movement used in writing, while also providing calming tactile input.

Prompt Questions

• “What number do you see here? Can you show it with your fingers?”

• Let’s count together—do you have the right number?”

  
  

Differentiation Strategies:

• Allow children to count with assistance or visuals (counting dots)

• Offer hand-over-hand guidance if necessary

Materials:

• markers,

• foamix numbers.

• templates.

Prompt question:

• Which scoop feels heavier? Why do you think that is?”

• “What happens when we add more popcorn to this side of the scale?”

• Which material is easier to scoop? Why?

Differentiation:

• Provide larger containers and bigger scoops for easier grasping

• Use visual aids (picture cards of "heavy" and "light")

• Allow hand scooping first before transitioning to the finger tool

• Introduce a timer for “how many scoops in 30 seconds?”

• Encourage estimating: “How many scoops do you think will balance the scale?”

Materials:

• Sensory materials: beans, popcorn seeds, sensory beads

• Homemade scooping tools (bottle caps with tape handles)

• Balance scales

• Small containers or trays for sorting and comparing

Students will demonstrate listening comprehension by following oral instructions to complete tasks like coloring, circling, and marking on a template.

Description:
Students will receive a template with simple images (e.g., shapes, animals, body parts, classroom objects). The teacher or an audio recording will give clear, simple commands (e.g., “Color the star red,” “Circle the cat,” “Put an X on the sun”), and students will follow each instruction step by step.

This activity supports listening skills, language comprehension, and fine motor coordination.

How It Works:

1. Hand out the template and crayons/pencils.

2. Give verbal instructions, one at a time, with pauses between (or play an audio).

3. Students listen carefully and complete each task on the template.

4. Review together at the end (optional).

PQ:

1. What did you hear in the instructions?

2. Did you color and circle in the right spots?

3. What helped you remember what to do?

DIFF:

• Emerging: Use fewer instructions, speak slowly, and use visual cues if needed (e.g., pointing to images).

• Advanced: Add multi-step commands (e.g., “Circle the dog and then color it brown”) or include prepositions (e.g., “Draw a square under the sun”).

  
  

  Materials:

• Pre-made image template (shapes, animals, objects, etc.)

• Crayons, pencils

• Teacher voice or audio recording with clear instructions

(Si necesitan los templates me los piden)

Materials:

Markers

Clear Pockets

Cc will match uppercase and lowercase letters using hands-on materials. This activity will help them reinforce the letters they have learned and be exposed to the full alphabet. It also supports letter recognition, visual discrimination, and phonemic awareness.

Materials:

Foam Letters or Magnet Letters

Colors

• Completing the other half of a face, shape, or butterfly

• Using mirrors or folding techniques to see symmetry in action

This hands-on activity strengthens pre-writing skills while introducing a foundational geometry concept.

Prompt Questions :

• "What do you notice about both sides?"

• "Can you find what is the same on each side?"

• "What happens if I fold it in half—do both sides match?"

• "How can we make the other side look the same?"

• "What shape do you see in this picture?"

Differentiation:

• Use dotted lines or half-traced drawings for them to trace and complete.

• Provide foldable templates or pre-cut shapes to physically explore symmetry.

• Introduce symmetry in nature (e.g., butterfly wings, leaves) through images or books.

Materials:

• Whiteboard or chart paper

• vision espejo

• Markers, crayons, or pencils

• Pre-folded paper or templates with half-drawings

• Printed images of symmetrical objects (e.g., butterflies, faces, buildings)

  
  

Prompt Questions:

• “How many dots do you see on your domino?”

• “Can you find that number on the board?”

• “Where do we start tracing the number?”

• “What happens if we count again do we get the same number?”

• “What number comes after this one?”

Differentiation:

• Provide dot templates and matching number cards for visual support.

• Offer finger tracing before introducing markers or writing tools.

• Invite students to select two dominoes and add the dots.

• Have them write the number independently after tracing.

  
  

Materials:

• Domino chips (plastic or foam for tactile feedback).

• Large number board or individual numbers taped to the window.

• Markers (if tracing on laminated surfaces or plastic).

• Number tracing sheets with directional arrows.

  
  

Materials:

• toothpicks and visual perception

material:

-paper and scissors.

This multi-step activity guides children from tracing to writing, helping them understand letter formation, correct writing direction (left to right, top to bottom), and the connection between letters, their sounds, and words that begin with them.

Materials:

-markers

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

Materials:

Caddies

Prompt Questions:

What number did you see? What color should you use?

Can you count how many are in that group?

What happens if you switch the colors?

Differentiation:

Use numbers 1–5 (Emerging)

Work with numbers 6–10 (Advance)

Materials

• Number cards (clear numerals, e.g., 1–10)

• Domino pieces or domino-style cards showing dot patterns.

Prompt Questions

• “What number is on your card?”

• “How many dots do you see on the domino?”

• “Do they match? How do you know?”

• “Can you count the dots to be sure?”

Skill:

Fine motor coordination

Visual perception

Space awareness

Materials:

Linking cubes

Cards with examples

Materials:

Caddies

Paper

scissors

(Si necesitan el template me avisan para enviárselos por mail) :)

Materials

Marker

Clear pockets

Materials:

• Instruction sheet or recipe template

• Colored paper for fruits and vegetables

• Child-safe scissors

• Glue or tape

• Optional: paper plates for assembling the salad

Materials:

• Shape cards

• Paper and pencils or crayons for tracing

• Whiteboards and markers

This multi-step activity guides children from tracing to writing, helping them understand letter formation, correct writing direction (left to right, top to bottom), and the connection between letters, their sounds, and words that begin with them.

Materials:

-markers

Skill:

• Fine motor strength and bilateral coordination

• Problem-solving and persistence

• Hand-eye coordination

Materials:

• Small box (e.g., tissue box or gift box), ideally wrapped for appeal

• Assorted rubber bands (thick/thin, tight/loose)

• Small object hidden inside (e.g., toy, letter card, tiny eraser)

CC will reinforce fine motor and pre-writing skills by working with different tracing templates. These will include lines, curves, and basic shapes, which help improve pencil control, directionality, and use of space. This activity will also support the development of drawing skills by encouraging attention to detail and hand-eye coordination.

Materials:

Markers

Clear Pockets

SS will build fine motor strength and number sense by stretching small rubber bands and placing them onto numbered craft sticks. Each stick has a number written on it, and SS will count and match the correct quantity of bands. This activity supports finger control, coordination, and numeral-quantity matching through a fun and tactile challenge.

Skill:

• Fine motor development (pincer grasp and coordination)

• Number recognition and counting

• One-to-one correspondence

Objective:
SS will stretch and place the correct number of rubber bands onto numbered sticks to strengthen counting skills and hand muscle control.

Materials:

• Wooden craft sticks labeled with numbers (1–10)

• Small colorful rubber bands

• Optional: tray or mat for work area

Materials:

• Drawing paper

• Pencils, crayons, or markers

Link: https://www.canva.com/design/DAGrNPQloHo/pEHYQIMZXdjQFVoCeiSStA/edit

Materials:

Lace

Pictures

Dice

Materials:

• Drawing paper

• Pencils, crayons, or markers

CC will observe an image of a mouth with teeth. They will roll a dice and identify the number that appears. Then, using a toothbrush, they will “brush” the same number of teeth on the image. This activity combines math practice with a real-life skill connection, helping children strengthen their number sense while developing fine motor control and awareness of self-care routines.

Materials:

• Image of a mouth with teeth (laminated if possible)

• Dice

• Small toothbrushes

• Optional: whiteboard markers or stickers to mark brushed teeth

Possible Questions (PQ):

• What number did you roll?

• Can you count that many teeth?

• Why do we need to brush our teeth every day?

• What happens if we forget to brush them?

In this activity, children will observe a 5x5 grid filled with a pattern of filled and unfilled circles. Next to it, they will have an empty grid, where they will carefully replicate the same pattern. Each row presents a unique arrangement, encouraging children to analyze, compare, and reproduce the design accurately. This exercise promotes focus, precision, and visual memory as children work to ensure both grids match perfectly.

Materials:

• Printed 5x5 pattern grids (one filled, one blank)

• Markers or counters in two colors (for filled and unfilled circles)

In this math-focused activity, children will observe a set of dots divided into two halves. They will count the number of dots on the left side, subtract that number from the given total, and then draw the correct number of dots on the right side to complete the equation.

materials

worksheet

pencil

Cc will strengthen their fine motor skills and build finger and hand strength by using a tennis ball that has been cut to resemble a little monster’s mouth; they will squeeze the ball to grab counters one at a time and then place each counter into a matching colored square on a pattern template, for example, after squeezing the ball and retrieving a blue counter, they will place it in the blue square, followed by a red counter in the red square, continuing the color pattern until all blank squares are filled, reinforcing coordination, grip strength, and early pattern recognition.

https://www.canva.com/design/DAGrNPQloHo/pEHYQIMZXdjQFVoCeiSStA/edit?utm_content=DAGrNPQloHo&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton