-Morning Message

-Move your body

-Morning Message

-Move your body

-Morning Message

-Move your body

• Choose a group name

• Decide what makes them special
  Then, they will write simple sentences together using WE (e.g., We are the Parrots. We are kind.). This activity supports sentence structure, HFW recognition, collaboration, and oral language development.

PQ:

• What do you think the riddle is trying to say?

• What word do all your sentences have in common?

• What makes your team special?

DIFF:

• Emerging: SS will use sentence starters with teacher support (e.g., We are...) and draw a picture of their group.

• Advanced: SS will write 2+ connected sentences about their team using HFW WE and descriptive language.

MATERIALS:

• Morning message with a riddle

• HFW card hidden in hallway

• Sentence starters on chart

• Journals or sentence strips

• Pencils and classroom colors

EXIT TICKET:

• SS will read their team’s sentence aloud and underline the word WE.

-Morning Message

-Move your body

METACOGNITION: CREATIVE – OPTIONS EXPLORATION

• Listen to the obvious option: Paint to find the number.

• Brainstorm hidden obvious options: How else could we show the number once we find it?

• What have I learned from these obvious options? There are many ways to reveal and represent a number creatively!

PQ:

• What happened when you painted over the cardboard?

• What number did your team reveal?

• How many different ways can you represent number 15?

DIFF:

• Emerging: SS will draw the number and represent it with dots and tallies.

• Advanced: SS will show tens and ones, and label multiple representations of 15.

MATERIALS:

• Large white cardboard with number 15 drawn in white crayon (one per team)

• Watercolors and brushes

• Sketchbooks

• Pencils and classroom colors

EXIT TICKET:

• SS will share one way they represented number 15 in their sketchbook.

METACOGNITION: CREATIVE – OPTIONS EXPLORATION

• Listen to the obvious option: W is for waffle.

• Brainstorm hidden obvious options: What other W words can I see, hear, or taste during this activity?

• What have I learned from these obvious options? I can discover letter sounds everywhere—not just in books!

PQ:

• What sound does the letter W make?

• What W words did we hear while cooking?

• How can we show the steps in our drawing?

DIFF:

• Emerging: SS will draw and label one or two ingredients and write the letter W.

• Advanced: SS will write 1–2 sentences using W words and label all parts of their drawing.

MATERIALS:

• Waffle maker

• Pre-made batter or ingredients for batter

• Cooking utensils (whisk, measuring cups, etc.)

• Journals

• Pencils and classroom colors

EXIT TICKET:

• SS will say one word that starts with W and point to it in their journal.

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. 

• Links sounds to letters, naming and sounding the letters of the alphabet 

CHUNK:  H E F L I T U D P B A M N (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 

• Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. 

• Recognizes rhythm in spoken words 

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. 

• 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 (zero, one, two, three) 

• 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 

• What do you think this story will be about?
• Make connections with content seen in class

PQ:

• What can we include in a self-portrait to show who we are?

• How is this self-portrait different from your last one?

• What makes your portrait special?

DIFF:

• Emerging: SS will draw their face with basic features and add simple labels (e.g., "me", "hair").

• Advanced: SS will add detailed features, background elements, and write a short description or label their portrait.

MATERIALS:

• Blank paper

• Pencils and erasers

• Markers and colors from the classroom caddy

SS will take turns spinning a virtual wheel with different letters of the alphabet. Then, they will use playdoh to create something that starts with that letter (e.g., if they spin “B,” they might make a ball or banana) and fomi letters to stretch out their word. This activity supports vocabulary development, phonemic awareness, and fine motor skills through creative letter exploration.

PQ:

• What letter did you get?

• What word can you make with that letter?

• What other things start with that sound?

DIFF:

• Emerging: SS will use playdoh to form the letter and match it to a visual of an object that starts with it.

• Advanced: SS will create their own object from playdoh and write the word next to it.

MATERIALS:

• Fomi letters

• Playdoh

• Spin-the-wheel in ipad

• Whiteboards or paper (optional for writing)

PQ:

• How can you tell if two letters are a match?

• What makes uppercase and lowercase letters different or the same?

• Where else do you see these letters?

DIFF:

• Emerging: SS will match letters with color-coding or picture clues.

• Advanced: SS will sort and explain the letter names and sounds, and give examples of words that start with that letter.

MATERIALS:

• Magnetic uppercase and lowercase letters

• Letter chart or board with displayed pairs

• Trays or baskets to organize letters

PQ:

• What clues can help you know what the word or number is?

• How do you know where to place your chip?

• What’s one word or number that was tricky? Why?

DIFF:

• Emerging: SS will play with boards that include visuals or initial sound clues for support.

• Advanced: SS will play with mixed boards (no visuals) and identify the word/letter out loud before placing the chip.

MATERIALS:

• Bingo boards with a mix of letters, HFW, and number words

• Chips or counters

• ipads and headphones

PQ:

• What picture did your dots create?

• What details can you add to make it your own?

• What sentence can you write to describe your drawing?

DIFF:

• Emerging: SS will label using initial sounds and trace or copy a sentence starter (e.g., “This is a ___”).

• Advanced: SS will label multiple parts and write an independent descriptive sentence.

MATERIALS:

• Connect-the-dots templates (varied images)

• Pencils and colors

• Word wall or reference cards

• Journals or writing paper

PQ:

• What number is on your cup?

• How many beans do you need?

• What helped you count carefully?

DIFF:

• Emerging: SS will match numbers 1–5 and count beans with support.

• Advanced: SS will match numbers up to 10 and count independently, then make a number sentence using the beans.

MATERIALS:

• Slime in containers

• Dry beans

• Cups labeled with numbers

• Tweezers (optional for extra challenge)

• Number cards for reference

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, TO, MY, THE, HAVE) 

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. 

 Sessions:  

1. We are all writers 

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

3. 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 

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) 

• 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 

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 

• 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.  

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)  

• 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).  

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 

• Responsibility 

• Semana # 2: Cuento y respiro   

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

• Semana # 4: Quietud Presente (cuerpo quieto)  

•  Semana # 5: Respirando Quietud  

• Semana 6: Entrenando mis pensamientos  

• Semana 7: pasado y futuro  

• Semana 8: Placentero/ No Placentero  

• Semana 9: Qué emoción es?  

• Semana 10: ¿Cómo reaccionó?  

• Semana 11: Respondiendo con intención  

• Semana 12: Entrenando el amor a mi mismo  

• Semana 13: entrenando a quien no conozco  

• Semana 14: entrenando el amor a personas difíciles  

• Semana 15: entrenando mi gratitude 

• Semana 16: Entrenando mi corazón (juzgar vs aceptar)  

• Semana 17: honrando mi cuerpo (body scan)  

• Semana 18: entrenando mi movimiento  

METACOGNITION: CREATIVE – OPTIONS EXPLORATION

• Listen to the obvious option: I can look and draw what I saw.

• Brainstorm hidden obvious options: What else did I notice that others might not? Could I imagine what's under the water too?

• What have I learned from these obvious options? I learned that exploring helps me ask questions and discover new things.

PQ:

• What did you see in the ocean location we visited?

• How did this place look different from others?

• What do you think lives there?

DIFF:

• Emerging: SS will draw the location and describe it with one word or phrase.

• Advanced: SS will write a complete sentence describing what they saw and what they wonder about that place.

MATERIALS:

• Google Earth

• Sketchbooks or drawing paper

• Pencils and colors from the caddy

At the end of the week, SS will reflect on one Flag Time activity they enjoyed or found challenging and will represent their experience through drawing and simple writing. By revisiting their learning process, SS will develop metacognitive awareness and begin to identify personal progress, goals, and emotions related to learning. This helps foster self-assessment, ownership, and a growth mindset.

Skill:

• Self-reflection and self-assessment

• Expressive drawing and writing

• Emotional awareness and goal setting

Materials:

• Journal

• Reflection Slide

• Caddies

• Sentence starters (e.g., “I liked…”, “It was hard when…”, “Next time I want to…”)

• visuals/icons for feelings and activities for emerging writers

PQ:

• What can we include in a self-portrait to show who we are?

• How is this self-portrait different from your last one?

• What makes your portrait special?

DIFF:

• Emerging: SS will draw their face with basic features and add simple labels (e.g., "me", "hair").

• Advanced: SS will add detailed features, background elements, and write a short description or label their portrait.

MATERIALS:

• Blank paper

• Pencils and erasers

• Markers and colors from the classroom caddy

OBJ:

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

ACT:

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

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

Materials:

-Example template

-Empty templates (5)

-Arrows

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

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

PQ:

• “What do you notice about your face?”

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

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

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

Differentiation:

• Emerging Learners:

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

  • Provide visual cards of body parts for reference

  • Support labeling with initial sound cues or adult scribing

• Advanced Learners:

  • Add details like eyebrows, glasses, or accessories

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

  • Discuss feelings and connect facial features to emotional expressions

Materials:

• Laminated Play-Doh face mats

• Assorted Play-Doh

• Journals

• Pencils and crayons

• Optional: mirrors for students to observe their faces

Skill:

• Letter identification

• Visual discrimination

• Fine motor coordination

Materials:

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

• Markers or colored pencils

Students will practice number decomposition and fine motor skills by fishing numbers and representing number bonds with pom-poms.

Description:
Students use fishing poles or magnetic fishing rods to catch number cards from a container (water bin, sensory table, or box). Once they catch a number, they place it on the top circle of a number bond template. Then, using tweezers, they place pom-poms in the two smaller circles to show how the number can be decomposed into two parts (e.g., catch 7, then place 3 pom-poms in one circle and 4 in the other).

• PQ:

  • What number did you catch?

  • How can you split this number into two smaller numbers?

  • How many pom-poms did you put in each circle?

• DIFF:

  • Emerging: Focus on simple decompositions of numbers up to 5, with adult support.

  • Advanced: Decompose larger numbers (up to 10 or 13) and try different combinations.

MATERIALES:

• Fishing rods or magnetic fishing poles

• Number cards (1–10 or up to 13)

• Number bond templates (printed or laminated)

• Pom-poms

• Tweezers or tongs

• Container for fishing (water bin, sensory table, or box)