SS will receive an empty page with a single shape (such as a circle, square, triangle, or rectangle) in the center. They will be invited to use their imagination to turn that shape into something creative by adding drawings and details around it. This activity supports creativity, shape recognition, and developing ideas through visual representation.

PQ:

• What shape did you get?

• What are you going to turn it into?

• How did you come up with your idea?

DIFF:

• Emerging:

  • SS will use simple lines and colors to turn the shape into a recognizable object.

• Advanced:

  • SS will add detailed elements and write a sentence or label describing their creation.

MATERIALS:

• Pages with printed shapes

• Markers, pencils, classroom colors

• Optional: shape labels for reference

Description:
Begin by observing the front cover—ask what SS notice about the two houses and the animals. Read the story aloud, pausing to ask what each character might be thinking or feeling as their houses get taller. Use the illustrations to infer emotions and how the problem is growing. After reading, create a simple chart: “Problem → Reaction → Solution” to track how the conflict starts, grows, and resolves. Discuss how misunderstandings can happen and how friends can make things right.

METACOGNITION: COMPASSIONATE

• SEE: Look at Rabbit and Owl’s faces—how do they change through the story?

• THINK: What were Rabbit and Owl thinking as they each made their house taller?

• ME: Have you ever had a disagreement with a friend? What helped you fix it?

• WE: What can we do in our class when we disagree or get frustrated with someone?

PQ:

• Why did Rabbit and Owl start building taller houses?

• How did they feel during the argument? How do you know?

• What helped them become friends again?

DIFF.

• Emerging: Use puppets or visuals to act out the story and retell the beginning, middle, and end.

• Advanced: Write a letter from Rabbit to Owl (or vice versa) saying sorry and explaining their point of view.

MATERIALS:

• Too Tall Houses by Gianna Marino

• Chart paper: “Problem → Reaction → Solution”

• Puppets or character cutouts (optional)

• Drawing or writing paper

• Markers, pencils

EXIT TICKET:

• One way to be a good friend during a disagreement is __________.

Description:

Begin by reading Too Tall Houses, focusing on the theme of competition, cooperation, and structure. Discuss how both characters built tall homes and the challenges they faced. After the story, introduce the Team Tower Challenge: each group will receive a limited number of index cards and tape. Their goal is to work together to build the tallest tower possible that can stand on its own.

This challenge promotes teamwork, critical thinking, and basic engineering concepts like base support and weight distribution.

Prompt Questions (PQ):

• What makes a tower strong and tall?

• How can you and your team work together to improve your tower?

• What did you change to make your tower better?

DIFFERENTIATION (DIFF):

• Emerging: Students receive visual models and tips (e.g., triangle bases, wider bottoms). Teacher can support planning.

• Advanced: Students design a blueprint before building and reflect on their structure’s stability, possibly adding a written or drawn explanation of their process.

Materials Needed:

• Too Tall Houses by Gianna Marino

• 40 index cards per group

• Tape or address labels

• Ruler (for measuring tower height)

• Timer

• Paper and pencils for optional blueprint sketch

-Morning Message

-Move your body

-Morning Message

-Move your body

-Morning Message

-Move your body

SS will gather to share their ocean-themed journal entries in small groups. Each SS will present what they researched or wrote about—whether an ocean animal, plant, or habitat—explaining their drawing or sentences. TCH will guide with prompts to help SS elaborate, make connections, and listen to others’ ideas. As each group shares, SS will notice similarities and differences in their topics and ways of expressing them. This activity supports speaking, listening, and making meaningful connections to their learning through peer interaction.

METACOGNITION: CREATIVE – OPTIONS EXPLORATION

• What was your first idea for what to research or draw?

• What were some other ideas you thought of?

• How did someone else’s idea inspire a new way to think about your own?

• What did you learn from hearing different kinds of ideas?

PQ:

• What did you discover about the ocean?

• How is your ocean drawing or writing different from your friend’s?

• What would you like to learn more about?

DIFF:

• Emerging: SS will describe their ocean entry using 1–2 key words or images with support.

• Advanced: SS will explain what they researched, why they chose it, and what else they would like to add or revise.

MATERIALS:

• SS journals

• Drawing and writing tools

• TCH prompt cards (optional)

-Morning Message

-Move your body

-Morning Message

-Move your body

Riddle:
I have many books
for you to look.
You sit here to read
when quiet you need.
Your new word IS hiding today
where the stories come out to play!

(Reading center)

Once the word is found, SS will complete a drawing of the ocean and choose an ocean animal to include. They will describe both using the sentence starters:

The ocean IS...
The dolphin/shark/octopus IS...

This activity supports word recognition, sentence construction, and descriptive language.

METACOGNITION: CREATIVE – OPTIONS EXPLORATION

• What different ideas do we have for describing the ocean?

• Can we think of more than one way to describe the animal?

• What did we learn about using IS in our writing?

PQ:

• What happens when a word is missing from a sentence?

• How do we use the word IS to describe something?

• Can you think of more things you can say using IS?

DIFF:

• Emerging: SS will complete only one sentence using IS with drawing support.

• Advanced: SS will write two or more descriptive sentences using IS with phonetically plausible spelling.

MATERIALS:

• Hidden word card (IS)

• Journals and pencil cases

METACOGNITION: CREATIVE – OPTIONS EXPLORATION

• Listen to the obvious option: We can just count to find out what number it is.

• Brainstorm hidden obvious options: Can we build it? Use parts to find a pattern? Compare it to other numbers?

• What have I learned from these obvious options? There are many ways to discover and show a number!

PQ:

• What did you notice about the pieces?

• How did you know it was Numberblock 14?

• What are some different ways we can show number 14?

DIFF:

• Emerging: SS will draw number 14 and show it with tallies and objects.

• Advanced: SS will complete at least 4 representations (including number word and addition equation).

MATERIALS:

• Giant Numberblock 14 puzzle (divided into 3 parts)

• Sketchbooks

• Pencils and colors from the caddy

SS will be introduced to a short storytelling presentation by a character who walks through a forest filled with hidden clues. The character will tell SS that to discover today’s mystery number word, they need to collect a special code. As they walk along the trail (guided activity or image-based prompts), they will encounter different objects that begin with the initial sounds of the letters in the word “FOUR” (e.g., Feather, Orange, Umbrella, Rock). SS will write or draw each item they find and count how many of each they see. When all items are found, they will figure out the secret word: FOUR.

PQ:

• What did you hear first?

• How did you know what letter each object started with?

• What word do all the sounds make together?

DIFF:

• Emerging: SS will identify and draw the objects they see and match to the letter.

• Advanced: SS will write the letters and use them to spell the full word “four” independently.

MATERIALS:

• Slides

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. 

• Links sounds to letters, naming and sounding the letters of the alphabet 

CHUNK:  H E F L I T U D P B A M N (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 

• Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. 

• Recognizes rhythm in spoken words 

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. 

• 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 (zero, one, two, three) 

• 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 

Letter V Volcano Eruption

SS will be introduced to the letter V through an engaging virtual volcano eruption activity. Each time the volcano "erupts" (via a slideshow or animation), it reveals an object that starts with the letter V (e.g., van, vest, violin). After each eruption, SS will say the word out loud, repeat the initial /v/ sound, and discuss what the object is. Once all objects are revealed, SS will watch a video about letter V and practice letter formation.

METACOGNITION: CREATIVE – OPTIONS EXPLORATION

• Listen to the obvious option: What’s a common V word you saw today?

• Brainstorm all the “hidden” obvious options: Can we think of more V words not in the eruption?

• What did you learn from seeing so many V words?

PQ:

• What sound does the volcano say?

• What new words did we learn with the letter V?

• Which V word was your favorite and why?

MATERIALS:

• Virtual volcano eruption slideshow or video

• Video

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

SS will strengthen fine motor control and letter recognition by tracing upper and lower case letters using Q-tips and paint, focusing in the correct directionality. They will be encouraged to name each letter as they trace and say its sound. This activity reinforces alphabet knowledge through a sensory, hands-on approach that supports letter formation and phonemic awareness.

PQ (Prompt Questions):
– What letter are you tracing?
– What sound does that letter make?

DIFF (Differentiation):
Emerging: SS will trace only the letters in upper case
Advanced: SS will trace letters in lower case

MATERIALS:
– Uppercase and lowercase letter chart or printed sheet
– Paint
– Q-tips
– Tray for paint

SS will observe selected paintings from famous artists and practice their observation skills by creating detailed drawings based on what they see. The goal is not to copy perfectly, but to notice as many details as possible—shapes, colors, lines, and placement. This activity encourages SS to slow down, focus on visual information, and express their understanding through drawing.

PQ:

• What details did you notice in the painting?

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

• What makes your drawing unique even if we all observed the same painting?

DIFF:

• Emerging: SS will focus on drawing main shapes and colors they observe.

• Advanced: SS will include small details.

MATERIALS:

• Printed reproductions or digital images of famous paintings

• Drawing paper

• Pencils and coloring tools

PQ:

• How many dots do you see in total?

• Which number does this domino match?

• Can you find another domino for the same number?

DIFF:

• Emerging:

  • SS will count dots and match dominoes to numbers 1–6 with support.

• Advanced:

  • SS will work with higher numbers (7–12) and explain their counting strategy aloud.

MATERIALS:

• Domino sets

• Number cards (1–10 or 1–12)

PQ:

• What sound does your letter make?

• What lowercase letter matches this one?

• Can you think of a word that starts with your letter?

DIFF:

• Emerging:

  • SS will match uppercase to lowercase letters with support and draw a simple picture.

• Advanced:

  • SS will write the word that starts with their letter along with their drawing and use more than one letter match.

MATERIALS:

• Sensory table with water

• Foam uppercase letters

• Lowercase letter wall mat or chart

• Markers

• Vocabulary cards (for emerging SS)

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, TO, MY, THE, HAVE) 

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. 

 Sessions:  

1. We are all writers 

2. When we are done we have just begun (labeling) 

3. 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 

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) 

• 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 

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 

• 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.  

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)  

• 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).  

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 

• Responsibility 

• Semana # 2: Cuento y respiro   

• Semana # 3: Inhalo y Exhalo el Presente (etiquetando)  

• Semana # 4: Quietud Presente (cuerpo quieto)  

•  Semana # 5: Respirando Quietud  

• Semana 6: Entrenando mis pensamientos  

• Semana 7: pasado y futuro  

• Semana 8: Placentero/ No Placentero  

• Semana 9: Qué emoción es?  

• Semana 10: ¿Cómo reaccionó?  

• Semana 11: Respondiendo con intención  

• Semana 12: Entrenando el amor a mi mismo  

• Semana 13: entrenando a quien no conozco  

• Semana 14: entrenando el amor a personas difíciles  

• Semana 15: entrenando mi gratitude 

• Semana 16: Entrenando mi corazón (juzgar vs aceptar)  

• Semana 17: honrando mi cuerpo (body scan)  

• Semana 18: entrenando mi movimiento  

SS will participate in a guided drawing activity where they will turn the letter V into a vulture. TCH will model step-by-step how to use the shape of the letter V as the base for the vulture’s body. SS will follow along, adding features like eyes, beak, feathers, and feet. After completing their drawings, SS will label the vulture and practice writing the uppercase and lowercase V. This activity helps reinforce letter recognition, sound awareness, and fine motor skills through creative expression.

PQ:

• How did we turn the letter V into something new?

• What sound does vulture start with?

• Can you think of more things that begin with the letter V?

DIFF:

• Emerging: SS will follow the teacher’s model and trace the letter V before drawing.

• Advanced: SS will add details to their vulture and write a simple sentence using phonetic spelling (e.g., “V is for vulture.”)

MATERIALS:

• Guided drawing chart or whiteboard

• Paper or journals

• Pencils and markers

• Letter V anchor chart (optional)

DIFF:

• Emerging: SS will use a template that includes letter V formation practice, coloring objects that begin with V, and labeling them with teacher or peer support.

• Advanced: SS will write one or more complete sentences using words with the letter V (e.g., “The van is big.” “I see a volcano.”).

MATERIALS:

• Letter V word cards or pictures

• Journals or templates

• Pencils and colors from the caddy

At the end of the week, SS will reflect on one Flag Time activity they enjoyed or found challenging and will represent their experience through drawing and simple writing. By revisiting their learning process, SS will develop metacognitive awareness and begin to identify personal progress, goals, and emotions related to learning. This helps foster self-assessment, ownership, and a growth mindset.

Skill:

• Self-reflection and self-assessment

• Expressive drawing and writing

• Emotional awareness and goal setting

Materials:

• Journal

• Reflection Slide

• Caddies

• Sentence starters (e.g., “I liked…”, “It was hard when…”, “Next time I want to…”)

• visuals/icons for feelings and activities for emerging writers

SS will explore virtual dives from different ocean locations using the National Marine Sanctuaries website. Using iPads and headphones, SS will listen and observe the underwater scenes to learn more about ocean life and habitats. They will share what they noticed, describe the environment, and express which location they would like to learn more about. This activity supports observation, listening comprehension, and making connections to real-world environments.

PQ:

• What did you see in the ocean dive?

• How was it different from what you imagined?

• Which location do you want to learn more about and why?

MATERIALS:

• iPads with headphones

• Observation sheets or journals

• Videos

  • Cordell Bank: Reef

  • Sea Lions

  • Sharks

  • Hawaiian Adventure

  • Shipwreck

Description:
TCH will introduce the concept of self-identity and facial features by showing different facial expressions and body part vocabulary. Each student will receive a laminated Play-Doh face mat. Using Play-Doh, they will sculpt and place facial features (eyes, nose, mouth, hair, etc.) to build their likeness. TCH will guide students to talk about the features they chose and why those features are important to who they are.

Ss will then reflect by drawing their Play-Doh face in their journals and labeling parts (e.g., eyes, hair, nose) using phonetic spelling or correct spelling based on ability.

PQ:

• “What do you notice about your face?”

• “Can you show me how you made your eyes?”

• “What makes your Play-Doh face special or unique?”

• “How are your eyes/nose/mouth the same or different from your friend’s?”

Differentiation:

• Emerging Learners:

  • Use simple Play-Doh colors and focus on just 3 features (eyes, nose, mouth)

  • Provide visual cards of body parts for reference

  • Support labeling with initial sound cues or adult scribing

• Advanced Learners:

  • Add details like eyebrows, glasses, or accessories

  • Write a sentence describing their face or emotions (e.g., “I have brown eyes.”)

  • Discuss feelings and connect facial features to emotional expressions

Materials:

• Laminated Play-Doh face mats

• Assorted Play-Doh

• Journals

• Pencils and crayons

• Optional: mirrors for students to observe their faces

Skill:

• Letter identification

• Visual discrimination

• Fine motor coordination

Materials:

• Printed sheets with scattered uppercase and lowercase letters arranged in circles or clusters

• Markers or colored pencils

OBJ:

SS will strengthen their visual discrimination, directional awareness, and attention to detail by completing a fun arrow-matching task.

ACT:

Each ss will receive a template with a colorful pattern of arrows in different directions and colors (e.g., red arrow pointing up, blue arrow pointing left). They will also receive an empty template and a set of loose arrows in various colors and directions.

Ss will have to closely observe the example template, then select the correct arrows based on color and direction, and place them in the matching positions on the empty template to recreate the pattern exactly.

Materials:

-Example template

-Empty templates (5)

-Arrows

Students will understand that writers can teach more by adding additional pages to their writing, turning them into books or scrolls.

Teaching Point:
“Today I want to teach you that when writers want to teach more, they add more pages to their books. We can use either a stapler to turn pages into a book, or tape pages into what people call a scroll.”

Description:
Students will begin a new writing piece, choosing a topic they know about and writing the first one or two pages.

• The teacher will model adding pages to make a book or scroll.

• Students will plan how they can add more information on each page to teach their reader.

• At the end, students will assemble their pages with staplers or tape to create their own book or scroll.

Prompt Questions (PQ):

• What will you write about?

• What is something you know about and want to teach others?

DIFFERENTIATION (DIFF):

• Emerging: Draw and label on each page with teacher support.

• Advanced: Write two or more sentences on each page to provide extra details.

Skills Targeted:

• Topic development and idea organization

• Sequencing and adding details

• Fine motor skills (stapling or taping)

• Early bookmaking concepts

• Phonics and sentence writing

Materials:

• Blank writing paper

• Pencils and crayons

• Staplers and tape

• Example of a book and scroll

• Chart with sentence starters or topic ideas