Independent Activity: Ss will share / draw a situation where is hard to wait 

PQ:

• What does it mean to be patient?

• When is it hard for you to wait?

• How can we practice patience at school?

DIFF:

• Emerging: Share verbally a moment when waiting was hard.

• Advanced: Draw and label a situation where they had to wait patiently.

MATERIALES:

• I Don’t Want to Wait video

• Sketchbooks or drawing paper

• Crayons or markers

Ss will apply number writing skills (1–10) in their journals using correct formation and number recognition, strengthening fine motor skills and visual memory.

1. Warm-Up:

• Shows large number cards (1–10) one by one and ss shouts the numbers together.

• Quick movement break: Ss jump the number shown with fingers in the air (e.g., 5 jumps for 5).

2. Model:

• On the board, TCH models how to write numbers 1 to 10 with verbal cues (fun stories)

3. Guided Practice:

• Call out a number and draw it slowly. Ss air write it with finger.

• Practice writing together in the air, on the floor, or backs.

  
  

  Independent work: (sketchbooks)

• Write numbers 1 to 10 (add quatity)

  
  

PQ:

1. What number is tricky for you to write?

2. How can we remember how to form each number?

3. Why is it important to write numbers the right way?

DIFF:

• Emerging: Trace numbers 1–5 with support using dotted lines.

• Advanced: Write 1–10 from memory and draw a matching quantity next to each.

MATERIALES:

• Number cards

• Whiteboard and markers

• Journals

• Pencils, crayons, markers

• Number formation posters

^{*FIREFLY POST}

-Take attendance

-Move your body

-MM: Hello Hummingbirds! Can you help us find out the missing numbers?

1_34_5_7_9_

Ss will apply number writing skills from 1 to 10 using various materials to reinforce number formation, fine motor skills, and number recognition.

Description:

Ss will rotate through fun number-writing stations. Each station will have a different way to write numbers 1 to 10: with sand trays, finger paint, whiteboards, chalk, and playdough. Ss will practice correct formation while engaging their senses.

PQ:

1. What number are you writing?

2. What do you notice about how we form this number?

3. Which material do you like best for writing?

DIFF:

• Emerging: Trace numbers with guidance using large visuals and tactile materials.

• Advanced: Write numbers independently and form them in sequence from memory.

MATERIALS:

• Sand trays

• Finger paint

• Chalk and black paper

• Whiteboards and markers

• Playdough

Ss will recall and apply knowledge of the letters H, E, and F by recognizing their sounds, names, and forming them using tactile materials to develop phonemic awareness and fine motor skills.

Description: Using paint/shaving cream ss will have to listen to the sound and write the letters using fingers

PQ:

• What letter makes this sound?

• How can we write the letter using our finger?

• What words do you know that start with this letter?

DIFF:

• Emerging: Identify and trace letters with support.

• Advanced: Write the letters independently and say a word that begins with each one.

MATERIALES:

• Paint or shaving cream

• Tray or surface to spread material

• Audio or visual letter cues

-Take attendance

-Move your body

-MM: Good morning, Hummingbirds!
Today we are letter detectives! Can you find the missing letter in each word?

1. C _ T (It's a furry pet!)

2. S U _ (You see it in the sky!)

3. _ A G (You carry things in it!)

Let’s sound out the words together and see if we can fill in the blanks!

*FIREFLY POST

SS will share their personal interests with the group and participate in a class discussion to brainstorm and suggest ideas for upcoming projects, using listening and communication skills to contribute and make connections between shared interests and collaborative learning.

PQ:

• What is something you love learning or doing?

• What kind of project would you like to do with the class?

• How can we work together on your idea?

MATERIALS:

• Canva for brainstorming

-Hello

-Take attendance

-Move your body

-MM:

Happy Children’s Day, Hummingbirds!
Today we are celebrating YOU! Let's have some fun together!

Can you think of three things that make you special?
What’s your favorite game to play with friends?
What makes you smile every day?

Let's share our answers and celebrate all the amazing things we can do!

SS will create a free drawing in their journals and follow the writer’s steps to label parts of their picture, using phonics knowledge to identify sounds in words and write letters that match those sounds.

PQ:

• What did you draw?

• Can you name something in your picture and write its label?

• What sounds do you hear in that word?

DIFF:

• Emerging

  • SS will label one part of their drawing using beginning sounds

• Advanced

  • SS will write a sentence or short caption to go with their picture

MATERIALS:

• Journals

• Pencils, colors, markers

• Alphabet chart

-Take attendance

-Move your body

-MM: Hello Hummingbirds!
Let’s use our scientist eyes today! Look at these animals:

🐸 🐠 🦉

Which one lives in water?
Which one can fly?
Which one jumps?

Talk with a friend and share what you know!

SS will observe animals and draw them in their sketchbooks to record their observations, focusing on features like shape, color, and body parts while practicing close looking and simple comparison skills.

PQ:

• What do you see on the animal you chose?

• What shape or parts can you draw?

• How is this animal different from another one?

DIFF:

• Emerging: SS will use tracing or visual prompts to help with shape and detail

• Advanced

  • SS will add simple labels to their drawing

  • SS will draw two animals and compare them using size or shape

MATERIALS:

• Resin animal blocks

• Sketchbooks

• Pencils, colors, markers

• Magnifying glasses

Students will use large chart paper to independently express their creativity through drawing and coloring, enhancing hand-eye coordination, pencil grip, and artistic skills.

Description:
In this center, students will have access to large chart paper where they can freely draw, color, and create whatever they choose. The larger size allows them to make big strokes, work with bolder colors, and experiment with their pencil grip and fine motor control in a creative, unrestricted way. This center encourages self-expression and independence.

PQ:

1. What shapes and colors will you use in your artwork?

2. Can you fill the entire paper with your art?

3. How can you use big, bold strokes to make your art stand out?

   
   

   Materials :

• Large chart paper

• Crayons, markers, colored pencils, or pastels

• Craft materials for decoration

Students will recognize and form letters by engaging in gross motor movement followed by a fine motor writing task.

Description:
Set up a letter hopscotch grid on the floor using tape or foam letters. Students pick a letter card, say the letter and its sound, then hop to find and land on the matching letter on the floor. After hopping, they head to the table to trace or write the same letter on a whiteboard or paper using proper formation.

PQ:

1. How did you know where to hop?

2. What sound does this letter make?

3. Can you write this letter and say a word that starts with it?

DIFF:

• Emerging: Use only a few letters at a time and provide visual cues for hopping (e.g., same color cards and letters). Offer tracing sheets.

• Advanced: Include both uppercase and lowercase matches or challenge them to hop out a word (e.g., C-A-T), then write it at the table.

Materials:

• Letter cards

• Floor letters (foam, chalk, or taped paper)

• Whiteboards, markers, or paper and pencils

• Optional: bean bags or music for added engagement

  
  

*FIREFLY POST

Students will demonstrate understanding of basic vocabulary and sentence structures by matching simple words to pictures and practicing reading them aloud.

Description:
Students "go on a picnic" by choosing food-themed word cards (e.g., apple, juice, sandwich). Each card has a picture and a simple sentence (e.g., “I see an apple.”). Students read the sentence with support and match the card to the correct item on a picnic mat. Use toy food or picture mats to enhance vocabulary and comprehension.

1. Pick a card

2. Look at the picture

3. Read the sentence aloud (with peer or teacher help)

4. Match it to the correct item on the picnic mat

5. Optional: Write or trace the word on a mini whiteboard

PQ:

1. What food is on your card?

2. Can you read the sentence with me?

3. What sound does this word start with?

DIFF:

• Emerging: Use cards with picture + word only (e.g., "banana") and say the sentence aloud together. Focus on matching and vocabulary.

• Advanced: Use full sentences (e.g., “I eat a banana.”), encourage independent reading and simple writing/drawing of the food item after matching.

Materials Needed:

• Word/picture cards (food)

• Toy food or picnic picture mats

• Plastic basket

• Whiteboards and markers

• Sentence strips with simple I sight word structures ("I see a ___." / "I like ___.")

Description:
TCH will introduce the idea of mindfulness as paying attention to what is around you. The word “anchor” will be discussed, comparing it to what keeps a boat in place, and connecting it to how we can use our breath to stay present. Ss will explore different "anchors" in their bodies—belly, chest, or nose—and practice breathing mindfully while focusing on one of these areas.

PQ:

• What does it mean to pay attention?

• What can help us stay calm and focused?

• Where do you feel your breath the most?

VOLCANO (part # 1) - two week small project-

Ss will create a group volcano model using various materials and contribute to an interactive writing experience, reinforcing collaboration, creativity, and early writing skills.

Description:
-short video about volcanoes to spark curiosity and introduce key vocabulary.

-Ss will then be divided into small groups to brainstorm and sketch their volcano designs. Each group will use available materials to build their volcano, ensuring space for a cup inside to hold the eruption ingredients.

PQ:

• What do you think? see? wonder?

• What do you know about volcanoes?

• What materials can we use to build our volcano?

• What will happen when we mix the ingredients?

DIFF:

• Emerging: Participate in group drawing and construction with guidance; describe their volcano using single words or pictures.

• Advanced: Add descriptive labels or simple sentences to explain their volcano and the eruption.

MATERIALS:

• Video about volcanoes

• Drawing paper and pencils

• Recyclable materials (cardboard, paper rolls, foil, tape, etc.)

• Cups

Description:

TCH will review journal expectations: where to draw, where to write, and how to find the correct page. Ss will draw what they did over the weekend and try to write the initial letter of a related word (e.g., beach = B).

PQ:

1. What did you do over the weekend?

2. What letter does that activity start with?

3. How can we show that with a drawing and one letter?

DIFF:

• Emerging: Draw and write the initial letter with support.

• Advanced: Write a full word or phrase describing their weekend.

MATERIALS:

• Journals

• Pencils

• Crayons

• Markers

  
  

  *FIREFLY POST

-Take attendance

-Move your body

- MM: Hello Hummingbirds! Please complete the CVC words.

_AT

_OG

_AR

_UN

_AT

_EN

-Daily Affirmations

• 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

• What do you see?

• What do you think?

• What makes you wonder?

PQ:

• What numbers do you see here?

• Is this number more or less than __?

• Can you count __ worms to match this number?

DIFF:

• Emerging: using a 1-6 chart

• Advanced: using a 12-20 chart, or adding numbers and match with said amount of worms

MATERIALS:

• pipe cleaners

• sensory material (sand)

• water table

• number chart (6-12)

*FIREFLY POST

Students will observe the front cover and make predictions about the story based on visual clues and prior knowledge.

Description:

Before reading the book, students will closely examine the front cover. They will engage in elbow-partner discussions to predict the storyline, identify familiar elements (like dragons and tacos), and make connections to prior knowledge or classroom content. Their predictions will be recorded on a class thinking web or chart paper.

PQ:

• What do you see on the front cover?

• What do you think the story will be about?

• Have you ever eaten tacos or heard about dragons before? What do you know about them?

DIFF.

• Emerging:

  • Use visual prompts (taco, dragon images) to support vocabulary.

  • Provide sentence starters: “I see a…”, “I think it will be about…”.

  • Partner them with more verbal peers for elbow discussions.

• Advanced:

  • Encourage more detailed predictions: “I think the dragon will…”

  • Invite them to justify their predictions with evidence: “Because I see…”

  • Allow them to lead group sharing or scribe peer predictions on the chart.

MATERIALS:

• Dragons Love Tacos book

• Chart paper or whiteboard

• Markers

• Vocabulary cards