• Our attention moves from one place to another.

• Practice: We move our attention from one place to another.

Students will explore themes of control, power, and empathy. They will predict events, connect to times when they wanted to be “in charge,” and reflect on kindness and fairness in relationships.

Before Reading

Show the cover. Ask:

• “What do you think it means to be ‘in charge’?”

• “Have you ever wanted to be the boss in a game or activity?”

• “How do you think the character on the cover feels?”

Make a class chart: What Leaders Do (help, share, listen, decide).

During Reading

Pause when the main character is bossy. Ask:

• “Why is the character saying ‘I’m in charge’?”

• “How do you think the others feel?”

• “What might happen if someone always wants to be in charge?”

Stop before the problem is solved. Ask:

• “What do you predict will happen next?”

• “How do you think the character will change?”

• Highlight emotions: bossy, frustrated, sad, kind, fair.

After Reading

Discuss:

• “What happened at the end of the story?”

• “How did the character learn about being fair?”

• “Have you ever shared being in charge with others?”

Add to chart: Ways We Can Share Power (take turns, listen, play fair).

Prompt Questions (PQ):

• What does this story teach us about being fair?

• How do you feel when someone always wants to be in charge?

• Why is it important to take turns being a leader?

DIFF.

• Emerging: Use cards with faces (happy, sad, angry, kind) to match character feelings. Practice sentence frames: “He/She feels ___ because ___.”

• Advanced: Write or dictate: “A time I felt in charge was…” Role-play a game where students take turns being the leader.

-Take attendance

-Move your body

Hello Hummingbirds!

Lets read together.

Planning Stories Page by Page & Adding More Details to Pictures and Stories

Students will plan and organize their stories page by page, adding details to both their pictures and writing to make their stories clearer and more engaging. They will also exchange feedback with peers to improve their work.

Description of Activity

Students will learn how story writers plan and develop their stories across pages, and how adding details helps readers understand more.

1. Mini-Lesson

   • Review what an information book and a story book are.

   • Model how to plan a story page by page by touching each page and saying what happens next (beginning, middle, end).

   • Then, show how to add details by thinking about where the story happens, who is there, and what they are doing.

   Example:

   • Page 1: “At the park” (draw swings, trees, sun)

   • Page 2: “Playing with my friend” (add names, colors, toys)

   • Page 3: “Going home” (draw mom, car, bag, etc.)

2. Active Engagement

   • Ss practice planning their story orally with a partner, touching each page as they tell what happens next.

   • As a class, discuss how small details make the story stronger.

3. Independent Practice

   • Ss will continue writing and illustrating their books, adding new pages as needed.

   • They will revise their work by adding details to pictures and sentences (using the “Who, Where, What” chart).

   • Finally, Ss will pair up to give and receive feedback using a simple peer checklist (e.g., “Did they add details?” “Does it make sense?”).

Prompt Questions (PQ)

• What happens first, next, and last in your story?

• Who is in your story, and where are they?

• What details can you add to help your reader understand more?

• What can you tell your partner to help them make their story even better?

Differentiation (DIFF)

• Emerging: Focus on telling the story orally page by page and adding one new detail per picture.

• Advanced: Write multiple sentences per page, adding descriptive details about feelings, actions, or settings.

Materials

• Pre-stapled booklets

• Pencils, crayons, markers

• “Who, Where, What” anchor chart

• Peer feedback checklist

• Writing folders

• Example story for modeling

Skills Targeted

• Sequencing events (beginning, middle, end)

• Adding descriptive details to text and pictures

• Using classroom resources (anchor charts, feedback checklist)

• Giving and receiving constructive feedback

• Oral language and peer collaboration

SLIDES

Students will identify and apply color words by designing and decorating a cupcake according to their own color-coded prototype, reinforcing vocabulary recognition and fine motor coordination.

Description of Activity:

1. Whole Group Introduction:

   • The teacher introduces color words using slides or flashcards (red, blue, yellow, green, orange, purple, pink, brown).

   • Review pronunciation and match each color word with an object in the room.

2. Design Phase (Prototype):

   • Each student will receive a cupcake outline in their sketchbook.

   • Using crayons or markers, students will design and color their cupcake prototype, deciding which colors they will use for each part (frosting, decorations, base).

   • They will label each color on their drawing using the correct color words.

3. Cupcake Decorating Phase:

   • On a nearby bench, students will find M&Ms organized by color, each labeled with a color word card.

   • Students will decorate their cupcakes by following their prototype — selecting M&Ms that match their design.

4. Reflection:

   • After decorating, students will review their cupcake and complete the sentence:
     “I used ______ and ______ M&Ms on my cupcake.”

Prompt Questions (PQ):

• What color words do you know?

• How can we use color words to describe our cupcake?

• Did your real cupcake look like your drawing?

Differentiation (DIFF):

• Emerging: Match and use only 2–3 color words with teacher support.

• Advanced: Write full descriptive sentences using color words (e.g., “My cupcake has blue frosting and red sprinkles.”).

Materials:

• Sketchbooks or cupcake outline templates

• Pencils, crayons, or markers

• Cupcakes (plain)

• M&Ms in separate color bowls (each with color word label)

• Napkins and small plates

Skills Targeted:

• Color recognition and vocabulary

• Fine motor coordination

• Matching and labeling

• Following a plan (prototype → real product)

• Oral and written expression

red

blue

yellow

purple

orange

green

pink

white

black

-Take attendance

-Move your body

Hello Hummingbirds!

Let’s add together.

-Take attendance

-Move your body

Hello Hummingbirds!

Lets solve this maze together.

-Take attendance

-Move your body

Hello Hummingbirds!

Lets listen to these sentences.

Listen and place one magnet for each word you hear.

-Take attendance

-Move your body

-Daily Affirmations

Hello Hummingbirds!

We will review some ending sounds.

• 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"? 

• 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

Critical thinkers think of different ideas and decide on the best way to do things.

• RAFI 

• MARIANA 

• CAYETANA 

• SALVATORE 

• ALESSANDRO 

• EZEQUIEL 

• LARISSA 

• JOAQUINA 

• FRANCO 

• VIOLETA 

• DOMENICA 

• ELISA 

• LEONARDO 

• BENJAMIN 

• FELIPE 

• VALERIE 

• VICTORIA 

• LUANA 

• LAIA 

• RAFAELLA 

• ANTONELLA

HFW: up

Students will identify and use the new high-frequency word up in context through observation and writing activities.

Description

1. Introduction:

   • Ss will look for the missing HFW up hidden in the classroom. Once they find it, they will paste it on the HFW wall.

2. Whole Group Activity:

   • Tch will invite Ss to go under the tables, where different images will be pasted.

   • Ss will look up to observe the images and discuss what they see.

   • Brief group discussion: “What do we see when we look up?”

3. Independent Activity:

   • Ss will go to their journals and draw/write what they saw when they looked up, using the new HFW in their sentences.

   • Example: I see a star up. / I see a ball up.

Prompt Questions (PQ)

• What do you see when you look up?

• How can we use up in a sentence?

• Where else do we use the word up?

Differentiation (DIFF)

• Emerging: Draw and write a short sentence with teacher support (e.g., up star).

• Advanced: Write complete sentences using the new HFW in different contexts.

Materials

• HFW up card

• Tape and printed images (to place under tables)

• Journals

• Pencils and crayons

Skills Targeted

• Reading and recognizing high-frequency words

• Writing simple sentences

• Observation and visual discrimination

• Fine motor and drawing skills

Students will apply their letter-sound knowledge to create words and sentences using lowercase letters.

Description

1. Introduction:

   • Tch will explain that Ss will practice writing lowercase letters and connecting them to words they know.

2. Activity:

   • Ss will go to the park, where lowercase letters will be scattered around the soccer field.

   • Each student will choose one letter, write it in their journals, and create a word that starts with that letter.

   • After completing one, they will select another letter and repeat the process.

   • Focus will be on proper lowercase formation and sound association.

Prompt Questions (PQ)

• How many letters do we now know?

• What word can you think of that starts with this letter?

• How do we form this letter correctly?

Differentiation (DIFF)

• Emerging: Write one word per letter and illustrate it.

• Advanced: Write full sentences using the words created.

Materials

• Laminated lowercase letters (to place around the park)

• Journals

• Pencils and crayons

Skills Targeted

• Letter recognition (lowercase)

• Sound-letter correspondence

• Fine motor skills and handwriting

• Word and sentence construction

Students will demonstrate understanding of the number 19 by identifying and creating various representations of the number through a storytelling and drawing activity.

Description of Activity:

1. Whole Group Introduction:

   • Begin by telling or showing the story “When 10 and 9 Went Fishing.”

     • In the story, number 10 and number 9 go fishing together and discover that together they make 19!

     • Emphasize how numbers can come together to form bigger numbers.

   • As you tell the story, use visuals (number cards, magnetic numbers, or props) to show how 10 + 9 = 19.

   • Discuss what happens when we add one more number to make nineteen and explore its place between 18 and 20 on the number line.

2. Guided Practice:

   • On the board, show different ways we can see or make 19:

     • 10 and 9

     • 15 and 4

     • 19 dots or objects

     • The written word “nineteen”

     • Tally marks and ten frames

3. Independent Activity:

   • Students will go to their sketchbooks and draw different representations of the number 19, such as:

     • 19 circles, stars, or other objects

     • A ten frame and a nine frame

     • The number word “nineteen”

     • An equation (10 + 9 = 19)

   • Encourage creativity and color in their work to make each representation clear and unique.

Prompt Questions (PQ):

• What happens when 10 and 9 go fishing together?

• How can we show the number 19 in different ways?

• What other numbers can make 19 when we add them together?

Differentiation (DIFF):

• Emerging: Students use counters or number cards to build 19 with hands-on support before drawing.

• Advanced: Students write and illustrate different number sentences that equal 19.

Materials:

• Story visuals or props (“When 10 and 9 Went Fishing”)

• Number cards or magnetic numbers

• Sketchbooks

• Pencils, crayons, or markers

• Counters or manipulatives (optional)

Skills Targeted:

• Number recognition

• Counting and number composition

• Addition concepts

• Representing numbers in multiple forms

• Fine motor and creative expression

Students will recognize, read, and represent the number words nine and ten through a hands-on fine motor and literacy activity.

Description:
Students will be introduced to the new number words nine and ten through an interactive discussion and visual slides showing the numbers, number words, and their representations (objects, fingers, dots).
Together, the class will practice reading and tracing the words in the air.

Then, students will receive large outlines of the words NINE and TEN.
Using ripped or cut colored paper, they will fill in the letters by gluing the paper pieces inside each one.
After completing the collage, they will trace the number words and write the corresponding numerals below each.

Prompt Questions (PQ):

• How do we write the words nine and ten?

• What do these number words represent?

• Can you show me nine/tens of something using your fingers or objects?

Differentiation (DIFF):

• Emerging: Use color-coded guides or pre-cut paper pieces to fill the letters and trace with teacher support.

• Advanced: Write a short sentence using the new words (e.g., “I have nine pencils” or “I see ten stars”).

Materials:

• Large outlines of NINE and TEN

• Colored paper (to rip or cut)

• Glue sticks

• Crayons or markers

• Tracing and numeral writing sheet

Skills Targeted:

• Number word recognition (nine, ten)

• Fine motor development (cutting, ripping, gluing)

• Visual-motor coordination

• Early writing and spelling skills

• Number-word association and comprehension

SESSION # 2 - Leadership Role-Play: Good Leaders Listen and Share

Students will demonstrate understanding of leadership qualities—listening, sharing, and guiding others—by creating puppets and participating in short leadership role-plays that model responsible and kind behavior.

Description of Activity:

1. Introduction (Whole Group Discussion):

   • The teacher introduces the concept of leadership by asking:
     “What makes a good leader?”
     “How do leaders listen and share?”

   • examples such as help others, listen, take turns, share ideas, and stay calm.

2. Art & Preparation Phase:

   • Students will create puppets of the characters in their leadership story (teacher can provide popsicle sticks, paper, and craft materials).

   • While creating, discuss examples of leadership moments (helping a friend, waiting your turn, leading a line, choosing a song).

3. Role-Play Phase:

   • Once all puppets are ready, students will work in small groups to act out short leadership scenarios such as:

     • Leading the line to the playground

     • Choosing a song for the class

     • Helping a friend clean up

     • Taking turns in a game

       
       

4. Group Reflection:

   • Encourage discussion: “How did you feel being the leader?” “What makes a leader fair?”

Prompt Questions (PQ):

• What makes someone a good leader?

• How can leaders listen and share?

• How did your puppet show leadership?

Materials:

• Popsicle sticks or paper bags

• Construction paper, markers, crayons, glue, scissors

• Craft materials (yarn, googly eyes, fabric scraps)

• Scenario cards (optional)

• Chart paper for “Good Leaders…” anchor

Skills Targeted:

• Social-emotional learning (leadership, empathy, communication)

• Collaboration and teamwork

• Speaking and listening

• Creativity and fine motor skills

SS will explore the concept of density by observing how different liquids form layers in a tall glass (honey, corn syrup, dish soap, water, oil, and alcohol). After building the density column, SS will predict and test what happens when they drop different small objects inside (e.g., a bead, paper clip, button, Lego). They will observe which layer each object sinks or floats in, discovering that denser liquids and heavier objects stay lower while lighter ones float higher.

METACOGNITION: CREATIVE

• Listen to the obvious option: What happens when I drop the object?

• Brainstorm hidden options: Why does it stop in a certain layer?

• Reflect: What did I learn about how density affects if something sinks or floats?

PQ

• What do you notice about how the liquids stay in layers?

• Why do some objects sink while others float?

• What can you tell about the density of each liquid?

DIFF:

• Emerging: SS will observe and identify which objects float or sink with teacher support.

• Advanced: SS will predict the position of each object and explain why it floats or sinks in that layer.

MATERIALS:

• Clear glass or cylinder

• Honey

• Corn syrup

• Dish soap

• Colored water

• Vegetable oil

• Alcohol (colored for visibility)

• Small objects (Lego, paper clip, marble, button, bead)

Description:
SS will strengthen visual tracking, spatial awareness, and fine motor coordination by replicating a path shown on a visual card using blocks and cotton swabs. To increase precision and challenge fine motor control, SS will move the cotton swabs using a fork instead of their hands. SS will observe the position and direction of each segment, then copy the path using blocks as anchors and cotton swabs as connectors. This independent task also builds pre-coding logic and encourages attention to detail.

Skill:

• Visual discrimination and tracking

• Spatial orientation and directionality

• Fine motor precision

• Beginning coding logic and sequencing

Materials:

• Visual path cards (with directional arrows or connector lines)

• Small cubes or blocks

• Cotton swabs

• Fork

Description:
SS will independently decode a series of color-coded dots by matching each color to its corresponding letter using a reference key. As they discover the hidden words, SS will practice letter recognition, develop logical thinking, and reinforce their ability to focus and follow visual patterns. This independent task also supports fine motor development through controlled writing in small boxes.

Skill:

• Letter recognition

• Visual discrimination and pattern decoding

• Fine motor control

• Independent task completion

Materials:

• Crack the Code worksheet with color–letter key

• Pencil

Description:
SS will boost oral language, creativity, and sequencing skills by using storytelling dice and a spinner to generate characters, settings, and events. After rolling or spinning, SS will use the visual prompts to create their own story, either verbally or through drawing. This activity strengthens narrative thinking and encourages confidence in expressive communication.

Skill:

• Oral language development

• Story structure and sequencing

• Imaginative thinking

Materials:

• Story cubes (with pictures of people, places, and objects)

• Story spinner (sections for beginning, problem, character, setting, etc.)

• Paper and pencil (optional: drawing template)

• Optional: peer partner

PQ

• How can colors and patterns show feelings or ideas about who you are?

• What differences do you notice between the black-and-white side and the colorful side?

• If someone looked at your artwork, what could they learn about you?

DIFF:

• Emerging: SS will use simple colors, shapes, and lines to decorate their portrait side with teacher support.

• Advanced: SS will add complex patterns, textures, and personal symbols to reflect their unique identity, explaining their choices in writing or orally.

MATERIALS:

• Black-and-white printed photo of each SS (half-face)

• White drawing paper (with photo glued on one side)

• Pencils and markers/colors

• Scissors and glue

SS will practice addition by picking two UNO cards, adding the numbers together, and representing the sum with cubes or other manipulatives. This activity helps connect number recognition, addition facts, and concrete representation through hands-on play.

PQ

• What two numbers did you pick?

• How can we show this addition with cubes?

• Can we write a number sentence for it?

DIFF:

• Emerging: SS will draw two cards, count cubes to find the total, and say the sum aloud.

• Advanced: SS will draw two or three cards, build with cubes, and write the number sentence (e.g., 2 + 3 = 5).

MATERIALS:

• UNO cards (number cards only)

• Linking cubes or counters

• Paper/whiteboards and markers

SS will strengthen visual discrimination, attention, and problem-solving by using Dot Finders. Each SS will receive a card with a small pattern of colored dots. They will place the viewing frame (square) on the large dot board and search until they find the exact matching pattern. Once they find the match, they will record it by drawing or coloring the pattern on a recording sheet. This activity helps with focus, pattern recognition, and early spatial reasoning.

METACOGNITION: COMMITTED – I USED TO THINK, NOW I THINK…

• I used to think looking carefully was easy, now I think it takes time and focus.

• Mistakes help me see details I didn’t notice at first.

• Commitment means I will keep searching until I find the correct match.

PQ:

• What strategy can you use to find your dot pattern faster?

• What makes some patterns easier or harder to find?

• How does focusing help us in other parts of learning?

DIFF:

• Emerging: SS will search with teacher support and identify simple dot combinations (2–3 colors).

• Advanced: SS will search for more complex patterns (4–5 colors) and record multiple matches on their sheet.

MATERIALS:

• Dot Finder mats (large dot boards)

• Dot Finder cards with patterns

• Viewing frame (square cutout)

• Recording sheets

• Pencils and crayons

SS will reinforce phonics and categorization skills by picking a card from the basket, reading the word aloud, drawing a picture to represent it, and then sorting it into the correct word family house (-at, -en, -ay). This will support decoding, comprehension, and spelling patterns.

PQ

• What do all the words in the -at family have in common?

• How does the ending sound help you know where to place the word?

• Can you think of another word that belongs to the same family?

DIFF:

• Emerging: SS will draw and sort with visual support (family houses labeled -at, -en, -ay).

• Advanced: SS will generate and write one extra word for each family, then add it to the group.

MATERIALS:

• Word family cards (-at, -en, -ay)

• Sorting/recording sheet with three family houses

• Basket/container for cards

• Pencils and colors