KINDERGARTEN CLASS DAILY PLANS

WEEK 4: ____________________
Monday Tuesday Wednesday
CONTENT FOCUS: I am me (self)
MEETING TIME 1: MEETING TIME 1: MEETING TIME 1:
Message: I change as I grow. Message: I can do more things as I grow and change. Message: I have feelings.
I grow bigger. I grow taller. I get stronger. I can learn to do more things. - Sometimes I’m happy. - Sometimes I’m sad.
- Sometimes I’m afraid. - Sometimes I’m angry.
Questions: Teacher shows a picture of herself as a baby. Questions: What are the things you can do now that you were Questions: What makes you happy?
How have I changed? How will I change as I continue to not able to do when you were a baby? What makes you sad?
grow older? Do you think you will change as I have? What What makes you afraid?
changes do you think will happen to you? What makes you angry?
List these changes and leave the list posted in the
classroom as you continue studying this concept.
WORK PERIOD 1 WORK PERIOD 1 WORK PERIOD 1
Teacher-Supervised: Accordion Book: Look At Me Teacher-Supervised: Step on Letters Teacher-Supervised: Name That Phoneme
Clapping Names
Independent: Independent: Independent:
 Dramatic/ block play  Dramatic/ block play  Dramatic/ Block Play
 Letter Puzzles  Color Bingo  Spot the Odd One Out (Letters)
 Letter Domino  Letter Puzzles  Letter Fishing Game (Set 2)
 Color Bingo  Spot the Odd One Out ( Letters)  Letter Lotto (Set 2)
 Spot the Odd One Out (Letters)  Letter Domino/ Letter Lotto (Set 2 )  Feelings Mask/ Feelings Poster
 Writer’s Workshop  Quilt: I can do many things.  Writer’s Workshop
 I can…Book
MEETING TIME 2: MEETING TIME 2: MEETING TIME 2:
Song: Paa, Tuhod, Balikat, Ulo Song: I Can Do Many Things PEHT p. 162 Song: My Feelings
Questions: What changes did you notice as you were Message: There are things that I like and things that I dislike.
growing up? What other changes do you think will happen as Take a Thing from the Box Questions: What are your favorite things? (color, food, places to
you continue to grow older? go to, activities or games)
Show comparison chart/accordion books that are finished. What are the things you don’t like?
Supervised Recess Supervised Recess Supervised Recess
STORY: Bilog na Itlog ni Al Santos STORY: Nagsasabi na si Patpat (Aklat Batibot) STORY: Halo-Halo Espesyal
WORK PERIOD 2: WORK PERIOD 2: WORK PERIOD 2:
Teacher-Supervised: Who has more? (comparing up to Teacher-Supervised: Hand Game and Lift the Bowl Teacher-Supervised: Feelings Poster
quantities of 6) (connecting using quantities up to 3)
Independent: Independent: Independent:
 Water/ Sand Play (nonstandard measure of capacity)  Water/ Sand Play (non-standard measurement of capacity)  Water/ Sand Play (non-standard measurement of capacity)
 Writing Papers (4,5,6)  Writing Papers (4,5,6)  Writing Papers (4,5,6)
 Comparing Numbers: A Game for Partners  Comparing Numbers: A Game for Partners  Comparing Numbers: A Game for Partners
 Step on Shapes  Bingo: Addition (0-3)  Bingo: Addition (0-3)/Bingo: Subtraction (0-3)
INDOOR/OUTDOOR ACTIVITY: Over Under Relay INDOOR/OUTDOOR ACTIVITY: Do You Remember? INDOOR/OUTDOOR ACTIVITY: What’s On My Back
MEETING TIME 3: Dismissal Routine MEETING TIME 3: Dismissal Routine MEETING TIME 3: Dismissal Routine

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 THURSDAY FRIDAY NOTES
CONTENT FOCUS: I am me (self)
MEETING TIME 1: MEETING TIME 1:
Message: I need food, clothing and shelter. Song: I am Special
My family provides for my needs. Message: I am special.
I am like other people in some ways.
I am different in other ways.
Questions: What do I need to grow and stay healthy? Questions: Ask students to observe one another.
What do your parents do to provide for your needs? How are we alike? How are we different?
WORK PERIOD 1 WORK PERIOD 1
Teacher-Supervised: Teacher-Supervised:
 Food Mobiles : Food that comes from Plants/Animals  Listen, Look and Say It
 Food Chart: Some food comes from plants. / Some food
comes from animals.
Independent: Independent:
 Dramatic/ Block Play/ Playdough: forming letters  Dramatic/ Block Play/ Playdough : forming letters
 Letter Fishing Game (Set 2)  Picture Puzzles
 Shape Memory Game  Sequence Cards: Which Comes First?
 Picture Puzzles  I can… Book
 Sequence Cards: Which Comes First?  Shape Memory Game
 Letter Match (Set 2)  Letter Match (Set 2)
MEETING TIME 2: MEETING TIME 2:
Song: Bahay Kubo Rhythmic Activity: Clapping Names
Kung Ang Ulan ay Malapot na Sorbetes
Questions: Show Food Mobiles and Food Chart Questions: Call 3 children at a time and ask:
What happens when we do not eat? Why are some children What makes (name of 1 child) different from the
and families unable to eat daily? Discuss natural & man-made other two?
disasters, as well as unemployment as causes.
Supervised Recess Supervised Recess
STORY: Nawawalang Kuting PEHT p. 198 STORY: Ang Kuya ni Karina
WORK PERIOD 2: WORK PERIOD 2:
Teacher-Supervised: Hand Game and Lift the Bowl Teacher-Supervised: Syllable Graph
(connecting using quantities up to 3)
Independent: Independent:
 Water/ Sand Play (nonstandard measurement of capacity)  Comparing Numbers: A Game for Partners
 Writing Papers (4,5,6)  Number Lotto (0-6)
 Comparing Numbers: A Game for Partners  Addition Bingo (0-3)/ Subtraction Bingo (0-3)
 Addition Bingo (0-3)/ Subtraction Bingo (0-3)  Find 3/ Subtraction Cards (2-3)
INDOOR/OUTDOOR ACTIVITY: Don’t Touch INDOOR/OUTDOOR ACTIVITY: Teacher Says
MEETING TIME 3: Dismissal Routine MEETING TIME 3: Dismissal Routine

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 APPENDIX: WEEK 4

A. THEME-RELATED ACTIVITIES

Clapping Names
Objective: to identify names or number of syllable in names
Materials: none
Number of Players/Participants: whole class
Procedure:
1. Teacher demonstrates how to do clap the syllables of her name.
2. Then she claps the name of some children.
3. Teacher calls in a name and asks everyone to clap that name.
4. Activity continues until the class has tried out at least 10 names.

Accordion Book – “Look at Me”

Objective: To recall the changes that happened as a person grows
Materials: a strip of ½ lengthwise bond paper (divide the panels into the age of the
Number of Players/Participants: 5-6 children
Procedure:
1. Ask the children to write the numbers from 1 to his present age below each panel.
2. For each panel, have the child draw and color the changes that happened to him.
3. Take down dictation, as needed, about what each drawing is all about.
4. Post the accordion books on the wall. Write the title of the activity.

Feelings Mask
Objective: to identify different feelings
Materials: paper plate, cut-out shapes from colored paper, scissors, paste/glue
Number of players/participants: 8 children
Procedure:
1. Tell the children that they will make a face showing a specific feeling e.g. happy, sad, angry, afraid using the cut-out
shapes.
2. Give each child a paper plate and help him lay-out the shapes on the paper plate to form a face.
3. Ask each child to identify the different facial features.
4. Help him/her label the parts by sounding out the letters and guiding him/her how to write the letters.

Feelings Poster
Objective: to identify feelings
Materials: Manila paper crayons/ markers
Number of children: 6 children
Procedure:
1. Encourage children to share experiences where they felt the feeling in focus.
2. Have them draw these situations on a construction paper or bond paper.
3. Paste this on the manila paper.
4. Write the title , “ I feel happy when … “ (note: change the title if you are focusing on a different feeling)

I Can Book
Objective: to develop self-awareness
Materials: individual booklets crayons, pencils
Procedure:
1. Distribute blank books to children.
2. On each page, ask them to draw things they can do now.
3. Ask them label their drawings

Quilt: I Can Do Many Things

Objectives: fine-motor coordination, expressing language
Materials: construction paper, crayons, scissors, yarn
Procedure:

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 1. Teacher cuts out individual frames of construction paper.
2. Ask each child to draw on each piece of construction paper something that he/she can do.
3. Have the child stitch the individual frames using the yarm.

Food Mobiles
Objectives: to identify different food items that come from plants/ animals
Materials: cardboard, yarn ,scissors, colored markers.crayons
Number of players/participants: 6-8
Procedure:
1. Ask children to draw food that comes from animals.
2. Let them color their drawings.
3. Attach a yarn to each drawing.
4. Have them label the drawing.
5. Hang this where everyone can see.

Food Chart: Food that come from plants/ Food that come from animals
Objectives: to distinguish which food items come from animals and which comes from plants
Materials: manila paper, markers, crayons/colored markers
Prepare a food chart beforehand. Write food comes from plants on top of the first column and food that
comes from animals on the second column.
Number of players/participants: 6-8
Procedure:
1. Ask children to draw food that comes from animals and food that comes from plants.
2. Have them paste this on the appropriate column on the chart.

Picture Puzzles
Objectives: to form a complete picture
Materials: cardboard pieces
Preparation: Draw or cut out a picture and paste it in a cardboard piece. Cut each cardboard picture in 4-5 smaller
pieces.
Number of Players/Participants: 2 - 3 children for every puzzle
Procedure:
Ask each child to complete the puzzle using the puzzle pieces.

B. OTHER MATH ACTIVITIES

Color Bingo
Objective: to identify colors
Number of Players/Participants: 1 or more
Materials: bingo card for each player calling cards tokens
Procedure:
1. Provide each player with a bingo card.
2. Assign a student to call out what is written on calling cards.
3. First one to cover all spaces wins. If players go through all the cards without reaching Bingo, they should reshuffle the
cards, then turn them face down again and continue playing until someone has won.

Shape Memory Game

Objectives: to identify geometric shapes and match geometric shapes that are alike
to remember the location of certain cards
Number of Players/ Participants: small group
Materials: 20 pieces of shapes cards
Procedure:
 Twenty cards are placed in the middle of the table, face down, in a 4 x 5 arrangement.
 The players take turns turning over two cards, trying to turn a pair that i The players take turns turning over two cards,
trying to turn a pair that is a match. If a pair can be made, the player keeps it and continues to play as long as he is
successful. If he is not successful, he returns the two cards to their original face-down positions.
 The person who collects the greatest number of pairs is the winner.

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 Variation: This game can be varied by increasing the number of cards placed on the table. A 5 x 5 or 6 x 6 arrangement
may be more interesting.

Step On Shapes
Objective: to recognize shapes
Materials: individual shape cards ( size : 8 x 11 or bigger)
Number of players/participants: 4-5 players
Procedure:
1. Spread out shape cards on the floor.
2. Ask a player to step on a shape that the teacher will call out and let him the shape.
3. The game continues until everyone has been called to step on a particular shape.

Sequence Cards: Which Comes First

Objectives: To know the correct sequence of a particular activity
Materials: sequence cards
Number of Players/Participants: 6 children
Procedure:
1. Spread out the picture cards on the table.
2. Ask the children to sort them according to a particular activity.
3. Let the children arrange each activity into the proper sequence of how that particular activity is done.
4. Have the children retell each activity using the picture cards.

Who Has More?

Objective: to compare quantities up to 6
Materials: assorted materials such as toothpicks, buttons, marbles
No. of Participants: 1 or more
Procedure:
1. Put out about six saucers, each with a different number of things in, for example, six toothpicks, five small buttons, four
big buttons, three peas, two pebbles, one marble.
2. The child points at two saucers and chooses without counting out, which has more.
3. Child then checks by pairing up the contents of the two saucers.
Variations:
1. Put the same number of things in two of the saucers.
2. Put four big things and four small things in another saucer.
3. Put out bigger number of things.

Comparing Numbers – A Game For Partners

Objective: to compare quantities
Materials: clothespins, small card numbers, More/less spinner
No. of Participants: pairs
Procedure:
1. Each player draws a numeral card from a pile of cards.
2. They each build the appropriate clothespin stack to match their cards.
3. One child turns the more/less spinner. If it lands on less, the partner whose stack has lesser clothespins wins both
stacks. If the spinner lands on more, the partner with more clothespins wins both stacks.
4. They continue to take turns, each accumulating clothespins.
5. When the time is up or the children decide to end the game, they snap together all the clothespins. They turn the
spinner to see if the person who has accumulated more or less clothespins is the winner.

Writing Papers (4, 5, 6)

Objective: to learn sequence
To observe the form of each numeral
To develop eye-hand coordination
Materials: writing papers (with number dot patterns for each numeral)
crayon
Number of participants: individual
Procedure:
 Each child is given a writing paper with the numeral he is working on, in this case 4, 5 and 6.
 Children use a crayon to connect the dots of the number pattern.
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Number Lotto (0-6)
Objective: to match numerals
Materials: lotto boards, 2 sets of number cards, 0-6
No. of Participants: 3 or more
Procedure:
1. Give each player a lotto board.
2. Players take turns to pick up a card from the deck.
3. If the number appears on their board they use this to cover the number up.
4. Continue until someone fills their board.

Variation: One person is a caller as in a bingo game. She holds u the number cards and players have to shout out the
name of the number in order to claim it to put on their board.

Hand Game (connecting level up to quantities of 3)

Objective: to explore different combinations that make a given quantity
Materials: any kind of counter such as pebbles, chips, or sticks numeral cards work mats
No. of Participants: small group
Procedure:
1. Teacher gives each child a given quantity of sticks, in this case 3.
2. Children separate counters in different ways and verbalize the combinations that result.

Teacher says: Children say: Teacher places these cards on the

Hand Game counting board
"Place three sticks in your "None and three is three." or
right hand." "Zero and three is three." 0 3

"Place one stick in "One and two is

your left hand." three." 1 2

"Place one more stick in your "two and one is three."

left hand." 2 1

"Place one more stick in your ""Three and none is three."

left hand." or "Three and zero is three." 3 0

Lift The Bowl

Objective: to explore different combinations that make a given quantity
Materials: bowl or cup, any kind of counter such as pebbles, chips, or sticks
No. of Participants: small group
Procedure:
Game proceeds as Hand Game but bowls are used for separating quantities.

Teacher says: Children say: Teacher places these cards on the

Lift the Bowl counting board
"Place three blocks under the "None and three is three." or
0
bowl." "Zero and three is three."

"Place one block on the "One and two is three."

1
bowl."

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Bingo: Addition (up to quantities of 3)
Objective: To match an addition fact with its correct sum
Materials: bingo card for each player calling cards tokens
No. of Participants: 1-4
Procedure:
1. Provide each player with a bingo card.
2. Assign a student to call out what is written on calling cards.
3. First one to cover all spaces wins. If players go through all the cards without reaching Bingo, they should reshuffle the
cards, then turn them face down again and continue playing until someone has won.

Bingo: Subtraction (up to quantities of 3)

Objective: To practice subtraction up to quantities of 3
Materials: bingo card for each player calling cards tokens
No. of Participants: 1-4
Procedure:
1. Provide each player with a bingo card.
2. Assign a student to call out what is written on calling cards.
3. First one to cover all spaces wins. If players go through all the cards without reaching Bingo, they should reshuffle the
cards, then turn them face down again and continue playing until someone has won.

Find 3
Objective: to explore different combinations that make 3
Materials: 6 sets of numeral cards (0- 3)
No. of Participants: 1-4
Procedure:
1. All cards are dealt. Last card is turned face up. Each player keeps the cards dealt to him in a stack, face-down, without
looking at them.
2. By turns, players turn over the top card of his stack. If this card can be used with one on the table to make a total of 3, the
player can take it and keep the pair. If there are no cards that can be used, he has to discard his card in the middle of the
table, face up.
3. The player who collects the most number of pairs wins.

Subtraction Cards
Objective: to subtract quantities up to 3
Materials: subtraction cards, counters
No. of Participants: 1-4
Procedure:
1. Teacher reads the total on the card, in this case 3.
2. Children get 3 counters.
3. Teacher says "take away one" while lifting the right hand flip.
4. Children take away 1 counter, count remaining counters and say "Two"
5. Teacher shows the group the two remaining dots on the subtraction card.

Water and Sand Play (nonstandard measurement of capacity)

Objective: to explore the concept of capacity
to determine the capacity of a container using nonstandard measuring tools
Materials: large container (basin) with water or sand
measuring containers such as plastic cups and spoons
variety of bottles or containers
No. of Participants: 1-4
Procedure:
 Children explore the concept of capacity by filling up and emptying containers or bottles with water.
 Children try to find out how many cups of water or sand can fill a container.
 Children try to find containers that can contain the same amount
 Children determine which container has more or less water or sand

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 C. OTHER LANGUAGE ARTS ACTIVITIES

Letter Puzzles
Objective: identifying and matching upper and lower case letters
Materials: cardboard pieces
Preparation: Cut each cardboard in the shape of two puzzle pieces. On one piece of cardboard, write the
uppercase letters and on the other, write the lowercase letters. Prepare at least a set of 7 letters at a time and then
put them inside a plastic bag.
Number of Players/Participants: 5-6 children
Procedure:
1. Ask each child to form a letter using the puzzle pieces.
2. Let children state the name of each letter as they match them .

Letter Domino
Objectives: to identify upper case letters
Materials: 24pcs upper case letter domino cards
Number of Players/Participants: 5-6
Procedure:
1. Deal all cards to the players.
2. The first player lays down a card.
3. The next player lays down a card that can be connected to either letter on the card. Game continues until all cards have
been laid down
Note: can also be done for lower case letters

Letter Lotto
Objective: letter recognition
Materials: lotto cards
Number of Players/Participants: 1-4
Procedure:
1. Distribute lotto cards and individual letter cards that correspond with the letters on the lotto cards. Students match
individual letter cards with the letters on the lotto board.
2. Students exchange cards after. Give each child a chance with all the lotto cards.

Variation: You can do this for lower case letters as well. At a later stage of the school year, you may also provide upper/lower
case lotto where children will match upper and lower case letters instead of just matching identical letters.

Spot the Odd One Out (Letters)

Objectives: To identify similarities and differences in letters
Materials: cardboard pieces
Preparation: cut a cardboard into 2”x8”, then draw 3 lines to make 4 squares; on each piece, write 3 same letters and
1 different letter
L L R L
Prepare at least 7 letters at a time, writing the odd letter in different places, then put them inside a plastic
Number of Players/Participants: 6 children
Procedure:
1. Show the children a set of 3 objects.
2. Ask the children to identify the object that is different among the 3.
Example: See if children can spot the difference in textures by having three hard objects and one soft, or in materials by
having three plastic things and one metal. Be sure to acknowledge that he is right if he spots a difference that you had
not noticed. You can always tell him what you were thinking of afterwards.
3. Ask the children to take turns getting 3 objects which the group can use for the game.

Letter Fishing Game

Objective: To identify letters
Materials: fish cut-outs of different letters with paper clip, fishing rod with magnet
Number of Players/Participants: 6 children
Procedure:
1. Set up a “fishing area” where fish are placed on the floor.
2. Children take turns using the fishing rod to catch a ‘fish’.
3. When a child catches a ‘fish’ he identifies the letter of the fish.
4. The next child takes his turn.

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Step On Letters
Objective: letter recognition
Materials: individual letter cards ( size : 8 x 11 or bigger)
Number of players/participants: 4-5 players
Procedure:
1. Spread out letter cards on the floor.
2. Ask a player to step on a letter that the teacher will call out and let him the letter.
3. The game continues until everyone has been called to step on a particular lettter.

Name That Phoneme

Objectives: to identify initial phonemes
Materials: picture cards
Number of players/participants: 8-10
Procedure:
1. First, check whether they can name all the pictures you will use for this activity.
2. This is important to do because it would be difficult to draw children’s attention to the initial phoneme when they are not
familiar with the objects depicted in the picture.
3. After you have ascertained their familiarity with the pictures, proceed with the activity. Ask each child to pick a picture
from the set and name it. Then repeat the name slowly emphasizing the initial sound and then saying the rest of the
word e.g. mmmm – at..
4. Ask children to repeat the name in the same way.
5. Have them pay attention to the way their mouths make the /m/ sound.

Listen, Look and Say It

Objectives: to identify initial phonemes
Materials: picture cards
Number of players/participants: 8-10
Procedure:

1. Lay out pictures in the middle of the table or floor.

2. Say a phoneme ( ex. /m/) and then have a child look for a picture of an object that begins with the same phoneme.
Note: Make sure all pictures are familiar to the children.
3. At each turn, have a child name the picture and give the initial sound.
4. Repeat the name slowly emphasizing the initial sound and saying the rest of the word.
5. Ask everyone else in the group to repeat the name in the same way.
6. Have them pay attention to the way their mouths make the initial sound.

Playdough: Forming Letters

Objective: fine-motor coordination, identify initial letter of name
Materials: playdough
Number of participants : 6-8 children
Procedure:
1. Have children form thei initial letter of their names.
2. Let them lay down the letters in the middle of the table.
3. Draw their attention to the different features of letters.
4. Have them group together letters with lines, tunnels, dots

Extra challenge: Challenge them to form the other letters of their name.

Syllable Graph
Objective: identify number of syllables in words
Materials: picture cards, manila paper, marker
Number of participants : 6-8 children
Preparation: Construct a graph on Manila paper:
How many syllables are there ?
1-syllable 2- syllables 3-syllables 4-syllables

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Procedure:
1. Show a picture card to the group.
2. Have children name the picture.
3. Then let them count how many syllables there are in this word. Have them clap the number of syllables in this word.
4. Assign a child to draw the picture on a piece of paper and stick this to the appropriate column in the graph.
Ex. Kite- 1 syllable table – 2 syllables

Letter Match
Objectives: letter recognition
Materials: 15 pairs of identical letters
Number of players/participant: 3-4 players or it can also be played by just one child
Procedure:
1. Spread individual letter cards upside down on the table (or floor) .
2. Each one in the group takes turns looking for pairs of identical letters.
3. As each one picks a pair, the group sounds out the letter, give its letter name and thinks of one word that begins with
this particular letter.

Variation: Instead of identical upper case letters, students can match upper and lower case letters.

D. SONGS/ POEMS/ RHYMES

Paa, Tuhod, Balikat, Ulo My Toes, My Knees, My Shouders, My Head

Paa, tuhod, balikat, ulo (3x) My toes, my knees, my shoulders, my head (3x)
Magpalakpakan tayo. Let’s clap our hands together.

I Can Do Many Things My Feelings

My hands can clap When I am sad, I feel like crying. (rub eyes) When I am proud, I
My feet can tap feel like trying. (head held high)
My mouth can talk When I feel curious, I want to know. (look up, wondering)
My feet can walk. When I'm impatient, I want to go! (cross arms, tap foot)
My shoulders shrug When I feel angry, I look this way. (angry look) When I feel
My arms can hug happy, I smile all day. (big smile)
My eyes can wink When I am puzzled, I make a shrug. (shrug shoulders)
I can do many things When I feel loving, I want to hug. (hug yourself)

I Am Special Bahay Kubo

Bahay kubo kahit munit
I am me and I am special. I am special, it is true. Ang halaman doon
The way I look and speak is special. Ay sari-sari
The way I play and think is too. Singkamas at talong
I’m so glad we each are different. It makes the world so bright Sigarilyas at mani
and new. Sitaw, bataw, patani
I am me and I am special, and you are special too. Kundol, patola
Upo’t kalabasa
At saka mayroon pa
Labanos, mustasa
Sibuyas, kamatis
Bawang at luya
Sa paligid-lidig
Ay puno ng linga.

Kung Ang Ulan ay Malapot na Sorbetes

Kung ang ulan ay malapot na sorbetes

(masarap na tsokolate, malutong na mangga)
Oh kay sarap ng ulan
Akoy lalabas at akoy nganganga
Ah, ah, a-ah, ah, ah a-ah
Oh kay sarap ng ulan.

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 E. INDOOR/ OUTDOOR ACTIVITIES

Over And Under Relay

Objective: use space words: under, over
Number of Players: 6
Procedure:
The teams are lines up in a single line. The first player has a ball or some other object. On the command “Go”, he
passes the ball between his legs to the player behind him who passes it over his head to the player behind him. The
ball is thus passed alternately under and over until it reaches the last player in the line, who runs forward to the front of
the line and starts the passing again. This continues until every member of the team has run. The team finishing first
wins.

What’s On My Back?
Procedure:
 Teacher uses a finger to draw a letter (uppercase) on a child’s back.
 Let the child guess the letter written on her back.
 Let the children write letters on each other’s back. Have them guess what were written.
 The same game may be used for writing numbers.
 Continue the activity until every child has participated.

Don’t Touch
Objectives: To follow directions
Materials: none
Number of Players/Participants: whole class
Procedure:
 Instruct children to run around the room without touching anyone.
 Have them find a space on the floor. Children should be far apart from each other.
 While they are seated, let each child stretch his arms upward.
 Then let them stretch their arms wide in sideward position.
 Have them curl up like a ball and see how small they can themselves.

Do You Remember?
Objectives: to exercise children’s ability to remember and execute actions in sequential steps
to develop attentive listening that is necessary for understanding and following verbal instructions
Materials Picture cards (optional)
Procedure This is a game of sequential instructions. Instruct the child who is “it” to complete a series of actions (e.g., “Stand up,
lift one leg, hop to the door, and say boo!”). Meanwhile, the rest of the children are to listen and watch carefully,
giving a thumbs-up or thumbs-down depending on whether the first child follows the instructions correctly (i.e.,
executes the correct actions in the correct order).

The first several times this game is played, the instructions should be kept relatively simple and short. With revisits
and depending on the capabilities of the particular child who is “it,” their length and syntactic complexity should be
increased to maintain the appropriate level of challenge and instructional benefit. In particular, this game and its
variations offer special opportunity for developing the children’s awareness and understanding of prepositions and
relational words such as over, under, behind, before, after, in front of, middle, last, while, until.

Teacher Says
Objective: To follow simple directions.
To identify simple action words.
Procedure:
Give instructions such as “ put your hands behind your back”. Children will just do the action if this is accompanied by the
phrase “Teacher Says”. If it isn’t, then children will not do the action and just keep still.

Example: action words: run, jump, dance, sit, hop, raise

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