Students will identify the difference between numbers and letters, developing recognition skills and understanding of symbols.

• Description: Ss will engage in a game of DANCE AND FREEZE (number vs letters): when the music stops ss will look for the number or letter the teacher says out loud

• Small Assessment

PQ:

1. What is the difference between a letter and a number?

2. How can you tell if something is a letter or a number?

3. How did you feel when you found the correct letter or number to stand on?

DIFF:

• Emerging: Focus on recognizing and identifying a few letters and numbers.

• Advanced: Sort and categorize a larger group of letters and numbers, explaining the differences more clearly.

MATERIALS:

• Post-it notes with letters and numbers

• Music player

• Sketchbooks

• Whiteboard

• Markers

PQ: What is a number? What is a letter? How are they different?

PQ:

• What number did the wheel land on?

• How can you show that number with your drawing?

• Can you think of a different way to show that number?

DIFF:

• Emerging: Represent numbers using one simple drawings for each.

• Advanced: Try more than one way to show the same number

MATERIALS:

• Wheel of names

• Sketchbooks

• Caddies

EXIT TICKET:

• Show your favorite number from the activity and explain your drawing to a friend.

*FIREFLY POST

-Take attendance

-Move your body

-MM: Hello Humm, what day is today? can you check it in the calendar?

Discuss and illustrate personal learning interests for the school year through conversation and drawing.

• Description:
  Students will reflect on previous projects, share ideas of what they are curious about, and draw 2 or 3 things they would like to learn during the school year.

PQ:

• What did you enjoy learning last year?

• What is something new you want to learn this year?

• Why do you want to learn about those things?

DIFF:

• Emerging: Verbally express at least one learning interest with support and draw one related image.

• Advanced: Share multiple learning goals in detail and draw a scene for each.

MATERIALES:

• Drawing paper

• Crayons or markers

• Visual prompts or previous project photos (optional)

-Take attendance

-Move your body

-MM: Hello Humm, what special classes do we have today?

• Description: Ss will talk about the meaning of balance and then be presented with different materials to explore and balance different objects.

VIDEO

METACOGNITION: CURIOUS - see, think, wonder

PQ:

• What do you see?

• What do you think?

• What makes you wonder?

• what is balance?

• when do we use balance?

Students will explore colored rice and classroom objects to develop sensory awareness, descriptive language, and observational skills.

Description:

Students will use their hands or tools to sift through colored rice and discover various small classroom objects hidden inside. They will describe what they find and talk about colors, shapes, and textures.

METACOGNITION: CURIOUS - see, think, wonder

PQ:

• What do you see?

• What do you think?

• What makes you wonder?

1. What did you find hidden in the rice?

2. How does the rice feel in your hands?

3. What colors or shapes do you notice?

DIFF:

• Emerging: Focus on naming objects and colors with support.

• Advanced: Describe textures, sort objects, or explain similarities and differences.

MATERIALS:

• Colored rice

• Sensory bin

• Small classroom objects

• Cups or scoops

Students will analyze and sort letters and words found in the sensory table, developing letter recognition, early reading skills, and counting.

Description:

Students will search for hidden letter and word cards inside the sensory table. After collecting them, they will sort the items into two groups: letters and words. Finally, they will count how many items are in each group.

PQ:

1. How can you tell if what you found is a letter or a word?

2. Which group had more—letters or words?

3. What letters or words did you recognize?

DIFF:

• Emerging: Sort with teacher support and count with guidance.

• Advanced: Sort independently and identify specific letters or read the words aloud.

MATERIALS:

• Sensory table

• Laminated letter and word cards

• Sorting trays or containers

• Paper and markers for counting results

  
  

# 2: Name:

Students will create name necklaces using letter beads to develop fine motor skills, letter recognition, and name formation.

Description:

Students will string letter beads to spell their own name and create a necklace. Once finished, they will use sentence strips to build names of teachers and friends using beads.

PQ:

• What letters do you need to spell your name?

• Can you find the first letter of your friend’s name?

• How do you know the beads are in the correct order?

DIFF:

• Emerging: Focus on spelling and creating their own name with support.

• Advanced: Build names of others independently using the sentence strips as a guide.

MATERIALS:

• Letter beads

• String

• Sentence strips with names

• Scissors (optional)

students will create a decorated version of their name by gluing pieces of colored paper onto the letters, developing fine motor skills and letter recognition.

Description:

Students will write their name on paper A3. They will tear or cut colored paper into small pieces and glue them over each letter to decorate their name.

PQ:

1. What letters do you see in your name?

2. Can you name the first letter of your name?

3. How are you choosing the colors for your letters?

DIFF:

• Emerging: Focus on identifying and decorating the first letter of their name with support.

• Advanced: Decorate all letters independently and identify each one while working.

MATERIALS:

• A3 paper

• Colored paper

• Glue

• Scissors

  
  

*FIREFLY POST

---------------------------

# 2: SCOOP AN RETRIEVE:

Students will apply fine motor skills and hand-eye coordination by using scoop tweezers to retrieve rubber bands from water and place them around a bottle.

Description:

Students will use scoop tweezers to pick up rubber bands from the water table. They will open the bands and stretch them around an empty bottle. Optionally, they can compete to see who places the most bands in a set time.

PQ:

1. Was it easy or hard to grab the rubber bands with the tweezers?

2. How do you open the rubber band to place it on the bottle?

3. What helped you go faster during the race?

DIFF:

• Emerging: Focus on using tweezers to pick up and place a few rubber bands with support.

• Advanced: Retrieve and place rubber bands independently with speed and accuracy.

MATERIALS:

• Scoop tweezers

• Rubber bands

• Water table

• Empty bottles

Students will create Numberblocks 1 to 5 using concrete materials to develop number recognition, quantity association, and one-to-one correspondence.

Description:

Students will use blocks or other manipulatives to build Numberblocks 1 to 5, matching the correct quantity to each numeral. They will use colors and shapes to represent the unique character of each Numberblock.

PQ:

1. How many blocks do you need to build Numberblock 3?

2. What is different between Numberblock 1 and Numberblock 5?

3. Can you explain how you built your Numberblock?

DIFF:

• Emerging: Build Numberblocks 1 to 3 with teacher support and visual models.

• Advanced: Build Numberblocks 1 to 5 independently and explain the quantity and structure of each.

MATERIALS:

• Colored blocks or cubes

• Numberblock reference images

• Glue (optional, if using paper cutouts)

• Markers or stickers for faces and details

# 2: Groups of objects: (Mini Assessment)

Students will apply their understanding of number recognition and quantity association by creating groups of objects that match the number they find.

Description:

Students will walk around the table, find a number card, and then collect or group the corresponding number of objects (e.g., buttons, blocks, counters) next to it.

PQ:

1. What number did you find on the table?

2. How many objects do you need to match your number?

3. Can you count your group again to make sure it’s correct?

DIFF:

• Emerging: Match numbers 1 to 5 with support and count objects using one-to-one correspondence.

• Advanced: Match numbers up to 10 independently and organize the objects in patterns or arrangements.

MATERIALS:

• Number cards

• Small objects for grouping (e.g., buttons, blocks, counters)

• Table space

Students will apply their knowledge of body parts by identifying and completing them on a visual model, reinforcing vocabulary and spatial awareness.

Description:

Students will participate in a class activity where they complete a body outline on the whiteboard by naming and placing missing parts (e.g., eyes, arms, legs).

PQ:

1. What part of the body is missing?

2. Where does this part go on the body?

3. Can you name another part of the body?

DIFF:

• Emerging: Match and name basic parts (e.g., head, arms) with guidance.

• Advanced: Identify and place more detailed parts (e.g., elbows, ankles) and explain their function.

MATERIALS:

• Whiteboard

• Body outline drawing

• Markers

• Laminated body part pieces (optional)

Description:

 INTRO:

• ss will GO TO THE PARK AND LOOK FOR THE PAPERS (letters and numbers) ss will have to come up with the differences and then sort them: letters on one side and words on the other

  • what do you think these are? what is different? how are they called?

• Activity: Look at the slides, using a fly swatter, swat the word or letter according to what the teacher says

• ss will go to their sketchbooks and draw letters on one side and numbers on the other (wheel of names)

Exit ticket:  circle either a letter or a word according to what the teacher asks you (whiteboard) SLIDE

PQ:

1. What is the difference between a letter and a word?

2. Can you give an example of a letter and a word?

3. How do letters come together to form words?

DIFF:

• Emerging: Focus on recognizing and naming individual letters.

• Advanced: Identify words and explain how letters form words.

MATERIALS:

• Flashcards with letters and words

• Whiteboard and markers

*FIREFLY POST

Students will get familiar with their new journal and lines, and practice drawing and writing their initial letters, developing fine motor skills, letter recognition, and creativity.

• Description: teacher will present new journal. Ss will get familiar with the lines

• Independent act: (journal) Ss will write their names inside the lines and draw themselves at Colegio Menor

PQ:

1. Where will you draw your favorite part of school in the journal?

2. How do you find the page in your journal?

3. What is the first letter of the place you are drawing?

DIFF:

• Emerging: Focus on drawing and identifying the first letter of the place.

• Advanced: Write more letters or words related to the place and focus on proper spacing and alignment in the journal.

MATERIALS:

• Journal

• Pencils

• Erasers

• Markers or crayons

*FIREFLY POST

-Take attendance

-Move your body

-MM: Hello Humm, What day is today? Let's write it together!

-Daily Affirmations

PQ:

1. What does it feel like to keep your body still like a frog?

2. How does your mind feel after the 1-minute meditation?

3. Why is it important to practice stillness and focus?

• Description: Ss will Watch the video and discuss as a whole group

• independent act: Draw a situation where you can be kind with others (sketchbook)

PQ:

1. What does it mean to be caring?

2. How can we show kindness to others in different situations?

3. Can you think of a time when someone was kind to you?

DIFF:

• Emerging: Focus on understanding the concept of caring through simple examples.

• Advanced: Draw a detailed situation where they can be kind and explain their drawing.

MATERIALS:

• Video: "Color your world with kindness"

• Sketchbooks

• Markers or crayons

• "Color your world with kindness"

*FIREFLY POST

• Description: Ss will label different images on the whiteboard as a whole group.

• Independent act: Ss will work independently on their journals: draw 4 things and label them

PQ:

1. How can you label something using its initial letter?

2. What does the first letter of a word tell us?

3. Can you think of a few things in the classroom that start with the same letter?

DIFF:

• Emerging: Focus on labeling with the first letter of familiar objects.

• Advanced: Label a variety of objects with their initial letters and practice writing them correctly.

MATERIALS:

• Objects or pictures to label

• Whiteboard and markers

PQ:

1. What does it feel like to keep your body still like a frog?

2. How does your mind feel after the 1-minute meditation?

3. Why is it important to practice stillness and focus?

-Draw yourself in your “Mindful Body”

Description: Present each number and its character ss will look for the hidden numberblocks and the paste the number block under each number on the wall.

• Practice how to write each number. Ten frame displayed on the whiteboard. Count with ss while filling the ten frame with magnets

• Independent ACT: ss will go to their sketchbook and draw numbers 1 to 5 and add quantity

PQ:

1. Can you match the number with its character from the numberblocks?

2. How do you write the number correctly?

3. How many magnets do we need to fill the ten frame?

DIFF:

• Emerging: Focus on recognizing and matching numbers 1 to 3 with their characters.

• Advanced: Practice writing all five numbers and count beyond the ten frame with accuracy.

MATERIALS:

• Numberblocks (1 to 5) images

• Wall space for pasting numbers

• Magnets

• Whiteboard

• Markers

SLIDES <---

• 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

#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 

CHUNK:  H E F (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 

• 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 

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

• Predictions and observation 

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

• caring

• Posture 

• Pencil grip 

• Self portrait 

• tinkering and design

PQ:

1. What does it feel like to keep your body still like a frog?

2. How does your mind feel after the 1-minute meditation?

3. Why is it important to practice stillness and focus?

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

• 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 see?

• What do you think?

• What makes you wonder?

Ss will demonstrate reading comprehension by predicting, discussing story elements, and exploring new vocabulary through interactive read aloud strategies.

Description:

Teacher will introduce the book, prompting predictions and vocabulary discussion through cover analysis. During reading, students will pause to explore new words, answer story-related questions with elbow partners, and observe how illustrations support the text. After reading, they will identify key elements such as characters, setting, problem, and solution.

PQ:

1. What do you think this book is going to be about?

2. What clues do the pictures give you about the story?

3. What was the problem and how was it solved?

DIFF:

• Emerging: Share ideas orally and answer basic questions with support.

• Advanced: Respond independently with detail and contribute vocabulary or text connections.

MATERIALES:

• Storybook: "if you give a pig a pancake"

• Post-it notes for questions in advance

• Markers

• vocabulary cards