Let's Build a shelter!

(Metacognition: Comitted)

Objective:
Practice problem-solving and design thinking by testing and refining a structure.

Description:
Students will design and build a shelter to protect a small plastic animal or figure from simulated rain (sprayed water). After testing, they will reflect on what worked and what could be improved in their design.

PQ:

• What does a strong shelter need?

• What happened when the rain hit your shelter?

• What would you change to make your shelter better?

DIFF:

• Emerging: Use basic materials to cover the animal and describe what they built.

• Advanced: Design using multiple materials, explain the purpose of each part, and redesign based on results.

MATERIALES:

• Straws

• Tape

• Aluminum foil

• Paper

• Small plastic animals or figures

• Spray bottle with water

LINK VIDEO

Students will identify and generate words in the -at, -en, and -ay word families through a whole-group interactive activity and an independent practice.

Description of Activity

Whole Group:

• Introduce the 3 word family houses: -at, -en, -ay (draw 3 big houses on chart paper/whiteboard).

• Say a word (e.g., cat). Ask: “Which family does this word belong to?” Place/magnet it under the correct house.

• Continue with different words (mat, hen, ten, play, say, etc.).

• Have students take turns coming up to place words in the right house.

Independent:

• Each student will receive a mini version of the 3 houses in their journals or a word template.

• They will cut/paste or write different words into each house.

• Then, they will draw a picture of one word from each family.

Prompt Questions (PQ)

• What do all the words in a word family have in common?

• Can you think of another word that belongs to the -at / -en / -ay family?

• How does knowing word families help us when we read?

Differentiation (DIFF)

• Emerging: Match pictures to the correct word family house with teacher support.

• Advanced: Write their own sentences using one word from each family.

Materials

• Chart paper/whiteboard with 3 “houses”

• Word/picture cards

• Journals or word template

• Pencils, crayons, scissors, glue

Skills Targeted

• Phonemic awareness

• Word recognition

• Categorization

• Writing and vocabulary development

Students will identify initial consonant sounds and complete word families, demonstrating phonemic awareness and early spelling skills.

Description:
Students will work at a center with word family cards. Each card will show a word family (e.g., -at, -ig) with the initial consonant missing. Students will write the correct initial consonant to complete each word (e.g., c + -at = cat).

Prompt Questions (PQ):

1. What sound do you hear at the beginning of this word?

2. Can you think of another word that belongs to this word family?

3. How did you decide which consonant to write?

Differentiation (DIFF):

• Emerging: Work on 2–3 word families with picture cues for each word.

• Advanced: Complete 4–5 word families independently and write a sentence using one of the words.

Materials Needed:

• Word family cards with missing initial consonants

• Pencils or dry-erase markers

• Picture cues for emerging students (optional)

• Small whiteboards or paper for writing

Skills Targeted:

• Phonemic awareness

• Letter-sound correspondence

• Writing skills

• Early spelling

• Our attention moves from one place to another.

• Practice: We move our attention from one place to another.

SESSION # 2

ACTIVITY

• “Be Cool” Poster: Students create posters showing what makes someone truly cool (kind, helpful, friendly).

-Take attendance

-Move your body

Hello Hummingbirds!

You will identify a yes yes sentence and a no no sentence.

• Iamhappytoday.

• Icanseeacat.

• Iliketoplay.

• Wecangotothepark.

• Ihavearedball.

• Iamintheclassroom.

Students will learn to revise and improve their writing by using a checklist and giving/receiving feedback from peers.

Connection:
Gather students on the rug.

• “Writers, you’ve already been working so hard to get your ideas onto the page. Today we’ll learn that writers don’t just say ‘I’m done.’ Writers reread and make their writing the best it can be.”

• Show the new checklist (with icons for Picture, Words, Spacing, Neatness, Labels).

Teaching Point:
“Today I want to teach you that writers use a checklist to make sure their writing is the best it can be. Writers reread, check their work, and sometimes make little changes to make it even better.”

Teaching (Modeling):

1. Show a student sample (your own or a volunteer’s with permission).

2. Use the checklist step by step:

   • Picture: “Do I have a picture?” (check)

   • Words: “Do I have words?” (circle missing labels)

   • Spacing: “Can I read my words easily?”

   • Neatness: “Is my work neat so others can read it?”

   • Labels: “Did I add details?”

3. Make a small change (e.g., add a missing label, fix spacing).

Active Engagement:

• Partners switch papers and use the checklist together.

• Partner A: Reads and checks Partner B’s writing. Gives one compliment and one suggestion (“I like how you… Maybe you could add…”).

• Switch roles.

Link:
“Writers, today when you go off to write, you’ll use the checklist to make your writing the best it can be. Remember, writing isn’t just about finishing fast—it’s about making your work clear, detailed, and easy for others to read.”

Independent Writing:

• Ss continue working on a piece of writing.

• They use the checklist independently before putting it away.

• Teacher circulates, confers, and prompts students to check specific areas.

Share:

• Invite 1–2 Ss to share how they improved their writing using the checklist.

• Highlight specific examples of giving/receiving feedback.

• “Writers, today we learned that checklists and friends can help us make our writing stronger.”

PQ (Prompt Questions):

• How does the checklist help us as writers?

• What can you do to make your writing easier for others to read?

• What is one kind suggestion you can give a friend about their writing?

DIFF (Differentiation):

• Emerging: Use checklist with teacher/peer support and focus only on Picture and Words.

• Advanced: Apply the full checklist and add extra details or more sentences to improve writing.

Materials:

• New writing checklist (with visuals/icons)

• Student writing folders

• Chart paper for modeling

• Pencils, crayons

• Sticky notes (for partner feedback)

Skills Targeted:

• Revision strategies

• Peer feedback and collaboration

• Attention to conventions (spacing, neatness)

• Self-reflection in writing

-Take attendance

-Move your body

Hello Hummingbirds!

Today we will play with rhyming words.

Which two of these words rhyme:

cat – hat – sun

dog – log – car

tree – bee – book

Can you give me more examples?

-Take attendance

-Move your body

Hello Hummingbirds!

Today we are going to read a story.

-Take attendance

-Move your body

Hello Hummingbirds!

Let’s listen to these sentences.

As you listen, place one block for each word you hear.

I like my dog.

We can play outside.

The sun is shining bright.

-Take attendance

-Move your body

-Daily Affirmations

Hello Hummingbirds!

Let’s look at this image and see what’s wrong with it.

• 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"? 

Objective:
Students will identify and label body parts, then create a model character using playdough with all body parts represented.

Description:
First, students will draw a person on paper and label the body parts (head, arms, legs, hands, feet, etc.). After completing the labeling, students will use playdough to create a character including all the appropriate body parts. The teacher will check for accuracy and encourage students to name each part as they build it.

PQ:

1. What body parts does every person need?

2. How can you show them in your drawing?

3. Does your playdough character have all the parts you labeled?

   
   

DIFF:

• Emerging: Label main parts (head, arms, legs) with support.

• Advanced: Label additional details (fingers, knees, elbows, hair) and add them to the playdough model.

  
  

MATERIALES:

• Paper and pencils

• Markers or crayons

• Playdough (variety of colors)

• What can you see? 
• What do you think the story is going to be about?

• Here you can intentionally show ss that the picture/image is cohesive to the text. 

• What happened in the story?
• What was the Problem?
• What was the solution? 
• Characters and setting
• New vocabulary

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

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

• RAFI 

• MARIANA 

• CAYETANA 

• SALVATORE 

• ALESSANDRO 

• EZEQUIEL 

• LARISSA 

• JOAQUINA 

• FRANCO 

• VIOLETA 

• DOMENICA 

• ELISA 

• LEONARDO 

• BENJAMIN 

• FELIPE 

• VALERIE 

• VICTORIA 

• LUANA 

• LAIA 

• RAFAELLA 

• ANTONELLA

Students will recognize, trace, and produce the letters O and G, and identify and write words that begin with these sounds, demonstrating understanding of letter-sound correspondence and applying phonics skills in their journals.

Whole-Group Activity:

• Students will explore a table with Oreos and gummy bears. They will be prompted to figure out what we are learning based on these items.

• Review the tracing and sound of the two new letters (magic “c” letters).

Independent Activity:

• Students will work in their journals, drawing and writing items that begin with the initial sounds O and G.

Prompt Questions (PQ):

1. Who in the class has a name that starts with the beginning sound O or G?

2. Can you think of another word that starts with the same sound as O or G?

3. What do you notice about the way we write these letters?

DIFF:

• Emerging: Draw and label items with teacher support.

• Advanced: Stretch out words and attempt to write them independently.

Materials Needed: Oreos, gummy bears, journals, pencils, tracing sheets for O & G.

Skills Targeted: Letter recognition, phonemic awareness, fine motor skills, early writing, sound-letter correspondence.

Students will recognize and locate the high-frequency word NO, discuss its meaning in the context of classroom rules, and write sentences using NO to demonstrate understanding and application of the word in meaningful contexts.

Whole-Group Activity:

• Students will search the classroom for the new high-frequency word NO hidden around the room and paste it on the HFW wall.

• Participate in a discussion about things we should not do inside the class, emphasizing the use of the word NO.

Independent Activity:

• Students will write sentences about things they shouldn’t do in the class, incorporating the HFW NO in their writing.

Prompt Questions (PQ):

1. Can you find the word NO in the classroom?

2. What are some things we shouldn’t do in the class?

3. How can you use NO in a sentence about our classroom rules?

DIFF:

• Emerging: Draw or label pictures representing rules with NO.

• Advanced: Write complete sentences using NO correctly in context.

Materials Needed: HFW cards for NO, HFW wall, journals, pencils, classroom items for hiding the words.

Skills Targeted: Letter and word recognition, sentence writing, understanding classroom rules, phonics application.

Students will read and comprehend simple sentences in Level A books, identify high-frequency words, and retell or respond to questions about the story to demonstrate understanding.

Whole-Group Activity:

• Read a Level A book aloud together with the class.

• Pause at key sentences and ask students to point out or clap when they hear a high-frequency word (I, CAN, SEE, A, LIKE, THE, MY, HAVE, YOU, WE, AND, IN, AM, IS, TO, AT).

• Ask simple comprehension questions:

  • Who is in the story?

  • What do you see in the story?

  • What happens first? What happens next?

Independent Activity:

• Students receive a level a book

• They read the book, make a list of the HFW they identify, and draw a picture to represent the book.

• Optionally, students can write and draw a different ending for the book.

Prompt Questions (PQ):

1. What is happening in this sbook?

2. Which high-frequency words do you see?

3. Can you tell me what might happen next in the story?

DIFF:

• Emerging: Point to or trace the high-frequency words and draw a picture of the sentence.

• Advanced: Read the sentence independently and write it in their journal with a matching illustration.

Materials Needed: Level A books, sentence strips or journals, pencils, crayons, highlighters.

Skills Targeted: Reading comprehension, high-frequency word recognition, early writing, oral language, illustration for comprehension.

Session # 1

Students will explore the themes of kindness, fitting in, and friendship. They will predict events, connect to their own experiences of belonging, and reflect on what it means to be “cool” through discussion and creative response.

Interactive Read-Aloud and Discussion

Before Reading

Show the cover. Ask:

• “What do you think makes a bean cool?”

• “Have you ever wanted to be like someone else? Why?”

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

Make a class chart: What Makes Someone Cool? (kind, friendly, helpful, fun).

During Reading

Pause when the bean notices the others being “cool.” Ask:

• “Why does the bean feel left out?”

• “What do you think will happen next?”

• “How can someone show kindness even if they look or act different?”

Stop when the Cool Beans help the main character. Ask:

• “Why did they decide to help?”

• “What do you predict will happen to their friendship?”

• Highlight emotions: lonely, embarrassed, surprised, happy.

After Reading

Discuss:

• “What surprised you about the Cool Beans?”

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

• “Have you ever had a time when someone was kind to you?”

• Add to chart: Cool Ways to Be Kind (share, include others, help, smile).

Prompt Questions (PQ):

• What lesson does this story teach about being “cool”?

• How do you feel when you are left out?

• Why is kindness more important than being popular?

DIFF.

• Emerging: Use emotion cards (sad, lonely, happy, proud) to connect with the bean’s feelings. Practice with sentence starters: “The bean felt ___ because ___.”

• Advanced: Write or dictate: “A time I felt like the bean was when…” Role-play a scene showing a kind action and how it changes feelings.

Students will recognize, count, and represent the number 16 in different ways.

Whole-Group Activity:

• Description: Use a large floor mat or a table space with 16 objects (e.g., blocks, toy animals, or counting bears). Have the class count aloud together to 16, placing objects in a “part-part-whole” formation (e.g., 10 + 6, 8 + 8, 12 + 4). Use a visual chart showing the “parts” and “whole” to reinforce the concept. Ask students questions like, “How many more do we need to make 16?” or “Can we make 16 in a different way?”

• Prompt Questions (PQ):

  1. How many do we have in this group?

  2. Can we split 16 into two smaller groups in a different way?

  3. Why do you think 16 is a bigger number than 10?

• DIFF:

  • Emerging: Count objects up to 16 with teacher guidance.

  • Advanced: Create 16 using different combinations independently and explain reasoning.

Independent Activity:

• Description: Students receive a small tray or mat and 16 counting objects. They will create their own “part-part-whole” arrangements, then draw or write the combinations in their math journals (e.g., 7 + 9 = 16). Encourage creativity by letting them make different arrangements and record them.

• Prompt Questions (PQ):

  1. How did you split your 16 objects?

  2. Can you find another way to make 16?

  3. Which combination do you like best and why?

• DIFF:

  • Emerging: Arrange 16 objects into two groups with support.

  • Advanced: Record 3–4 different combinations of 16 independently.

Materials Needed: Counting objects (blocks, bears, etc.), mats or trays, math journals, pencils, chart paper for whole-group visual.

Skills Targeted: Number recognition, counting, part-part-whole understanding, independent problem solving, visual representation of numbers.

(Metacognition: Comitted)

slides

Whole-Group Activity:

• Students will participate in a mini-lesson to learn that every cause has an effect.

• Students will examine images (showing either a cause or an effect) and identify which is which.

Students will investigate how different actions produce effects by testing how liquids move through paper towels and explain the results of their experiment.

Materials Needed:

• Two different types of paper towels (e.g., thick vs. thin)

• Cups with colored water

• Small plates or trays

• Stopwatch or timer (optional)

Procedure:

1. Place a cup of colored water on a plate.

2. Lay one end of a paper towel in the water and the other end on an empty plate.

3. Repeat with the second type of paper towel.

4. Observe which paper towel absorbs the water faster and spreads it farther.

5. Discuss: the cause is the type of paper towel used, and the effect is how quickly or far the water travels.

Prompt Questions (PQ):

1. Which paper towel absorbed the water faster? Why do you think that happened?

2. How does the type of paper towel affect the result?

3. Can you think of another action that might change the outcome?

DIFF:

• Emerging: Observe and draw what happens with each paper towel.

• Advanced: Record the results and write a sentence explaining the cause-and-effect relationship.

Skills Targeted: Observation, comparison, predicting outcomes, connecting actions with results, recording data.

Students will practice solving addition equations by playing a board game, applying number sense to move spaces and calculate sums.

Description:

• Students play in pairs or small groups.

• Each player rolls a dice and moves their piece forward that number of spaces on the game board.

• On the space, there is an addition equation (e.g., 3 + 2).

• The student must solve the equation before the next player takes a turn.

• First to reach the end of the board wins.

Prompt Questions (PQ):

1. What number did you roll?

2. What is the addition problem you landed on?

3. How did you figure out the answer?

DIFF:

• Emerging: Use counters, cubes, or fingers to solve the equation.

• Advanced: Solve the equation mentally and explain their thinking.

Materials Needed: Addition board game (with equations on spaces), dice, player pieces, counters (optional), journals for extension.

Skills Targeted: Addition, number recognition, counting, problem solving, turn taking, cooperation.

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

Numbers & Quantities in Sensory Table:

Students will identify numbers and match them to corresponding quantities, strengthening number sense and practicing addition.

Description:
Students will explore the sensory table to find hidden numbers and objects (e.g., foam numbers, number cards, and small items like buttons, beads, or animals). After finding a pair (number + quantity), they will:

1. Match the number card with the correct quantity of objects.

2. Record the number of objects next to each pair on a chart or in their journals.

PQ (Prompt Questions):

• How do you know this number matches the quantity you found?

• What strategy can you use to count the objects carefully?

• How many objects do you have in total if you add them together?

DIFF (Differentiation):

• Emerging: Match only numbers and objects up to 10.

• Advanced: Match numbers up to 20 and write addition sentences with their pairs (e.g., 7 + 3 = 10).

Materials:

• Sensory table with filler (rice, beans, sand, shredded paper)

• Foam numbers or laminated number cards

• Small objects (buttons, beads, pompoms, animals, blocks)

• Recording chart or journals

• Pencils, crayons

Skills Targeted:

• Number recognition

• One-to-one correspondence

• Counting with accuracy

• Matching number to quantity

• Addition and problem solving

• Fine motor skills (using tweezers to find objects, writing)

Students will identify objects in images and practice writing their names in both uppercase and lowercase letters, demonstrating understanding of letter case correspondence.

Description:

• Images are posted on the big window around the classroom.

• Students walk around, select an image, and write the corresponding word in their journals using both uppercase and lowercase letters.

• Encourage students to pay attention to the difference between uppercase and lowercase forms.

Prompt Questions (PQ):

1. What is the name of this image?

2. Can you write it in uppercase? Can you write it in lowercase?

3. What letters look different in uppercase and lowercase?

DIFF:

• Emerging: Write just the first letter in uppercase and copy the rest in lowercase.

• Advanced: Write the entire word independently in both uppercase and lowercase letters.

Materials Needed: Images posted on window, journals, pencils, crayons (optional).

Skills Targeted: Letter recognition, uppercase and lowercase writing, fine motor skills, word spelling, observation.

Cc will listen to an audio starting with a Warm Up with simple commands for it’s understanding. A quick listening game like “Simon Says” to get them focus. Later on the task will change, where they will guess the riddles. This time they will be able to place a chip on it.

Materials:

Print paper

Chips or linking cubes

Ss will apply number formation skills by tracing numbers 1–10 using a rainbow writing technique to reinforce recognition and handwriting fluency.

Each student receives a rainbow writing paper with numbers 1–10 printed in large bubble font. Ss will trace each number three times using three different colored crayons (e.g., red, blue, green) to create a “rainbow” effect. They will work quietly and independently at their tables.

After tracing, they will choose one number they like the most and draw that many objects underneath (e.g., 7 hearts).

SKILLS:

• number formation

• fine motor

  
  

MATERIALES:

• Rainbow writing (numbers 1–10)

• Crayons (variety of colors)

• Pencils

• Blank paper for drawing

Students will practice addition facts while strengthening fine motor skills by threading beads onto pipe cleaners.

Description:
Students pick a kite card with an addition problem (e.g., 4 + 1). They solve the problem and then thread the correct number of beads onto a pipe cleaner “kite tail.” This combines math fluency with fine motor development.

Prompt Questions (PQ):

• What addition problem do you have?

• How many beads will you need?

• How can you check your answer?

Differentiation (DIFF):

• Emerging: Use smaller numbers or provide a number line for support.

• Advanced: Create their own kite cards with higher addition or subtraction problems and solve them.

Materials Needed:

• Kite-shaped math cards with addition problems

• Pipe cleaners

• Beads (variety of colors)

• Number line (optional support)

Skills Targeted:

• Addition fluency

• Counting and one-to-one correspondence

• Fine motor (bead threading)

• Problem-solving and checking work

Students will segment spoken sentences into individual words by listening carefully, counting, and then writing the sentences to strengthen phonological awareness and early writing skills.

Description:

1. Introduction – Tell students: “Sentences are made up of words. Today we will listen carefully to sentences and break them into parts.”

2. Modeling – Say a short sentence out loud (e.g., “I like pizza”). Show how to count each word on your fingers and write the number 3 on the whiteboard.

3. Guided Practice – Read a few more sentences of increasing length. Students listen, count the words, and write the number on their personal whiteboards.

4. Independent Practice – Transition to journals. Say a sentence aloud and students write the full sentence in their journals, stretching out the words. Repeat with a few more examples.

Prompt Questions (PQ):

• How many words did you hear in that sentence?

• Why is it important to listen for each word?

• What happens if we forget one word when we write?

Differentiation (DIFF):

• Emerging: Use shorter, simpler sentences (2–3 words) and provide finger-pointing or visual markers for each word.

• Advanced: Challenge students with longer sentences (6–7 words) and have them write the sentence independently without repetition.

Materials:

• Teacher’s list of simple sentences (increasing in length)

• Student whiteboards and markers

• Journals

• Pencils

Skills Targeted:

• Phonological awareness (sentence segmentation)

• Listening comprehension

• Early writing and spelling (stretching out words)

• Counting and number association

SS will explore the concept of density by observing how different liquids form layers in a tall glass (honey, corn syrup, dish soap, water, oil, and alcohol). After building the density column, SS will predict and test what happens when they drop different small objects inside (e.g., a bead, paper clip, button, Lego). They will observe which layer each object sinks or floats in, discovering that denser liquids and heavier objects stay lower while lighter ones float higher.

METACOGNITION: CREATIVE

• Listen to the obvious option: What happens when I drop the object?

• Brainstorm hidden options: Why does it stop in a certain layer?

• Reflect: What did I learn about how density affects if something sinks or floats?

PQ

• What do you notice about how the liquids stay in layers?

• Why do some objects sink while others float?

• What can you tell about the density of each liquid?

DIFF:

• Emerging: SS will observe and identify which objects float or sink with teacher support.

• Advanced: SS will predict the position of each object and explain why it floats or sinks in that layer.

MATERIALS:

• Clear glass or cylinder

• Honey

• Corn syrup

• Dish soap

• Colored water

• Vegetable oil

• Alcohol (colored for visibility)

• Small objects (Lego, paper clip, marble, button, bead)