SS will create their own number monsters by combining chance and counting. First, they will spin a wheel to determine which body part to add (e.g., eyes, arms, teeth), then roll a dice to decide how many of that part to include. After assembling their number monsters using drawing or collage materials, they will present them to the class and describe what they added and how many. This activity supports counting with quantities to 20 and using numbers to represent sets.

PQ:

• What part did you spin?

• How many did you add to your monster?

• Can you tell us what makes your monster special?

DIFF:

• Emerging:

  • SS will use numbers 1–6 with dot dice and receive part cards for guidance

• Advanced:

  • SS will use two dices.

MATERIALS:

• Spinner with body part options

• Dice

• Paper bags

• Pencils, markers, glue, cut-out shapes

• Pipe cleaners

• Googly eyes

• Pom Poms

• Yarn

  
  

  Firefly post

-Morning Message

-Move your body

MATERIALS:

• 9 puzzle pieces to create Numberblock 9

• 9 envelopes labeled with clue numbers

• Tape or clips to secure clues in park

• Sketchbooks

• Markers, crayons

CLUES:

Clue 1: "I help you go up or down with care. Look for me — I’m like a stair!" (Place near a staircase or slide)

Clue 2: "I swing and sway, and go back and forth. Find your next clue where you go for fun, of course!" (Place near a swing set)

Clue 3: "I’m where you sit to eat your snack, I have four legs but don’t bark back!" (Place under a picnic table or bench)

Clue 4: "Round and round, I spin all day. Look where your friends like to play!" (Place on spinning toy)

Clue 5: "You climb me up, you slide me down, I’m shiny, smooth, and never frown!" (Place near the slide ladder)

Clue 6: "Look for me where balls like to roll, I help you score a goal!" (Place near a soccer goal)

Clue 7: "I live near leaves, tall and wide. I give you shade, and you can hide!" (Place near a tree)

Clue 8: "I’m shaped like a tunnel, long and round. I’m where crawling fun is found!" (Place in a crawl tunnel)

Clue 9: "Your last piece waits where we begin. Return to your teacher with a big grin!" (Place in class)

Whole Group Discussion:
TCH will write a “no no” sentence on the board without finger spaces (e.g., “Ilikepizzaandicecream”) and ask:
“Can we read this easily?”

Then, the same sentence will be rewritten with proper spacing (“I like pizza and ice cream”) as a “yes yes” sentence.

TCH explains that finger spaces help us see where one word ends and another begins, which makes reading and writing easier to understand. TCH will model how to use a finger (or a spacing tool) while writing.

Interactive Activity:
SS will take turns crossing the rug from one side to the other using two cushions as stepping stones. On the other side, they will find a sentence card. After reading or listening to the sentence, they will decide if it's a “yes yes” (correct spacing) or “no no” (no spacing) sentence and sort it into the correct basket or area.

PQ:

• What is a finger space?

• When do we use finger spaces?

• Why are they important?

DIFF:

• Emerging: SS will listen and point to the correct basket with guidance.

• Advanced: SS will read the sentences aloud and explain their choice.

MATERIALS:

• Sentence cards (some with and without finger spaces)

• 2 floor cushions

• Sorting baskets or labeled areas for “yes yes” and “no no”

• Finger space tool (optional)

-Morning Message

-Move your body

-Morning Message

-Move your body

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly, and others are phonetically plausible. 

• 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. 

Early Learning Goal 

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. 

• 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 

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. 

• 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) 

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. 

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

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. 

• We are all writers (sessions 1&2.) 

1. We are all writers 

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

Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. 

• Posture 

• Pencil grip 

• Self portrait (9 connected elements) 

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and 

plants and explain why some things occur and talk about changes. 

• 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 

Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with color, design, texture, form and function. 

• 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)  

Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organize their activity. They show sensitivity to others’ needs and 

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

• Caring 

• Respect 

• Semana # 2: Cuento y respiro   

• Semana # 3: Inhalo y Exhalo el Presente (etiquetando)  

• Semana # 4: Quietud Presente (cuerpo quieto)  

•  Semana # 5: Respirando Quietud  

-Morning Message

-Move your body

PQ:

• What do all these clues have in common?

• What letter do you think we are learning today?

• What other words do you know that start with the letter D?

DIFF:

• Emerging: SS will draw and label using the initial letter only.

• Advanced: SS will write full words using phonetic spelling.

MATERIALS:

• Chairs and letter D picture clues taped underneath

• Hidden large letter D in hallway

• Letter of the Week wall

• Journals and writing tools

EXIT TICKET:

• SS will say or write one word that starts with the letter D.

Learner Ambition: Collaborative – Think, Pair, Share

SS will identify the sport assigned to their group for the Mini Olympics—weightlifting—and will learn about an inspiring athlete, Tamara Salazar. In teams, SS will research key facts about Tamara, discuss her achievements, and work together to create a group banner that represents their sport and athlete. This activity promotes teamwork, builds background knowledge through inquiry, and develops creative expression through a shared goal. It encourages listening, turn-taking, and appreciation for others’ ideas and efforts.

PQ:

• What sport did we get and what do we know about it?

• Who is Tamara Salazar and what makes her special?

• How can we work together to represent our sport on the banner?

DIFF:

• Emerging:

  • SS will contribute a drawing or decorate part of the banner

• Advanced:

  • SS will add key words or write a simple fact about Tamara Salazar

MATERIALS:

• banner base

• Colors, pencils, markers (caddy)

• Glue, scissors

EXIT TICKET:

• Share one thing you learned about Tamara or weightlifting with a partner.

DIFF:

Emerging: SS will recieve simple images as shapes.

Prompt Questions:

• What letter sound do you hear at the beginning/middle/end of this word?

• Which letter do you need to find next?

• How can you get past the tape to reach the letter?

• Does this word match the picture?

Differentiation:

• Emerging:
  – Use letter mats with outlined spaces to guide letter placement.
  

• Advanced:
  – Form 2–3 different CVC words using the same vowel.

  -Form longer words without using the pictures if ready

Materials Needed:

• Water table

• Tweezers

• Foami letters

• Clear tape strips (to create obstacles in the water table)

• Laminated CVC word images

-Morning Message

-Move your body

Objective:
SS will be introduced to the high-frequency word “LIKE” and will practice generating ideas using the “What Can I Write?” chart as they engage in a full writing session. As part of this activity, SS will draw and write about things they like, using their journals and applying the Super Writer steps. They will also review proper journal use and learn how to return to old pieces to add more, reinforcing that when we are done, we have just begun. This activity supports the learning goal of using phonic knowledge to write words and simple sentences that can be read by themselves and others.

Whole Group Review:

• Review journal expectations:

  • Where to draw (top/bottom of the page depending on your format)

  • Where to write

  • How to find the next blank page

• Introduce/Review the “What Can I Write?” chart:

  • Show the chart and discuss how it helps generate ideas

  • Emphasize using it when they don’t know what to write about

• Review Super Writer Steps:

  • Think: Think about your idea

  • Draw: Draw with care and detail

  • Color: Add color to your drawing

  • Label: Label your picture using beginning sounds or full words if possible

Mini Lesson:
TCH explains: “Writers, today we will begin our writing by thinking about the word LIKE. You will think of something you like, draw it, and write about it. If you finish, you can go back to an old page and add more detail or writing — because when we are done, we have just begun!”

Activity:
SS will open their journals, find the next blank page, and complete a journal entry following the Super Writer steps. They will draw and write about something they like, label their drawings, and use the sentence frame “I like ___.” The “What Can I Write?” chart will be available as a support tool.

PQ:

• What are some things you like?

• When can we use the chart?

• How can we add more to our writing?

DIFF:

• Emerging: SS will draw and label their picture with beginning sounds, they will have cut out sentence structures and will glue them to their journals in order to write sentences.

• Advanced: SS will write full sentences using the word “like” (e.g., “I like pizza.”)

MATERIALS:

• Journals

• Colors, pencils, markers (caddy)

• “What Can I Write?” chart

• Super Writer steps visual

• HFW “LIKE” anchor

EXIT TICKET:

• Share your writing with a partner and read your sentence aloud using the word “like”

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

SS will strengthen their visual memory, spatial reasoning, and attention to detail in this engaging whole group activity. Working in two teams, each player will observe a visual grid and then run to the whiteboard to recreate it on their own blank grid using markers. They will compare, recall, and copy the letters, numbers, or shapes they saw. This fun challenge promotes observational skills, fine motor development, and teamwork as students analyze and reproduce visual information from memory.

PQ:

• What did you notice about the symbols in the grid?

• How did you remember where each drawing went?

• What helped you draw it as closely as possible?

  
  

MATERIALS:

• Large printed visual grid (with letters, shapes, or numbers)

• Blank grids in the whiteboard

• Markers

PQ:

• What do you think will happen when the baking soda mixes with the vinegar?

• What did you see change when the balloon started to grow?

• Why do you think the balloon got bigger?

DIFF:

• Emerging:

  • SS will describe what they see using simple words or drawings

  • SS will identify the materials used and react to the change

• Advanced:

  • SS will explain the steps of the experiment and describe the reaction using cause and effect

  • SS will write a sentence in their journal about what happened

MATERIALS:

• Empty plastic bottle

• Balloon

• Funnel

• Baking soda

Materials:

• Pipe Cleaners

• Beads

• Numerals in the pipe cleaners

Prompt Questions:

• Can you show me another way to represent that number?

• How do you know that’s the right number?

Differentiation:

Emerging: pipe cleaners with the numbers from 1-10.

Students will observe and describe physical traits, identifying similarities and differences between themselves and their classmates.

Whole Group Activity:

1. Video – Begin by watching a short, age-appropriate video about how people can look different and similar (focus on hair, eyes, skin, height, etc.).

2. Classroom Discussion – Ask:

   • What did you notice in the video?

   • How are the people in the video different? How are they the same?

3. Live Comparison – Choose one boy and one girl from the class. As a group, describe how they are similar and how they are different using simple describing words (e.g., tall/short, curly/straight hair, glasses/no glasses, etc.). Write some descriptors on the board for reference.

INDEPENDENT ACTIVITY:

"Me and My Friend" Sketchbook Task

• Ss will draw a picture of themselves and a friend.

• Next to each person, they will label one way they are the same and one way they are different (e.g., “both have brown eyes” / “I have short hair, she has long hair”).

Prompt Questions (PQ):

• What do you and your friend have in common?

• How are you different from your friend?

• Why is it good to be different and the same?

DIFF:

• Emerging: Students can draw and use picture-word cards to label features (e.g., hair, eyes).

• Advanced: Students can write full sentences: “We both have brown eyes.” / “I have glasses. He does not.”

Skills Targeted:

• Observation and comparison

• Descriptive language

• Social-emotional awareness

• Drawing and labeling

• Fine motor development

PQ:

• What is the first sound in each picture?

• What word did you build from those sounds?

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

DIFF:

• Emerging:

  • SS will name the pictures and identify beginning sounds with support

  • SS will use letter cards or sound mats to match sounds to letters

• Advanced:

  • SS will crack multiple codes and write additional sentences using the words

  • SS will attempt to spell similar words using the same sounds

MATERIALS:

• Crack the Code cards with pictures

• Dry-erase markers and laminated cards or paper copies

• Optional: alphabet chart or sound mat for support

PQ:

• What do you do when you get the bean bag?

• How can you tell if it's a letter, a number, or a word?

• What helps you remember what it is?

DIFF:

• Emerging: SS will identify the type (letter, word, or number).

• Advanced: SS will say the sound of the letter, use the word in a sentence, or represent the number in another way.

MATERIALS:

• Bean bag

• Board or screen to display the letter/HFW/number

• Circle space for group play