-Morning Message

-Move your body

SS will be presented with a problem: You want to go to the bathroom but the door is locked! What can you do? SS will work in teams of 3 to solve this problem together. They will use the teamwork checklist (THINK, LISTEN, SHARE, TAKE TURNS) to make sure everyone participates. Each team will come up with one solution and then show their solution to the class through a short role play or explanation. This activity supports our SMART goal of improving teamwork and helps SS practice real-life problem solving through collaboration and discussion.

METACOGNITION: COMPASSIONATE

• See: What do you notice in this problem?

• Think: What are some different ideas we had?

• Me: Has this ever happened to you?

• We: How can our solution help others in our class?

PQ:

• What can you do when the bathroom is locked?

• How did your team work together to find a solution?

DIFF:

• Emerging: SS will choose from picture options and act out the solution.

• Advanced: SS will describe or draw two-step solutions and explain their thinking.

MATERIALS:

• Printed problem cards (optional)

• Teamwork checklist

• Drawing paper and markers (optional)

EXIT TICKET:

• SS will share how their team solved the problem and which step of the checklist helped them the most.

-Morning Message

-Move your body

METACOGNITION: COMPASSIONATE

• See: What do you notice about how numbers are written or shown in each station?

• Think: Which way should your marker go when you make a number?

• Me: What helps you remember how to make or read a number?

• We: How do numbers help us solve problems in school and life?

PQ:

• What helps you remember how to make each number?

• How do we know when a quantity matches a number word?

• What tools can we use to check if our number is correct?

STATION DESCRIPTIONS:

• Station 1: SS will match number words and numerals using geoboards and rubber bands.

• Station 2: SS will practice forming numbers using markers and laminated sentence strips, focusing on top-to-bottom directionality.

• Station 3: SS will use popsicle sticks to create tally marks that represent given numbers.

• Station 4: SS will complete ten frame templates to show numbers with counters, reinforcing visual representation and quantity.

DIFF:

• Emerging:

  • SS will work with numbers up to 5 and match using visuals for support.

• Advanced:

  • SS will include lowercase number words, form numbers up to 10, and represent them with tallies and ten frames independently.

MATERIALS:

• Geoboards and rubber bands

• Sentence strips and markers

• Popsicle sticks

• Ten frame templates and counters

• Laminated number word/numeral cards

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 

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  

-Morning Message

-Move your body

SS will learn to stretch out words to hear and write the sounds, just like Mole does in the book Dangerous by Tim Warnes. TCH will read the story aloud and highlight how Mole uses labels to explain the world around him. After the story, TCH will show a drawing without any labels and pretend not to understand it, prompting SS to think about how labeling helps communicate ideas. Then, TCH will model how to stretch out a word slowly and label it. SS will then create their own labeled drawings, applying sound-letter knowledge and developing phonemic awareness.

activity steps:

• TCH reads Dangerous aloud and discusses Mole’s love for labeling.

• TCH shows an unlabeled drawing and says, “Hmm… I’m not sure what this is. There are no labels!”

• SS share ideas on how to help others understand drawings.

• TCH introduces the teaching point: “Writers stretch out words and use sounds to label like Mole.”

• TCH models with a drawing (e.g., monster or playground), stretches out a word slowly (e.g., t-a-i-l), and writes it.

• SS help label another part of the same drawing together.

• TCH links: “Now you’ll create your own drawing and label the parts just like Mole.”

• SS draw an object, animal, or scene and stretch out 2–3 words to label.

• SS will share and read their labels with a partner at the end.

METACOGNITION: COMPASSIONATE

• See: What do you notice about Mole’s labels in the story?

• Think: Why does labeling help other people understand your ideas?

• Me: Have you ever made a drawing someone didn’t understand?

• We: How can labeling help your classmates, teachers, or family understand what you mean?

PQ:

• Why did Mole love labeling everything?

• What do we do when we don’t know how to spell a word?

• How does stretching a word help us write it?

DIFF:

• Emerging: SS will draw and write the first sound for 2 parts.

• Advanced: SS will write full labels and add a short sentence using familiar HFWs.

MATERIALS:

• Dangerous by Tim Warnes

• A shared drawing with no labels

• Rubber band for sound-stretching demonstration

• Class name chart or sound wall

• Writing paper or journals

• Pencils and crayons

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 use picture codes made of HFW symbols and images to write simple sentences. After cracking each sentence, SS will draw and label the picture using phonetic spelling. This activity supports reading comprehension through visual decoding, builds sentence structure, and strengthens phonemic awareness and labeling. It reinforces high-frequency word fluency and writing sentences using correct word order.

PQ:

• What high-frequency words do you see in the code?

• What do you think the sentence is saying?

• What sound does the object start with?

DIFF:

• Emerging: SS will decode short sentences with 2–3 words and get support for labeling the object.

• Advanced: SS will write an extended sentence and label more parts in the picture using phonetic spelling.

MATERIALS:

• Picture-based HFW sentence strips

• Recording sheets or journals

• Pencils and crayons

PQ:

• What shapes did you use to make your drawing?

• How can you add details to make it more expressive?

DIFF:

• Emerging: SS will trace and color the shapes with guidance.

• Advanced: SS will create their own shape-based design and add layered dot patterns independently.

MATERIALS:

• Step-by-step shape drawing templates

• Watercolors and brushes

• Paint and cotton swabs

• White paper

PQ:

• What does the dough feel like?

• What can you make with it?

• How is your creation similar to the template?

DIFF:

• Emerging: SS will choose one template and use tools to press and shape the dough to match.

• Advanced: SS will follow 2–3 templates and label their creations using initial sounds.

MATERIALS:

• 8 cups flour

• 1 cup baby oil (or other safe oil)

• Sensory tray or bin

• Scoops, cups, rolling pins, plastic tools

• Visual templates (laminated pictures of simple shapes or objects)

-Morning Message

-Move your body

SS will participate in a classroom scavenger hunt where they will work in teams to find four hidden objects. Each object will be labeled with one of the letters from the word HAVE. As teams collect the letters, they will discuss and make predictions about what word they can form. Once all teams have discovered the word HAVE, TCH will guide a short discussion on its meaning and usage. Then, SS will go to their journals and write about things they have, using the sentence frame “I have a…” This activity supports the goal of recognizing high-frequency words, building vocabulary, and developing sentence structure through teamwork and prediction.

METACOGNITION: COMPASSIONATE

• See: What do you notice about the letters you found?

• Think: How did you figure out what word they made?

• Me: What is something special that I have?

• We: How did your team help you find and solve the word together?

PQ:

• What letters did you find?

• What word do you think they form?

• What does the word HAVE mean?

DIFF:

• Emerging: SS will draw and label one object they have.

• Advanced: SS will write two sentences using the word HAVE and describe their object.

MATERIALS:

• 4 labeled objects (H, A, V, E)

• Scavenger hunt clue cards or hiding spots

• Journals and writing tools

EXIT TICKET:

• SS will write or say one sentence using the word HAVE.

Part 2: Mini Lesson
Students will identify ways they contribute to a positive classroom community and relate examples from the story to their own classroom behaviors and relationships. After reading, co-create a class anchor chart titled “In Our Classroom Family, We…” where SS generate examples of how they can be supportive and caring to each other.

METACOGNITION: COMPASSIONATE

• SEE: Look at the faces of the characters in the book. What do you notice?

• THINK: What are some things families do that make people feel loved or safe?

• ME: What do you do to help someone in our classroom feel included or happy?

• WE: How can we make sure everyone feels like part of our class family every day?

PQ:

• What makes this classroom feel like a family?

• How do the students in the story help one another?

• What can you do to make our class feel safe, fun, and kind?

DIFF.

• Emerging: Match or draw pictures of helping actions (e.g., sharing, listening, inviting to play). Use sentence starters like “I help my class family by…”

• Advanced: Write and illustrate a personal example of a time they helped a classmate or felt included.

MATERIALS:

• Our Class is a Family by Shannon Olsen

• Chart paper: “In Our Classroom Family, We…”

• Markers, crayons, pencils

• Blank paper for drawing or writing

EXIT TICKET:

• One way I can help our classroom family is __________.

SS will play a real-life version of the memory game to discover the new number of the week: 12. Each SS will have a picture of a character card placed on their back. One by one, SS will take turns coming to the center to find matching pairs by observing and comparing the backs of their peers. Once all pairs are matched, SS will realize that each pair has number representations (e.g., dice, tallies, fingers, numerals) that add up to 12. In pairs, they will make predictions about the new number and return to the classroom to record different representations of 12 in their journals. This activity supports the goal of composing numbers up to 12 using visual strategies, objects, and cooperative play.

METACOGNITION: COMPASSIONATE

• See: What do you notice about the pairs of numbers?

• Think: Why do you think these number representations were grouped?

• Me: Have I seen or used the number 12 in real life?

• We: How did working with a partner help us figure out the number?

PQ:

• What do the matching pairs have in common?

• What number do all the pairs make together?

• How can we show 12 in different ways?

DIFF:

• Emerging: SS will draw one simple representation of 12 (e.g., 6 dots + 6 dots).

• Advanced: SS will draw two or more different ways to represent 12 (e.g., dice, number bonds, fingers, tens and ones).

MATERIALS:

• Character picture cards with number representations on the back

• Journals and drawing materials

EXIT TICKET:

• SS will share one way to make 12 using two parts.

PQ:

• What shapes are easiest to fit together?

• How did you decide where to place each block?

• Did you have to move or rotate any blocks to make them fit?

DIFF:

• Emerging:

  • SS will focus on filling the space freely with support and visual cues

  • SS will describe basic shapes and colors

• Advanced:

  • SS will attempt to fill the space without gaps or overlaps

  • SS will explain their strategy or recreate a pattern shown by a peer or teacher

MATERIALS:

• Painter’s tape (to mark spaces on the floor)

• Variety of wooden or foam blocks in different sizes and shapes

  👍🏽

Materials

Linking chain

numbers cards

Differenciation

For learners needing extra support:

• Provide pre-counted chains to match with number cards.

• Use smaller number ranges (e.g., 1–5) before progressing to higher numbers.

For learners ready for more challenge:

• Ask them to create chains with more links (e.g., 10–20)

PQ

• How many links did you use in your chain?”

• “Can you find the number card that matches your chain?”

• “What happens if you add one more link?”

PQ:

• What word did you make?

• What sounds do you hear in your word?

• Can you build a new word by changing just one letter?

DIFF:

• Emerging:

  • SS will build simple CVC words with visual word cards

  • SS will focus on initial sounds and naming letters

• Advanced:

  • SS will build multiple words and try word families (e.g., pan, fan, tan)

  • SS will read the words aloud and write them in their journals

MATERIALS:

• Playdough

• Alphabet stamps

• Word cards

• Rolling pin

• Journals (for extension)

Materials:

Balls or objects

Baskets

Prompt Questions: 

• What happens if you try a different way to carry them?

• What was the hardest part of moving the balls? What helped you?

• How did your body feel while doing the activity?

  
  

Differentiation:

• Encourage counting aloud with the teacher or peer to reinforce number words. (low)

• Focus on just transferring balls from one spot to another before counting. (low)

• Use smaller balls or varied sizes to challenge fine motor skills.

PQ:

• What colors are in the Guayaquil flag?

• How many stripes and stars does it have?

• What does the flag represent?

DIFF:

• Emerging:

  • SS will focus on coloring and placing the correct number of stripes and stars.

• Advanced:

  • SS will explain the meaning of the flag parts and replicate its proportions more accurately.

MATERIALS:

• White, blue, and light blue paper

• Scissors and glue

• Markers, pencils, and classroom colors

METACOGNITION: COMPASSIONATE

• See: What do you notice about the objects you found?

• Think: What letter do you think they all start with?

• Me: Can you think of anything you own or use that starts with this letter?

• We: Why is learning letters important for everyone in our classroom?

PQ:

• What sound do these words begin with?

• What letter makes that sound?

• What other words can you think of that begin with K?

DIFF:

• Emerging: SS will draw and label using the initial letter only.

• Advanced: SS will write full words using phonetic spelling and attempt to write a sentence.

MATERIALS:

• Hidden letter K objects or image clues in hallway

• Journals and writing tools

• Letter of the Week wall

Students will apply fine motor skills by completing a tearing and gluing activity to create a simple collage.

Students will tear the paper into small pieces using only their fingers and glue them inside a simple shape drawn on paper (heart, star, circle).

They must cover the entire shape carefully without going outside the lines.

Skills:

• Hand strength

• Finger isolation

• Eye-hand coordination

• Precision and control

• Bilateral coordination (holding and tearing at the same time)

MATERIALS:

• Scrap paper or colored paper strips

• Glue sticks

• Paper with simple shapes drawn (heart, circle, star, etc.)

• Optional: crayons or markers to outline the shape

Skill:

• Number recognition

• Counting and one-to-one correspondence

• Symbolic representation (numeral, tally, ten-frame)

• Fine motor and visual organization

Materials:

• Dry-erase mats with sections for: Count It, Find It, Write It, Tally It, and Make It

• Ten-frame counting cards

• Mini animal counters or other manipulatives

• Dry-erase marker

Students will develop their listening comprehension by identifying and circling letters, numbers, and objects they hear, reinforcing vocabulary recognition and auditory discrimination.

Ss will have a visual paper that contains letters, numbers, and object pictures (mixed up on the page). They will listen to the audio for 15 minutes. When they hear a letter, number, or object, they will circle what the command asks.

Materials:

• Worksheet printed

• Audio Aquí esta el link aun asi lo pueden encontrar en nuestra carpeta de Kinder en flag time https://naena.sharepoint.com/:u:/r/sites/ColegioMenorSamborondonDatabase/ech/Shared%20Documents/Level%20Folder%2025-26/Kinder/FLAG%20TIME/Listen%20and%20circle.m4a?csf=1&web=1

• Markers

• Ipads

• Headphones. ( doesn't work with new iPads) / Speaker