Students will explore themes of identity, dreams, and self-belief. They will predict events, connect the story to their own goals and families, and reflect on the idea of doing “great things” in their own lives.

Interactive Read-Aloud and Discussion

Before Reading

Show the cover. Ask:

• “What do you think ‘great things’ means?”

• “What is something great you dream of doing?”

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

Make a class chart: Big Dreams We Have (helping, learning, creating, being kind).

During Reading

Pause when the narrator tells the child: “You will do great things.” Ask:

• “What do you think the narrator means?”

• “How might the child feel hearing these words?”

• “What dreams do you think the child has?”

Stop when the story shows family and ancestors. Ask:

• “Why is it important to remember where we come from?”

• “How do our families help us do great things?”

• Highlight emotions: proud, hopeful, loved, inspired.

After Reading

Discuss:

• “What was your favorite ‘great thing’ shown in the story?”

• “How do you think the child felt at the end?”

• “Who encourages you to do great things in your life?”

Add to chart: Ways We Can Do Great Things (helping, learning, sharing, creating).

Prompt Questions (PQ):

• What does this story teach us about ourselves and our future?

• How do you feel when someone tells you that you can do great things?

• Why is it important to believe in yourself?

DIFF.

• Emerging: Use picture cards (family, dream, star, heart) and emotion cards (happy, loved, proud). Practice: “I can do great things by ___.”

• Advanced: Write or dictate: “One great thing I want to do is…” Create a drawing or short story showing their dream.

Optional Extension

• Class anchor chart: Great Things We Can Do Together.

Students will express themselves through drawing and writing by describing their costumes using high-frequency words and descriptive vocabulary.

Description of Activity

• On Costume Day, Ss will first draw a detailed picture of themselves wearing their costume in their journals.

• Afterward, Ss will write a description of their costume, using sentences such as: “I am a witch. My hat is black.” or “I am a superhero. I have a cape.”

• Teacher will model a drawing and a simple descriptive sentence before Ss begin.

Prompt Questions (PQ)

• What are you wearing today?

• What colors or special details does your costume have?

• How can we use words to help others imagine our costume?

Differentiation (DIFF)

• Emerging: Write one simple sentence using a high-frequency word (e.g., “I am a cat.”).

• Advanced: Write two or more descriptive sentences, including colors, accessories, or actions (e.g., “I am a pirate. I have a sword and a hat.”).

Materials

• Journals

• Pencils and crayons

• Costume day attire (students’ own)

Skills Targeted

• Self-expression through drawing and writing

• Sentence formation with high-frequency words (I, am, have)

• Vocabulary expansion (costume-related words, colors)

• Fine motor skills (drawing details, writing sentences)

Students will learn to plan their stories by touching each page as they tell their story, helping them organize their thoughts and details.

1. Connection (5 minutes)

• Gather students on the carpet.

• Show the mentor text and discuss how the author planned the story by thinking about what happens first, next, and last.

• Explain that writers do the same by planning their stories before they start writing.

2. Teaching Point (5 minutes)

• Demonstrate how to plan a story by touching each page and saying what will happen.

• Model this with a simple story idea, using your fingers to represent each part of the story.

• Emphasize that this helps writers organize their thoughts and details.

3. Active Engagement (10 minutes)

• Invite students to think of their own story ideas.

• Guide them through planning their stories by touching each page and saying what will happen, using a story planning template if available.

• Encourage students to include a beginning, middle, and end in their plans.

4. Independent Writing (15 minutes)

• Students will write their stories, using their plans as a guide.

• Encourage them to draw pictures and write words to tell their stories.

• Teacher circulates to provide support and confer with individual students.

5. Mid-Workshop Share (5 minutes)

• Invite a few students to share their story plans and explain how they organized their ideas.

• Provide positive feedback and encourage peers to ask questions or make comments.

6. Link (5 minutes)

• Remind students that planning their stories helps them become better writers.

• Encourage them to continue using their plans in future writing sessions.

• Assign a simple writing task for the next session, reinforcing the importance of planning.

DIFF

• Emerging Writers: Provide story planning templates with pictures to help them visualize their stories.

• Advanced Writers: Encourage them to write more sentences and add details to their stories.

• English Language Learners: Pair them with a buddy who can assist with vocabulary and sentence structure.

Students will understand the importance of being responsible and independent by reflecting on their own actions and committing to practicing responsibility in daily life.

Description of Activity

• Whole Group: Begin with a class discussion about responsibility. Use examples (taking care of our things, solving our own problems, helping at home, finishing our work). Create a quick anchor chart: What does responsibility look like?

• Role-play short scenarios (e.g., dropping trash, forgetting homework, helping a friend) and ask: Was that responsible or not? Why?

• Independent Act: Each student will receive a large puzzle piece. On their piece, they will draw and write one responsibility they want to work on over the next weeks (e.g., I will put away my toys, I will solve my own problems, I will finish my work).

• At the end, all puzzle pieces will be put together to create a “Responsibility Puzzle” to display in class.

Prompt Questions (PQ)

• What does it mean to be responsible?

• Why is it important to take care of our things and ourselves?

• How can you show responsibility at school and at home?

Differentiation (DIFF)

• Emerging: Draw a picture of one responsible action (teacher or peer can help label it).

• Advanced: Write a full sentence or two explaining their responsibility goal (e.g., I will clean up without being asked).

Materials

• Large blank puzzle pieces (one per student)

• Chart paper for whole group brainstorming

• Markers, crayons, pencils

• Tape or board space to assemble the “Responsibility Puzzle”

Skills Targeted

• Social-emotional learning (responsibility, independence)

• Reflection and goal setting

• Writing and drawing to communicate ideas

• Collaboration and class community building

Students will recognize and understand the number 18 by sequencing numbers 1–18 and constructing a puzzle of Numberblock 18.

Description of Activity

• Whole Group: Introduce the new number by showing a short video or image of Numberblock 18. Discuss what makes number 18 special (1 ten and 8 ones, even number, comes after 17).

• Together, count from 1 to 18 using body movements (e.g., clapping, jumping, stomping).

• Independent Act: Each student will receive a puzzle of Numberblock 18 cut into 18 pieces. They must sequence the numbers from 1–18 in order to correctly build the full picture of Numberblock 18.

Prompt Questions (PQ)

• What numbers make up the number 18?

• How do we know what comes after 17?

• What happens if we put the numbers out of order?

Differentiation (DIFF)

• Emerging: Work with smaller number sequences (1–10 or 1–12) before attempting the full puzzle.

• Advanced: After finishing the puzzle, decompose 18 into different number pairs (e.g., 10+8, 9+9, 12+6) using counters or blocks.

Materials

• Puzzle pieces of Numberblock 18 (cut into numbered sequence pieces)

• Counters or cubes for extension activity

• Journals (optional: Ss can draw their completed puzzle and write “18 = 10 + 8”)

Skills Targeted

• Number sequencing (1–18)

• Number recognition

• Problem-solving and logical thinking

• Fine motor skills (puzzle building)

-Take attendance

-Move your body

Hello Hummingbirds!

Let’s look at these pairs:

-Take attendance

-Move your body

Hello Hummingbirds!

Let’s read together.

-Take attendance

-Move your body

-Daily Affirmations

Hello Hummingbirds!

Can you help me with these additions?

• 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"? 

Description:
In this free-choice block center, students will:

1. Plan their structure by discussing or sketching what they want to build.

2. Gather the blocks they need.

3. Construct their design, adjusting as needed.

4. Share their creation with a partner or the class, explaining what they built.

Prompt Questions (PQ):

1. What do you want to build today?

2. What shapes or blocks will you need to make your structure?

3. How will you fix it if it falls down or doesn’t look like your plan?

Differentiation (DIFF):

• Emerging: Build a simple structure (tower, house, bridge) using a small number of blocks; teacher can provide guidance or examples.

• Advanced: Build more complex structures (multi-level, incorporating patterns or symmetry) and describe the steps or reasoning behind their design.

Materials Needed:

• Blocks of various sizes and shapes

• Paper and crayons/pencils for planning (optional)

• Tray or mat for building area

Skills Targeted:

• Planning and sequencing

• Spatial reasoning

• Creativity and problem-solving

• Fine motor skills

• Communication and collaboration

(Anita has the codes)

Students will reinforce number recognition and connect number representations with numerals by scanning QR codes and coloring the correct numeral.

Description of Activity

• Ss will use tablets/phones to scan QR codes placed around the room.

• Each QR code will reveal a number representation (ex: ten frames, fingers, tally marks, objects, dice).

• Ss will then look for the corresponding numeral on their activity sheet.

• They will color the numeral that matches the scanned representation.

• Continue scanning and matching until all numerals are colored.

Prompt Questions (PQ)

• What number do you see in the QR code?

• How do you know this is the number ___?

• Can you find the matching numeral on your sheet?

Differentiation (DIFF)

• Emerging: Work with fewer numbers (1–5) and simple representations (fingers, dice).

• Advanced: Work with higher numbers (up to 20) and multiple representations (tallies, ten frames, objects).

Materials

• QR codes with number representations

• Tablets/phones to scan QR codes

• Activity sheet with numerals to color

• Crayons/markers

Skills Targeted

• Number recognition

• Connecting representations to numerals

• Observation and attention to detail

• Fine motor skills (coloring)

• Technology use for learning

• 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

I am an active learner and can focus on topics that capture my interest.  I am starting to understand that learning comes from trying new things and making mistakes.

• RAFI 

• MARIANA 

• CAYETANA 

• SALVATORE 

• ALESSANDRO 

• EZEQUIEL 

• LARISSA 

• JOAQUINA 

• FRANCO 

• VIOLETA 

• DOMENICA 

• ELISA 

• LEONARDO 

• BENJAMIN 

• FELIPE 

• VALERIE 

• VICTORIA 

• LUANA 

• LAIA 

• RAFAELLA 

• ANTONELLA

Students will recognize the new letter S by practicing its sound and trace, and creatively transforming it into something that begins with the letter S.

Description of Activity

• Introduce the new letter S by modeling its sound and proper tracing on the board.

• Ss will each receive a large cut-out of the letter S (construction paper).

• They will transform their letter into something that starts with S (e.g., snake, sun, seahorse, star).

• Afterward, Ss will share their creations and together make a class list of all the S words represented in their artwork.

Prompt Questions (PQ)

• What sound does the letter S make?

• What can you think of that begins with the letter S?

• How did you decide what to turn your letter S into?

Differentiation (DIFF)

• Emerging: Ss can trace the letter S and decorate it with drawings or stickers related to S words (e.g., small suns or stars).

• Advanced: Ss can write their S word on their artwork and try to write an S sentence (e.g., “The snake is green”).

Materials

• Construction paper S cut-outs

• Crayons, markers, glue

• Craft materials (stickers, googly eyes, tissue paper, yarn, etc.)

• Chart paper to create the class list

Skills Targeted

• Letter recognition (sound and formation)

• Phonemic awareness (initial sound S)

• Creativity and fine motor skills

• Vocabulary expansion

Key Idea: Our attention moves from one place to another.

Guided Practice:

1. Children sit comfortably.

2. The teacher explains: “Our attention is like a flashlight. Sometimes it is in one place, and then it can move to another.”

3. Step-by-step guidance:

   • “Let’s put our attention on our hands… what do you feel?”

   • “Now move your attention to your feet… what do you notice?”

   • “Let’s shift to your back… how does it feel resting on the chair?”

   • “Now bring your attention to your head…”

4. Repeat several times, moving from one part of the body to another.

PQ (Prompt Questions):

1. What did you feel when your attention was on your hands?

2. Was the feeling different in your feet?

3. How did it feel to move your attention from one place to another?

DIFF (Differentiation):

• Emerging: Focus attention on 2–3 body parts with verbal and gesture support from the teacher.

• Advanced: Focus attention on 5 or more body parts and describe the sensations in words.

Materials:

• Quiet space

• Mats or comfortable chairs

Skills Targeted:

• Mindfulness (paying attention)

• Body self-awareness

• Self-regulation

Students will reinforce lowercase letter recognition and tracing by playing a bingo game that matches uppercase letters to lowercase letters.

Description of Activity

• Ss will each CREATE their own a bingo board with lowercase letters.

• A spinning wheel (or spinner) will show an uppercase letter.

• Ss will have to find and mark the corresponding lowercase letter on their bingo boards.

• When a student gets a row (horizontal, vertical, or diagonal), they call out “Bingo!” and then trace the winning lowercase letters on their journal as reinforcement.

Prompt Questions (PQ)

• How do we know which lowercase letter matches the uppercase letter?

• What do you notice about the uppercase and lowercase versions of the same letter?

• Can you trace the lowercase letter we just found?

Differentiation (DIFF)

• Emerging: Focus on matching letters only with support (teacher prompts or visual aids).

• Advanced: After getting “Bingo,” Ss can write and trace additional words beginning with the lowercase letters they found.

Materials

• Bingo boards with lowercase letters

• Bingo markers (counters, chips, or crayons)

• Spinning wheel with uppercase letters

• Journals and pencils for tracing practice

Skills Targeted

• Uppercase–lowercase letter association

• Letter recognition and visual discrimination

• Tracing and fine motor skills

• Focus and attention to detail

Students will practice fine motor skills by coloring and cutting spooky masks to create a final product they can wear.

Description of Activity

• Ss will receive a spooky mask template (pumpkin, ghost, bat, monster, etc.).

• First, they will color the mask with their chosen colors and designs.

• Then, they will carefully cut along the lines to complete their masks.

• Optional: Ss can add extra decorations (stickers, glitter, scraps of paper) to personalize their masks.

Prompt Questions (PQ)

• What spooky character are you creating?

• How can you make your mask unique?

• Which part was the hardest to cut and why?

Differentiation (DIFF)

• Emerging: Ss can receive masks with thicker outlines and larger spaces for easier cutting and coloring.

• Advanced: Ss can design their own spooky mask from scratch on blank paper before coloring and cutting.

Materials

• Spooky mask templates (pre-drawn or printed)

• Crayons, markers, or colored pencils

• Child-safe scissors

• Glue, stickers, glitter, or other art supplies (optional)

• Elastic bands or craft sticks to wear/display masks

Skills Targeted

• Fine motor skills (cutting and coloring)

• Creativity and self-expression

• Following steps in a task

• Hand–eye coordination

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

Students will understand the concept of life cycles and represent their knowledge by drawing and writing about one in their sketchbooks.

Description of Activity

• Ss will watch a short video introducing life cycles (examples: humans, caterpillar/butterfly, chicken).

• After viewing, Ss will participate in a guided whole-group discussion about what they noticed, how living things grow and change, and why cycles are important.

• Independent work: Ss will go to their sketchbooks and draw one complete life cycle (human, caterpillar, chicken, etc.) and write about it by labeling or adding simple sentences.

Prompt Questions (PQ)

• What is a life cycle?

• What changes happen in each stage of the life cycle?

• How are the life cycles of animals and humans similar or different?

Differentiation (DIFF)

• Emerging: Draw the stages of the life cycle with teacher support and label using word cards or copied words.

• Advanced: Write a sentence for each stage of the life cycle independently (e.g., “The caterpillar turns into a butterfly.”).

Materials

• Video about life cycles (projector/screen)

• Sketchbooks

• Pencils, crayons, markers

• Word cards or life cycle visuals for support

Skills Targeted

• Science knowledge (life cycles, changes over time)

• Observation and discussion skills

• Sequencing and order

• Fine motor (drawing, labeling, writing)

• Vocabulary development

SLIDES

Students will demonstrate their understanding of animal life cycles by creating and labeling a crown that illustrates each stage.

Description of Activity

• Ss will first review the life cycle of an animal (ex: butterfly, frog, or chicken) as a whole group through slides or a short read-aloud.

• At the center, Ss will receive strips of paper to form a crown.

• Around the crown, Ss will draw and label each stage of the animal’s life cycle in sequence (egg → caterpillar → chrysalis → butterfly).

• Once complete, Ss will wear their life cycle crown and share the stages with a partner.

Prompt Questions (PQ)

• What are the different stages in the life cycle of this animal?

• How do the stages change from beginning to end?

• Why is it important to follow the stages in order?

Differentiation (DIFF)

• Emerging: Draw the stages and use teacher support or word cards to label.

• Advanced: Write a short sentence for each stage (e.g., “The egg hatches.”).

Materials

• Sentence strips or construction paper for crowns

• Crayons, markers, pencils

• Scissors, glue or tape

• Visuals of the animal life cycle for reference

Skills Targeted

• Understanding sequences (order of life cycles)

• Science knowledge: life cycle concepts

• Fine motor skills (drawing, cutting, assembling)

• Writing and labeling practice

• Creativity and self-expression

Students will distinguish between long and short vowel sounds and classify words accordingly.

Description of Activity:

Ss will work in pairs to sort picture cards into two categories: Long Vowel Hat and Short Vowel Hat. After sorting, each pair will record the words they sorted by making two lists in their journals — one for short vowel sounds and one for long vowel sounds.

Prompt Questions (PQ):

• How can you tell if a vowel sound is short or long?

• Can you give me another word that has the same sound?

• What did you notice about the words in the long vowel hat?

Differentiation (DIFF):

• Emerging: Sort pictures only and say the word aloud together.

• Advanced: Write the full words in their journals and add one new word of their own for each vowel sound.

Materials:

• Picture cards with short and long vowel initial sounds

• Two hats or hat cutouts (labeled “Long” and “Short”)

• Journals

• Pencils and crayons

Skills Targeted:

• Phonemic awareness (identifying vowel sounds)

• Categorization and sorting

• Vocabulary development

• Writing and recording words

• Collaboration in pairs

Description:
SS will independently listen to short audio recordings labeled 1–10, each describing a simple addition word problem. After listening, SS will use a math template to draw a picture that represents the problem and then use the ten frame to solve it. They will record their answer on a recording sheet by writing the equation and matching it to the audio number. This activity reinforces comprehension, visualization, counting, and ten frame fluency.

Skill:

• Listening comprehension

• Counting with ten frames

• Visual problem-solving

• Representing math through drawing

Differentiation

• Emerging: only addition word problems

• Advanced: addition and substraction

Materials:

• Audio recordings

• Math template (drawing space + ten frame)

• Recording sheet (with numbers 1–10 and answer space)

• Pencil or marker

• Headphones (optional for focus)