SS will work in small groups to sort and place objects into a number mat based on a target number in the center. Each mat features a large number in the middle (e.g., 3, 4, 11), and SS will find different ways to represent that number by placing matching quantities of items in each section (e.g., pencils, clips, counters, blocks). This activity builds number sense, one-to-one correspondence, quantity recognition, and classification skills.

PQ:

• How many items did you place in that section?

• What helped you know you had the right amount?

• How are these different items showing the same number?

DIFF:

• Emerging:

  • SS will use a small set of familiar materials (1–5 items) with counting support

  • SS will place one type of item at a time and count aloud

• Advanced:

  • SS will use varied materials to show the number in multiple ways

  • SS will explain how they checked and compared quantities across sections

MATERIALS:

• Large number circle mats (paper or laminated)

• Objects for sorting (counters, dominos, clothespins, blocks, manipulatives, etc.)

• Dice or number cards (optional for random number generation)

Students will apply phonemic awareness and phonics knowledge to stretch out CVC words, write them, and illustrate meaning, reinforcing early literacy skills.

Description:

Students will participate in a multisensory activity where the teacher will say a CVC word aloud (e.g., “cat,” “sun,” “log”) and display an image on the whiteboard. Students will stretch out the word by saying each sound slowly and writing the corresponding letters on their whiteboards. After writing the word, they will draw a matching picture.

The teacher will model how to stretch out the word and write it on the board using finger tapping and segmenting aloud. The class will then reflect on how stretching words helps them write independently.

Prompt Questions (PQ):

• How do we stretch out words?

• What senses do we use to do it?

• What do you hear at the beginning, middle, and end of the word?

Differentiation (DIFF):

• Emerging: Ss can copy the word from the board after hearing it and focus on drawing the image.

• Advanced: Ss who are able will write a complete sentence using the stretched-out word (e.g., “I see a cat”).

Skills Targeted:

• Phonemic awareness

• Phonics: beginning, middle, and ending sounds

• Sound-letter correspondence

• Spelling and early writing

• Listening and following directions

• Fine motor (writing and drawing)

Materials:

• Whiteboards and markers

• Visuals or word cards for CVC words

• Teacher whiteboard and marker

• Erasers or tissues

Students will recall and identify numbers 1 to 12 and their representations by participating in an interactive game of Kahoot!

Description:

In this whole-group activity, students will engage in a fun, interactive digital quiz using Kahoot! The quiz will include multiple formats such as:

• Identifying numerals

• Matching numerals to sets

• Counting objects

• Identifying number words

Students will answer on their own or in small teams, depending on available devices.

Prompt Questions (PQ):

• What strategies help you remember each number?

• How can you match a number word to a numeral?

• Can you count the objects before the timer runs out?

Differentiation (DIFF):

• Emerging: May play in pairs or with support, focus on identifying numerals.

• Advanced: Work independently, read number words and solve representation questions.

Skills Targeted:

• Number recognition

• Number-word association

• Counting and one-to-one correspondence

• Visual discrimination

Materials Needed:

• iPads or laptops with Kahoot! access

• Projector/Smartboard for class display

• Pre-made Kahoot! quiz with numbers 1–12

-Take attendance

-Move your body

MM: Hello Hummingbirds, Please complete the missing numbers.

Activity Description:

“Fix the Problem” – Respect Role Play

Students will be divided into small groups. Each group will take a card from a bag with a disrespectful situation (e.g., interrupting a friend, not sharing materials, yelling in class, making fun of someone, not listening when others speak).

First, they will act out the situation as described, showing the disrespectful behavior. Then, the group will verbally explain to the class what the problem was, how the characters might have felt, and what respectful solution they would suggest instead.

The class ends with a short teacher-led reflection to reinforce the value of respect.

PQ (Prompt Questions):

1. Why was the situation disrespectful?

2. How can we solve that problem respectfully?

3. What other respectful solutions could work?

DIFF:

• Emerging: Provide sentence stems or model phrases for the solution (e.g., “I could say...”, “Next time I can…”), and teacher support when sharing.

• Advanced: Encourage children to describe emotions and consequences in detail, and to connect the situation to real-life experiences.

MATERIALES:

• Cards with disrespectful situations

• Bag or box to draw the cards

• Open space for dramatizing

"Stretching Out Words to Write Them"

(Inspired by "Dangerous")

Students will stretch out words slowly to hear and record sounds using letter-sound knowledge, and label their drawings just like Mole in Dangerous, reinforcing the connection between writing, labeling, and communication.

Description:

In this session, the teacher will use the book Dangerous by Tim Warnes to introduce the purpose and fun of labeling. Students will see how the character Mole uses labels to describe the world around him. The teacher will then model how to stretch out and write words by labeling parts of a shared drawing, comparing the process to stretching a rubber band. Students will apply this strategy by creating their own labeled drawing inspired by the story.

Prompt Questions (PQ):

• Why did Mole love labeling everything?

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

• How can stretching a word help us write it?

DIFFERENTIATION (DIFF):

• Emerging: Focus on writing the first sound of each label with picture support.

• Advanced: Stretch out and write full words and label multiple parts or write a simple sentence.

Skills Targeted:

• Phonemic awareness (segmenting)

• Sound-letter correspondence

• Labeling with purpose

• Vocabulary development

• Fine motor and handwriting

• Comprehension (connecting text to writing)

Materials:

• Dangerous by Tim Warnes (book or read-aloud video)

• Shared writing paper or drawing

• Rubber band (for sound-stretching demo)

• Class name chart

• Student journals or writing paper

• Pencils and crayons

• Optional: labeling arrows or sticky notes

Structure of the Lesson:

Connection:

Read or revisit Dangerous by Tim Warnes.

“Remember how Mole labeled everything he saw? He wanted to help others understand the world around him. Writers can do that too—with pictures and words!”

Tell a story about trying to understand a student’s drawing without labels, and how labeling helped make their message clear.

Teaching Point:

“Writers use pictures and words. When we don’t know how to spell a word, we stretch it out slowly and write the sounds we hear. Just like Mole, we can label our drawings so others understand what we’re saying.”

Teaching (Modeling):

• Show a shared drawing (e.g., a monster, playground, or object like in Dangerous).

• Choose a word to label (e.g., “tail”).

• Stretch it like a rubber band: t-a-i-l

• Write it together with the class. Use the name chart to help find starting sounds.

“Let’s be like Mole! What else should we label?”

Active Engagement:

Invite students to help you label another item on the drawing (e.g., “eye” or “leg”), stretching out the word slowly together and writing the first sound (or more).

Link:

“Now it’s your turn. Just like Mole, you’ll make a drawing of something and add labels. Remember to stretch out each word slowly to hear the sounds. You can use the name chart and our sound wall to help.”

Independent Activity:

• Students will draw something they’d like to label (inspired by Mole—an animal, object, or even a friend).

• They will stretch out and write labels for at least 2–3 parts.

• Advanced students may also write a short sentence using a familiar HFW (e.g., “I see tail.”)

Conferring:

Walk around and support stretching strategies. Prompt students to say the word slowly and match the sound to a letter. Praise brave spelling and labeling effort.

Share:

Students will pair up to read their labels to a friend. Invite a few students to show their work and explain how they stretched the word to write it.

“Writers, you labeled like Mole! You helped us understand what’s in your drawing by using sounds and letters.”

Let me know if you’d like:

• A printable Mole-style labeling sheet

• A short reflection page for after the activity

• Labeling sentence stems (ex: "This is my ___")

-Take attendance

-Move your body

MM: Hello Hummingbirds!

Lets play memory!

Students will practice stretching out words by identifying sounds and using various materials to represent them, reinforcing phonemic awareness and early writing skills.

Description:

Students will rotate through 5 hands-on stations designed to help them stretch out words using visuals and materials that support sound-letter correspondence and word building.

Station 1: Concrete Materials & Fomi Letters

Students will look at a picture, stretch out the word, and build it using foam letters.

Station 2: Images & Sentence Strips

Students will match images to sentence strips, then stretch out and write the missing word.

Station 3: Dough & Stamps + iPad Images

Students will use alphabet stamps to form stretched-out words based on pictures seen on the iPad.

Station 4: Whiteboard & Images

Students will write stretched-out words on a whiteboard by looking at given images.

Station 5: Playdough & Concrete Materials

Students will form letters from playdough and place them next to the object or image that matches the word.

Prompt Questions (PQ):

• How do we stretch out words?

• Why do we stretch out words when we write?

Differentiation (DIFF):

• Emerging: Focus on identifying and writing initial or dominant sounds only.

• Advanced: Stretch out and write full words or label multiple parts of an image.

Skills Targeted:

• Phonemic awareness

• Sound-letter correspondence

• Fine motor development

• Word formation and labeling

• Vocabulary development

Materials:

• Fomi letters

• Picture cards

• Sentence strips

• Alphabet stamps and dough

• Whiteboards and markers

• Playdough

• iPads with image gallery

• Concrete materials (toy objects, manipulatives)

Description:

The teacher will show the Guayaquil flag and briefly discuss its colors and meaning. Students will then receive a printed flag template and use a variety of materials to decorate it. Once completed, they can take it home to celebrate their city.

Prompt Questions (PQ):

• What colors do you see on Guayaquil’s flag?

• Why is it important to know our city’s flag?

• What materials would you like to use to decorate your flag?

DIFFERENTIATION (DIFF):

• Emerging: Focus on gluing materials onto the correct colored stripes with support.

• Advanced: Try to replicate the flag design independently and explain the meaning of the elements.

Skills Targeted:

• Fine motor (cutting, gluing, placing materials)

• Visual discrimination

• Cultural awareness and identity

• Creative expression

MATERIALS:

• Guayaquil flag template

• Glue sticks

• Blue and white tissue paper, cotton, sequins, glitter, ribbon

• Pencils and crayons (optional for additional decoration)

-Take attendance

-Move your body

MM: Hello Hummingbirds!

Let’s solve these riddles.

Students will collect and interpret data by conducting a class survey, asking a simple question to their classmates, and recording their responses using tally marks or pictures.

Description:

Students will choose a survey question (e.g., What is your favorite fruit? or Do you like dogs or cats?), then walk around the classroom and ask their peers. They will record responses using tally marks, symbols, or pictures. After collecting the data, they will count and compare the results.

Prompt Questions (PQ):

• What question are you going to ask your friends?

• How will you record their answers?

• Which answer had the most votes? Why do you think that is?

DIFFERENTIATION (DIFF):

• Emerging: Use pictures or symbols and tally marks to collect answers with teacher support.

• Advanced: Write their survey question and label the answer choices, then make a simple bar graph or write a sentence about the results.

Skills Targeted:

• Data collection and interpretation

• Communication and social interaction

• Counting and comparing quantities

• Labeling and graphing

• Fine motor (drawing/writing tallies, symbols)

MATERIALS:

• Survey clipboard or printable template

• Pencils and crayons

• Sample survey questions

• Optional: class list to check off asked peers

• T-chart or graph template

Objective (Bloom: Applying, Creating):
Students will use visual clues and high-frequency word knowledge to decode and write simple sentences, reinforcing sight word fluency and sentence structure.

Description:

Students will receive sentence “codes” made up of HFW images and pictograms (e.g., picture of “I”, picture of “like”, image of a cat). They must “crack the code” by writing the full sentence on their recording sheet using the correct high-frequency words and labeling the object.

Example Code Strip:
🧍 (I) + ❤️ (like) + 🐶 (dog)
Student writes: I like dog (advanced: I like the dog)

They then draw a matching picture and stretch out any missing sounds to label.

Prompt Questions (PQ):

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

• What is this sentence trying to say?

• What letter sound does this picture start with?

DIFFERENTIATION (DIFF):

• Emerging: Use sentence codes with 2–3 HFWs and picture support; focus on writing words with teacher/peer support.

• Advanced: Write a second sentence related to the first or extend by labeling more parts in the picture.

Skills Targeted:

• High-frequency word recognition

• Sentence writing

• Labeling and phonemic awareness

• Reading comprehension (visual decoding)

• Fine motor (handwriting and drawing)

MATERIALS:

• sentence codes (using HFW and pictograms)

• Recording sheets or journals

• Pencils and crayons

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

BUILDING CVC WORDS

Students will build CVC (consonant-vowel-consonant) words by identifying sounds and selecting the correct letters using fine motor tools.

• 
  

  Description:

  Students will observe CVC image prompts displayed on the classroom window (e.g., cat, sun, map). Using tweezers, they will search for and retrieve foam (fomi) letters hidden in a sensory table. Then, they will build the corresponding CVC word on a mat or tray placed near each image.

  
  

  Prompt Questions (PQ):

  • What sounds do you hear at the beginning, middle, and end of this word?

  • Which letters match those sounds?

  • Can you read the word you made?

  DIFFERENTIATION (DIFF):

  • Emerging: Match beginning sounds or use color-coded hints for letter placement.

  • Advanced: Write the word in a journal and create a sentence using the word.

  Skills Targeted:

  • Phoneme segmentation and blending

  • CVC word building

  • Letter-sound correspondence

  • Visual discrimination

  • Fine motor coordination

  Materials:

  • Sensory table with filler (e.g., rice, sand, beans)

  • Foam (fomi) letters

  • Tweezers

  • Laminated CVC image cards (displayed on the window)

Students will begin to identify and name emotions, understand how they feel in their bodies, and reflect on how thoughts and emotions are connected.

Mini Lesson Content:

What are emotions?
Emotions are signals from our body and brain that help us understand how we feel in certain situations.

10 Universal Emotions:

1. Joy

2. Sadness

3. Anger

4. Fear

5. Surprise

6. Disgust

7. Contempt

8. Guilt

9. Shame

10. Interest

Key Concepts to Teach:

• Emotions last about 90 seconds. If we continue thinking about them, we prolong the experience.

• Emotions are contagious — they can spread from one person to another.

• Sometimes the mind creates emotions about something that hasn't happened yet.

• A feeling without a body sensation is just a thought.

• “Aha” moments are when we become fully aware of what we’re experiencing.

• Pain is real, but suffering often comes from the thoughts we attach to it.

Activity – Emotion Body Check-In

Whole Group:

• Create a list of emotions students commonly feel. Use simple vocabulary if needed.

• Guide students through a short exercise: “Close your eyes and I will name an emotion. Pay attention to where you feel it in your body.”

  • Examples: “Where do you feel happiness?” “Where do you feel anger?”

Prompt Questions (PQ):

• What is an emotion?

• Where do you feel [emotion] in your body?

• Can we feel more than one emotion at the same time?

Differentiation (DIFF):

• Emerging: Students identify emotions using visuals or facial expressions and point to where they feel them.

• Advanced: Students describe the sensation and explain why they might feel that way in specific situations.

Skills Targeted:

• Emotional recognition

• Self-awareness

• Body-mind connection

• Vocabulary development

• Regulation of emotional response

Materials:

• Emotion cards or chart

• Body outline template for labeling sensations

• Calm space for guided check-in

• Whiteboard or chart paper

COMPASSIONATE:  SEE, THINK, ME, WE 

Rising Water Candle Experiment

Students will observe and analyze how air pressure affects water movement by making predictions and recording the results of a scientific experiment.

Description:

The teacher lights a small candle in the center of a bowl filled with colored water. A clear glass jar is placed over the candle. As the candle extinguishes, students observe how the water rises inside the glass. The teacher facilitates discussion to guide understanding.

Independent Activity:

Students will fold a paper or use their science journals to make a two-part entry:

1. Before the experiment: Draw what they think will happen and label their drawing.

2. After the experiment: Draw what actually happened, label it, and (if able) write a sentence to describe the result.

Prompt Questions (PQ):

• What do you predict will happen when the glass covers the candle?

• Why do you think the water is rising?

• What changed when the flame went out?

DIFFERENTIATION (DIFF):

• Emerging: Draw and label what they see during the experiment.

• Advanced: Write a sentence or two comparing their prediction with the actual result.

Skills Targeted:

• Scientific inquiry

• Observation and prediction

• Drawing and labeling

• Cause and effect reasoning

• Vocabulary building

MATERIALS:

• Bowl

• Small candle

• Clear glass or jar

• Colored water

• Lighter/matches (teacher only)

• Chart paper

• Journals or folded “Prediction and Result” templates

• Pencils, crayons, markers

Students will identify and use the high-frequency word “have” in writing by recognizing it among other known HFWs and applying it in a personal sentence.

Description:

Students will search around the classroom for small balls, each labeled with a high-frequency word. After reviewing the words together, they will identify which one is the new HFW: "have." Once discovered, they will add it to the HFW wall. Then, students will write and illustrate a sentence in their journal using “have” to describe something they own or enjoy.

Independent act: Ss will work on their journals praticing writing sentences using the HFW have. prompt: "what toys do you HAVE at home?"

Prompt Questions (PQ):

• What is a high-frequency word?

• How can we figure out which word is new?

• What is something you have at home or school?

DIFFERENTIATION (DIFF):

• Emerging: Use the sentence starter “I have ___.” and draw to support meaning.

• Advanced: Write full sentences using “have” and one or more other HFWs (e.g., “I have a dog and I like him.”)

Skills Targeted:

• High-frequency word recognition

• Sentence building

• Oral-to-written connection

• Personal expression

• Fine motor (writing, drawing)

MATERIALS:

• Small plastic balls labeled with various HFWs

• HFW word card: “have”

• HFW classroom wall

• Student journals

• Pencils and crayons

-Take attendance

-Move your body

MM: Hello Hummingbirds!

Please complete the body parts:

-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"? 

• RAFI 

• MARIANA 

• CAYETANA 

• SALVATORE 

• ALESSANDRO 

• EZEQUIEL 

• LARISSA 

• JOAQUINA 

• FRANCO 

• VIOLETA 

• DOMENICA 

• ELISA 

• LEONARDO 

• BENJAMIN 

• FELIPE 

• VALERIE 

• VICTORIA 

• LUANA 

• LAIA 

• RAFAELLA 

• 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

See: look closely. What do you notice? Make lots of observations 

Think: What thoughts do you have? 

Me: What personal connections can you make? 

We: What connections can you make to the wider world and our place within it? 

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

• Markers

• Ipads

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

SS will develop fine motor control, focus, and problem-solving skills by navigating a magnetic object (such as a ball or paperclip) through a maze using a magnetic wand. This activity encourages spatial reasoning and hand-eye coordination as SS recognize pathways, track directionality, and solve movement-based challenges through active exploration.

PQ:

• What strategy did you use to get through the maze?

• Did you have to try a different way to reach the end?

• How did you control the magnetic object?

DIFF:

• Emerging:

  • SS will complete simpler mazes with wide, curved paths

  • SS will work with support to guide their movement

• Advanced:

  • SS will complete more complex mazes with turns and dead ends

  • SS will explain how magnets work and predict the direction of motion

MATERIALS:

• Printed magnet mazes

• Magnetic wands

• Magnetic objects (metal balls, paperclips, etc.)

• Tray to contain movement (optional)