-Morning Message

-Move your body

SS will identify and describe vocabulary that begins with the letter U by playing a guessing game. They will participate in a “Heads Up” style activity where TCH places images (e.g., unicorn, umbrella, underwear, up) on their forehead, and SS give descriptive clues to help guess the word. After each round, SS will analyze what the words have in common to recognize the letter U and its initial sound. This activity supports vocabulary development and phonemic awareness as they link sounds to letters and describe features of familiar words.

PQ:

• What clues can you give to describe the word?

• What sound do all of these words start with?

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

DIFF:

• Emerging:

  • SS will describe words using simple vocabulary or gestures

• Advanced:

  • SS will explain how the words are alike and name other U words

MATERIALS:

• Image cards: unicorn, umbrella, underwear, up

• Headband or tape for TCH forehead

• Whiteboard or chart with letter U and vocabulary words

• Colors and pencils from the caddy

-Morning Message

-Move your body

Learner Ambition: Collaborative: Think, Pair, Share

1. Think:
   Before starting the experiment, SS will pause and silently think:
   “What do I think will happen when the colored water touches the shaving cream?”

2. Pair:
   SS will then turn to a partner and discuss their predictions:
   “I think…”
   “I wonder if…”

3. Share:
   After the experiment, SS will describe their observations and compare results as a group:
   “One idea we had was…”:

PQ:

• What do you think will happen when we drop the colored water on the cloud?

• What do you see happening under the cloud?

• Why do you think the colors started to fall?

• How did your partner’s idea help you see something differently?

• What changed in the water and why?

• What would you try differently if we did this again?

DIFF:

• Emerging:

  • SS will describe what they see using simple vocabulary or visuals

  • SS will draw the before and after in their journal with adult support

• Advanced:

  • SS will explain the cause and effect (cloud fills, gets heavy, rain falls)

  • SS will label their drawing and add a short sentence to describe the change

MATERIALS:

• Clear jars or cups with water

• Shaving cream

• Food coloring and droppers

• Journals

• Pencils and colors from the caddy

  
  

Firefly post

PQ:

• What letter does umbrella start with?

• What details did you add to make your umbrella special?

What other words can you think of that start with U?MATERIALS:

• Umbrella drawing video

• White paper or journal

• Pencils and colors from the caddy

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

SS will discover the new high frequency word “see” by solving a riddle on the board, making predictions, and identifying the word. After, SS will turn to the I Spy page in their journals where they will look for and color four different things. Then, they will write four simple sentences using the sentence frame “I see a ___.” This activity supports word recognition and sentence building as SS explore, recognize, and identify high frequency words.

PQ:

• What do you think the riddle is trying to tell us?

• How do you know the word is “see”?

• What are some of the things you found in your I Spy?

DIFF:

• Emerging:

  • SS will trace or copy “I see a ___” with help

  • SS will use sentence starters and visual supports

• Advanced:

  • SS will write an extra sentence using “see” in a new context

MATERIALS:

• Word riddle on the board

• Journals with I Spy page

• Pencils and colors from the caddy

EXIT TICKET:

• Share one “I see a ___” sentence from your I Spy journal page.

PQ:

-What can you see?”

-“Can you make a sentence with ‘I can see’?”

DIFF:

• Emerging: writers will focus on “I see” and draw the object with TCHs support as needed.

• Advanced: writers will use full sentences and add descriptive words

  
  

Materials:

Clear jars with rice and toys, ss journals, pencils and color pencils.

PQ:

• What letter did you land on?

• What sound does that letter make?

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

DIFF:

• Emerging:

  • SS will say the letter name or repeat the sound after a peer or teacher model

• Advanced:

  • SS will name a word that starts with the letter

MATERIALS:

• Game board with letters

• Dice

• Dinosaur counters

• Letter sound visuals (optional)

PQ:

-Does your sentence make sense?,

-What comes first?

-Can you read your sentence out loud?

DIFF:

• Emerging: ss can arrange the sentence, read it out loud and draw.

• Advanced: may add a second sentence or descriptive word

  
  

Materials: word cards, journals, pencils, and crayons.

PQ:

• What letter was the easiest to find something for?

• Can you think of another word that starts with one of the letters?

• How do you know the word starts with that letter?

DIFF:

• Emerging:

  • SS will draw and label 3–4 objects using beginning sounds

  • SS will use letter cards or visual prompts for support

• Advanced:

  • SS will write full “I see a ___” sentences in their sketchbooks

  • SS will extend by adding more objects or creating their own I Spy list

MATERIALS:

• iPads with I Spy HEFLITU activity

• Sketchbooks

• Pencils and colors from the caddy

-Morning Message

-Move your body

SS will express personal preferences by drawing and writing about their favorite movie in their journals. They will begin by discussing their favorite movie with a peer, sharing its name and something they like about it to support oral language development and idea planning. Then, SS will complete the journal prompt “My favorite movie is ___” by drawing a related picture and adding labels using initial sounds or a full sentence if able. This activity helps SS recall personal experiences and describe them through writing, supporting their identity as writers.

DIFF:
Emerging:
- SS will draw a clear picture and attempt 1–2 labels using beginning sounds, with support from TCH or peers.

Advanced:
- SS will include multiple labels and a complete sentence to explain why they like the movie (e.g., “I like Frozen because of the songs.”).

MATERIALS:

• Journals or writing booklets

• Pencils and colors

• Anchor chart: Writers Can Share What They Like

• Optional: printed visuals or icons of familiar movies (e.g., Minions, Encanto, Toy Story) to support idea generation

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

SS will work in small groups to sort and place objects into a number mat based on a target number in the center. Each mat features a large number in the middle (e.g., 3, 4, 11), and SS will find different ways to represent that number by placing matching quantities of items in each section (e.g., pencils, clips, counters, blocks). This activity builds number sense, one-to-one correspondence, quantity recognition, and classification skills.

PQ:

• How many items did you place in that section?

• What helped you know you had the right amount?

• How are these different items showing the same number?

DIFF:

• Emerging:

  • SS will use a small set of familiar materials (1–5 items) with counting support

  • SS will place one type of item at a time and count aloud

• Advanced:

  • SS will use varied materials to show the number in multiple ways

  • SS will explain how they checked and compared quantities across sections

MATERIALS:

• Large number circle mats (paper or laminated)

• Objects for sorting (counters, dominos, clothespins, blocks, manipulatives, etc.)

• Dice or number cards (optional for random number generation)

PQ:

• What do you notice when you look at your own face?

• How did you decide what to include in your drawing?

• What makes your self-portrait special?

DIFF:

• Emerging:

  • SS will focus on basic facial features (eyes, nose, mouth)

  • SS will use a mirror or photo to guide their drawing with adult support

• Advanced:

  • SS will add extra details like hair texture, eyelashes, clothing, or accessories

  • SS will write their name or a short label on their portrait

MATERIALS:

• Black-and-white photographs of each SS

• Blank drawing paper

• Markers, pencils from the caddy

• Mirrors (optional for close observation)

• Display board or wall space

  
  

Firefly post

PQ:

• What happens when you squeeze the sponge or dropper?

• Which tool is easier or harder to use?

• How can you move the water from one place to another?

DIFF:

• Emerging

  • SS will use larger sponges and wide droppers with adult support

  • SS will focus on basic transfer from one container to another

• Advanced

  • SS will use smaller droppers to fill marked levels or targets

MATERIALS:

• Water bins or trays

• Sponges

• Big and small droppers

• Cups, containers, or trays for transfer

Students will draw a portrait of their dad, capturing personal features, and turn it into a keepsake keychain to celebrate Father's Day.

Activity Description:

Begin with a short group discussion about Father’s Day and what makes dads or father figures special. SS will use a special template. They will draw their dad using 2D shapes and 9 connected parts (head, body, arms, legs, hands, feet, facial features, ears, hair).

Optional: Under the drawing, Ss can write "I love you, Dad!" or their dad’s name.

Once drawings are complete, the teacher will laminate or shrink the artwork and punch a hole to attach a keyring.

PQ :

• What makes your dad or grown-up special?

• What do you love doing with him?

• What details can you add to your drawing to make it look just like him?

  
  

Materials:

cardstock

Permanent markers or colored pencils

Hole puncher

Keyrings or binder rings

Laminator

Pencil and eraser

Students will collaborate in pairs to design a prototype of a bridge using drawing and planning strategies. The bridge will later be built with their dads using popsicle sticks, tape, paper cups, and recycled materials. The goal: help the Mousebot cross to get to the cheese!

Activity Description:

Start with a whole group discussion introducing the Mousebot and the challenge:
"The Mousebot wants to get to the cheese, but there’s a river in the way! You and your partner need to design a bridge that the Mousebot can cross."

1. Show pictures of different types of bridges (arch, beam, suspension) to spark ideas.

2. In pairs, students will use pencils and markers to draw a prototype of their bridge on large construction paper.

3. Encourage labeling of parts, materials they plan to use, and drawing the Mousebot and cheese.

4. Teacher will walk around prompting critical thinking and collaboration.

This prototype drawing will be used on a future day when families visit to build the real bridge with the given materials.

Prompt Questions (PQ):

• What kind of bridge do you want to build? Why?

• What materials will you need for each part?

• How will you make sure the Mousebot doesn't fall off?

Differentiation (DIFF):

• Emerging: Ss will focus on basic shapes and drawing the path for the Mousebot. Teacher may provide bridge outlines to trace or scaffold ideas.

• Advanced: Ss will label each part, include measurements or number of materials needed, and add explanations for their design choices.

Skills Targeted:

• Collaboration and teamwork

• Creative problem-solving

• Planning and prototyping

• Fine motor (drawing & labeling)

• Oral communication

Materials:

• drawing paper

• Pencils, markers, crayons

• Sample images of bridges