EARLY YEARS FOUNDATION STAGE PLANNING FOR KG2 PINEAPPLE

STANDARDS Highlighted are the standards that I am working on this week.

TERM 1
Date/Week: 13 - 17.11.2016 / Week 9
People Who Help Us - Firefighter/ Civil Defense
2016-2017
PERSONAL,
SOCIAL, AND
EMOTIONAL
DEVELOPMENT

COMMUNICATIO
N AND
LANGUAGE

LITERACY

MATHS

UNDERSTANDIN
G OF THE
WORLD

Theme:

PHYSICAL
DEVELOPMENT

EXPRESSIVE ART
AND DESIGN

MAKING
RELATIONSHIPS
Demonstrates friendly
behaviour,
initiating
conversations
and
forming
good
relationships
with
peers
and
familiar
adults.
Takes steps to resolve
conflicts with other
children, e.g. finding a
compromise.
SELF-CONFIDENCE
Is
more
outgoing
towards
unfamiliar
people
and
more
confident in new social
situations.
Confident to talk to
other children when
playing,
and
will
communicate
freely
about own home and
community.
MANGAING
FEELINGS
&
BEHAVIOUR
Aware of own feelings,
and knows that some
actions and words can
hurt others feelings.
Can
usually
adapt
behaviour to different
events,
social
situations and changes
in routine.
;
Aware
of
the
boundaries set, and of
behavioural
expectations in the
setting.

LISTENING
AND
ATTENTION
Listens to others one
to one or in small
groups,
when
conversation interests
them

LITERACY
READING
Looks
at
a
independently

Joins in with repeated

refrains
and
anticipates key events
and phrases in rhymes
and stories

Knows information
can be relayed in the
form of print

Handles
carefully

book
book

Listens to stories with

increasing
attention
and recall

Knows
that
print
carries meaning and,
in English, is read from
left to right and top to
bottom

Is able to follow
directions
(if
not
intently focused on
own choice of activity)

Links sounds to letters,

naming and sounding
the letters of the
alphabet

UNDERSTANDING
Responds to simple
instructions, e.g. to get
or put away an object.

Hears and says the

initial sound in words

Understands use of
objects (e.g. What do
we use to cut things?)
Shows understanding
of prepositions such as
under,
on
top,
behind by carrying
out
an
action
or
selecting
correct
picture.
SPEAKING
Beginning to use more
complex sentences to
link
thoughts
(e.g.
using and, because).
Extends
vocabulary,
especially by grouping

WRITING
Ascribes meanings to
marks that they see in
different places
Sometimes
gives
meaning to marks as
they draw and paint
Continues a rhyming
string
Hears and says initial
sounds in words
Links sounds to letters,
naming and sounding
the letters of the
alphabet
Gives
meaning
to
marks they make as
they draw, write and

NUMBERS
Recites numbers
order to 10

in

Recognise
some
numerals of personal
significance
Recognises numerals 1
to 5
Counts up to three or
four objects by saying
one number name for
each item
Beginning to represent
numbers using fingers,
marks on paper or
pictures
Sometimes
matches
numeral and quantity
correctly
Counts
actions
or
objects which cannot
be moved
Counts objects to 10,
and beginning to count
beyond 10
Counts out up to six
objects from a larger
group
Uses the language of
more and fewer to
compare two sets of
objects
Realises
not
only
objects, but anything
can
be
counted,
including steps, claps
or jumps
Selects

the

correct

PEOPLE
&
COMMUNITIES
Knows some of the
things
that
makes
them unique, and can
talk about some of the
similarities
and
differences in relation
to friends or family.

MOVING
AND
HANDLING
Shows a preference for
a dominant hand

EXPLORING
&
USING
MEDIA AND MATERIALS
Begins to build a repertoire of
songs and dances

Begins to use anticlockwise

movement
and retrace vertical
lines

Explores the different sounds

of instrument

Recognizes
and
describes special times
or events for family or
friends

Begins
to
form
recognizable letters

Shows
interest
in
different occupations
and ways of life
THE WORLD
Comments and asks
questions
about
aspects
of
their
familiar world such as
the place where they
live or the natural
world
Can talk about some of
the things they have
observed
such
as
plants,
animals,
natural
and
found
objects
Talks about why things
happen
and
how
things work
TECHNOLOGY
Knows how to operate
simple equipment, e.g.
turns on CD player and
uses remote control
Knows that information
can be retrieved from
computers.

Begins to use simple

tools to effect changes
to materials
Experiment
different
ways
moving

with
for

Shows
increasing
control over an object
in pushing, patting,
throwing, catching,
or kicking
Can
stand
momentarily on one
foot when shown
Can catch a large ball
HEALTH AND SELFCARE
Eats a healthy range of
food
items
and
understands need for a
variety in food.
Usually stays dry and
clean during the day
Can usually manage
washing and drying
hands

Explores what happens when

they mix colors
BEING IMAGINATIVE
Create
simple
representations of events,
people and objects
Initiates new combinations of
movement and gesture in
order to express
and
respond to feelings, ideas
and experiences
Plays
alongside
other
children who are engaged in
the same theme.

and naming, exploring

the
meaning
and
sounds of new words.
Uses talk to connect
ideas, explain what is
happening
and
anticipate what might
happen next, recall
and
relive
past
experiences
Questions why things
happen
and
gives
explanations. Asks e.g.
who, what, when, how.

paint
Begins to break the
flow of speech into
words

numeral to represent 1
to 5, then 1 to 10
objects
Shows curiosity about
numbers by offering
comments or asking
questions
SHAPES & SPACE
Shows
interest
in
shapes
in
the
environment
Shows an interest in
shape and space by
playing with shapes or
making arrangements
with objects.
Selects a particular
named shape
Shows awareness of
similarities of shapes
in the environment

Uses
language
time

everyday
related to

EARLY YEARS FOUNDATION STAGE PLANNING ACTIVITIES FOR KG2 PINEAPPLE

Period1 - 7.10-7.50

Period2- 7.50-8.30

Period3 - 8.30-9.10

Period4 - 9.50-.10.20

Math

Arabic

Islamic

Library
Library Lesson

10

Little

Numbers

Song

song

to

Talk about the Olympic Flag. Let

students count the flags rings
and identify the colours of
those. Provide two groups of
students with pre-drawn blue,
yellow, black, green and red
circles. Let children cut those
out and then glue the five rings
on a white rectangle to make the
Olympic Flag. Let students count
the rings. Reinforce the concept
of the things that come in fives.
(Link with EAD and Math)

EAD

EAD - Music

UW

LIT

Divide the class into groups

Provide one group of students
with half paper plates. Let them
paint the plate and then
decorate it using crayons or
shinny shapes. Let students cut
out a paper circle and glue it on
the plate to make it look like a
hat. Print out Hh is for hat in
large letter patterns and ask
students to colour inside the
letters.

Body Percussion Game

Explain to the children how we can
use different parts of the body to
make music.
Start with the head - bounce hand
up and down and say "BOING,
BOING". Push finger onto nose
and say "Honk, Honk". Pull one ear
lobe then the other and say "Ding,
Dong" Clap hands and say "Clap,
Clap" Tap knees and say "Tap,
Tap". Stamp feet and say "Stamp,
Stamp". Put them all together and
you have your own orchestra!
Then add one sound each time,
keeping the same order beginning
again each time from the start.

Talk about which people help us

in our community (policeman,
traffic officer, doctor, nurse,
teacher, firefighter, dentist,
etc). Reinforce what doctors and
nurses do.
Discuss firefighters role in the
community. Talk about the
vehicles they use and uniforms
they
wear
to
protect
themselves.
Read: Firefighters - Library
Book

Use http://www.starfall.com/
to reinforce the letters Cc, Kk
and Ee.

numbers 0, 1, 2, 3 and 4.
the

number

(five) and the concept of

having only 5. Talk about the
things that come in 5 (5
fingers on a hand, 5 toes on a

Sunday

foot, 5 years old, 5 oclock, 5

senses, The Five Olympics
Rings).
Group
Have

Activities:
children

practice

objects in a pile of 5 / colour

pictures standing for objects
that come in five/ use play
dough to model the number.

Math

PD - PE

Read: Five Little ducks Library

Book

Reinforce

the

number

(five) and the concept of

having only 5.
Group

Activities:

Game

Sorting

by

five

Provide students with plastic

Monday

keys and key rings. Have

children place five keys on
each

key

ring.

Let two groups of children

practice writing the number
5

on

Have

their
the

whiteboards.

other

children

finish making their Olympic

Flag. Reinforce the concept
of things that come in five.
Five

Little

Monkeys

Song

http://www.youtube.com/wat
ch?v=LrM62pv56o0

Arabic

LIT

Teach the Lesson

Day 1: Story and discussion (Card
A)
Reinforce the attent- o-scope
while children observe Alexs
photo.
Ask children about how they
think that Alex is feeling.
Ask what parts of Alexs face
show that he is happy?
Ask children to make a happy
face and look to their neighbors
(allow some time for children to
look at each other).
Teach and sign the happy verse
of If youre happy and you know
it. (Track 9 of the Join in a sing
CD)
Play the Clap-Down, Snap-Up
game (from the Teaching Material
page 31)
Continue to play each day during
this week.

recite

numbers from 0 to 10. Review

Introduce

PD Fine Motor Skills

Period7 -12.10-12.50

Divide the class into 5 groups.

tch?v=dk9Yt1PqQiw
the

PSED - Second Step

Period6 - 11.35-12.10

Second Step

https://www.youtube.com/wa
Use

Period5 - 10.20-11.00

Ask children what they know

about kiwi and what its colour is.
Let them paint paper plates
green leaving the middle part
white. When it is dried up ask
children to glue small brown
paper pieces around the edge of
the plate standing for the peel.
Let them draw seeds using black
markers. Print out Kk is for
kiwi in large letter patterns and
ask students to colour inside the
letters.

"Fireman Sam Says"

Ask the children to move their
bodies on music, doing the actions
requested by the songs.
https://www.youtube.com/watch?
v=GnAA6Ni0guQ
Fire Truck - song
https://www.youtube.com/watch?
v=emv-Yn6g1r4

Ask one group of students to

build the number 5 on large
number patterns using buttons
or pom-poms.
Let two groups of students use
number mats and play dough to
model the numbers 0, 1, 2, 3, 4
and 5.

Second Step Day 2: Story and

discussion (Card B)
Ask children about how they
think that Sara is feeling.
Ask children to make a
sad/unhappy face and look to
their neighbors (allow some time
for children to look at each).
Teach and sign the sad verse of
If youre happy and you know
it. (Track 9 of the Join in a sing
CD)

Review the group of letters Ss,

Aa, Tt and Ii, Pp, Nn along with
the Jolly Phonics Songs.
Let students say words that
begin with those letters.
Reinforce the letters Cc Kk Ee
Hh
Read Ee story in Jolly Stories
Book
Sing Ee Jolly Phonics Song
https://www.youtube.com/watc
h?v=9BQhF8Rj9JI
Identify pictures standing for
words that begin with eh
sound. Ee is for egg, engine,
elbow,
elevator,
eight,
eggplant, envelope, elephant.
Ee - Ring Card Phonics
https://www.youtube.com/watc
h?v=sGkvg9ysBps
Let students repeat the words
with rhythmic support.
Practice Ee letter formation.
Have one group of children
complete the English Book
page for letter Kk.

Read Hh story in Jolly Stories

Book
Sing Hh Jolly Phonics Song
Listen to words beginning with
huh sound. Hh is for hat, hen,
hand, horse, horn, house,
helmet, heart, hair, hippo,
helicopter, etc.
http://www.youtube.com/watch
?v=LyMd92bpe3g
Review sight words:
Set1: a as at sat
Set2: I, is, it, sit
Set3: pit, pat, tap, tip, nap.
Introduce Set 4: can, cat, hat,
hen, pen
Divide the class into groups.
Have students read the words
and practice writing those.

Math

CL

PD Fine Motor Skills

EAD

PSED

LIT

Read: Shapes Library Book

Work on the understanding

Review

of prepositions by carrying

Stop, Drop & Roll! - Action

game
STOP stand still and dont
run around.
DROP drop down onto the
floor, lie down flat with your
hands above your head
ROLL roll sideways from
one side to the other.

Divide the class into groups.

Provide students in two groups
with
paper
plates
and
firefighter hat shapes. Ask
them to paint the hat red and
glue it on the plate. Let students
draw a yellow badge on the hat.
Ask them to draw eyes, nose and
mouth on the plate to make the
firefighters face.

Field Trip
The students will go on a trip
around Wakra.
Talk to children about safety
while traveling by bus. Stress on
the importance of wearing the
seat belts even on short drives.
Discuss the landmarks that we will
see (Beach, Park, Fort, Port, Souq,
Big Shell Round About).
Encourage children to share their
experience in regards with these
landmarks.

Reinforce the letters Cc Kk Ee

Hh

the

shapes

learnt

previously: oval, circle and

out

triangle,

Play

square

and

an

action.

Firefighter
teacher

will

Says

rectangle.

The

Introduce the star shape.

firefighter. Talk about some

(A star is a shape with 5

of the things firefighters use

points.) Identify different

when putting a fire out. Let

objects that come in this

students follow firefighters

shape.

commands

and

be

the

pretend

putting the helmet on their

Activities:

head, placing the hose next

Provide students with black

to the fire truck, under the

construction paper and star

ladder, etc.

Group

Tuesday

stickers. Encourage students

to

use

the

materials

to

Read: The New Kite - Library

compose their own pictures

Book

of

Encourage

the

night

sky.

students

to

Twinkle Twinkle Little Star

identify the pictures and say

https://www.youtube.com/wa

what happened in the story.

Group Activities:
Letter Tracing Cards
Give students letter cards.
Let them trace the letters
using markers.
Firefighters play dough
mats
Provide students with play
dough and mats linked to
firefighter theme. Children
can model ladders, hoses or
wheels for the fire truck.

tch?v=yCjJyiqpAuU
Let

students

cut

out

Provide students with Ee and

different paper sized stars /

Hh

draw their own star shapes/

students take turn, pick the

use star-shaped sponges to

objects and identify them.

alphabet

tub.

Let

make prints on paper.

Math

PD Fine Motor Skills

Review numbers 0, 1, 2,3,4

Shout out Fire

Show
to
the
children
different
pictures.
Ask
children to stand up, raise
their hands or shout out the
word each time they see a
fire engine or a fire.
Group Activities:
Divide the class into groups.
Work on correct techniques
for handwriting (control of
pencil and correct grip). Have
one
group
of
children
complete the English Book
pages for letter Hh.
Provide students with predrawn stars. Let children cut
and decorate those using
crayons
or
stickers.
Let 2 groups of children use
playdough to model the letter
Hh or the number 5.
Talk about the need of
staying dry and clean during
the day.

and 5. Reinforce the concept

of having only 5.

Use five

firefighter trucks numbered

from 1 to 5 for number
recognition

and

ordering

activities.
Group

Wednes
day

Activities:

Provide students with Count

& Write mats. Let them place
1,2,3,4 or 5 buttons on their
mat. Encourage students to
write

the

number.

corresponding
Let

students

practice writing number five

on their whiteboards. Have
children
workbook
Number 5.

complete

pages

Math
for

Practice Ee and Hh letter

formation.
Let one group of students
complete the English Book
page
for
letter
Ee.
Let groups rotate.

Arabic

Firefighter s Hat
Provide one group of students
with red strips of paper. Let
students cut out red paper ovals
and attach those to the strip.
Have them add yellow badge on
the oval.

Islamic

Sing the Jolly Phonics Songs,

listen to words beginning with
these letters sounds, and
identify pictures standing for
objects that begin with these
sounds.
Read: One Happy Classroom Scholastic Readers Level F
Review sight words:
Set2: I, is, in, it, sit.
Set2: pit, pat, tap, tip, nap.
Set3: pit, pat, tap, tip, nap.
Set 4: can, cat, hat, hen, pen

Let one group of children use

the continuous provision area.
Provide students with different
coloured paint, brushes and
sponges. Let them mix the
colours and see what happens.
Place drops of red and yellow
paint at random on white paper.
Let the child use a straw to blow
the paint around the paper and
notice how the red and yellow
colours blend to make orange.
Talk about the need of staying
dry and clean during the day.

Second Step Day 3: Skills Practice Activity 1) Identifying

Happy and Sad
Play a game about the feelings
Happy and sad. Use the feelings
flash cards: 2 happy (girl and boy)
and 2 sad (girl and boy).
Ask them which two show happy?
Which two show sad?
Turn all cards facedown and
choose one. Make a face showing
the feeling on the card. Ask
children guess the feeling.
Have each child, in turn, pick a
card and make a face showing the
feeling on the card while others
guess the feelings.
Reinforce childrens ability to
identify feelings.

CL

Math

UW

LIT

Read: Tec and the Hole

Library Book
Ask children to give predictions
about what the story is. Let
students say what they can see
in the pictures. Encourage
children to give explanations
about what happened in the
story, answering the questions
including who or what.

Review the shapes introduced

previously: oval, circle, triangle
square and rectangle.

Discuss with children why

firefighters are people who help
us and what jobs they do to help
people and animals in different
emergencies.

Display pictures of objects

that begin with cuh, kuh,
eh or huh sound. Encourage
students to identify these.

Second Step Day 4:

Day 4:
Skills and Practice
Activity 2)
Introduce the activity during
the snack time .Children will take
turns to share with the
teacher/TA a time that they
felt happy or sad. Teacher will
go first in order to help children
to understand the activity. (I
felt happy when my son helped
set the table for dinner last
time) Remind children to use
the listening rules.

Group activities:
Let two group of students use the
Button Sorting Game and practice
sorting by shapes and colours.
Provide students with ovals,
circles,
triangles,
squares,
rectangles and star paper shapes.
Let students use the shapes to
make different arrangements.
Have children complete Math
Workbook Shapes revision page.
Allow groups to rotate.

Practice Ee
formation.

and

Hh

letter

Divide the class into 2 groups.

Have children practice writing on
their whiteboards /complete
English Book pages for letter Ee.
Reinforce the idea that writing
goes from left to right and from
top to bottom as well as the
importance of handling a book
carefully, turning pages from the
corner.

Talk to children about the things

that firefighters need to use to
put out fires or rescue people:
face mask, air tank, hose, bar,
axe, ladder, truck.
Read: Firehouse Sal - Scholastic
Readers Level F
Group Activities:
Have children finish making the
firefighters hat. (Link with
EAD)
Let students colour / draw
pictures of different tools used
by firefighters.

Read sight words: can, cat, hat,

hen, pen. Read sentences
including these sight words.
Practice
Ee
Hh
letter
formation.
Divide the class into 2 groups.
Have
students
complete
English Book - pages for letter
Hh.
Let
students
use
the
continuous provision area.
In a sand tray let students
enjoy
practicing
letter
formation or drawing using
paint.

Math
Review

the

EAD
shapes

introduced previously: oval,

circle, triangle, square and
rectangle.

Reinforce star

shapes.
Group

Child Initiated Activities

Allow students to choose the
areas of the class and the
resources they want to play
with.

activities:

Let two group of students

use different shaped sponges
to make prints on paper.

Thursda
y

Provide students with ovals,

circles,

triangles,

squares

and rectangles paper shapes.

Let students use the shapes
to

make

different

arrangements.

Have children complete Math

Workbook Shapes revision
page. Allow groups to rotate.

Evaluation

LIT

Assembly / PSED

UW

LIT

Math

Ask students to say words

beginning with cuh, kuh
eh or huh sound.

Talk about safety and what

children
can
do
to
help
themselves.
Help
children
understand the dangers of
matches and lighters, so that
they are not inclined to play with
them.
https://www.youtube.com/watch
?v=twzkAxeZh9w

Discuss the importance of the fire

alarms and what we need to do if a
fire alarm sounds in the home or
at school.
https://www.youtube.com/watch?
v=aUdxOmHgeZ4

Ask students to say words

beginning with cuh, kuh or
eh or huh sound. sound.
Encourage students to talk
about their experiences in
regards with these.

Review numbers 0, 1, 2,3, 4and

5. Reinforce the concept of
having only 5.

Good and Bad Fires

Discuss with children that, on one
hand fire is useful and help us in
everyday situations (to see in the
dark, to keep warm, to cook our
food, etc) and on the other hand,
fire is dangerous in case it is
carelessly used.
Read: I Am Fire
Scholastic Readers Level F

Revise sight words:

Set1: a as at sat
Set2: I, is, it, sit
Set3: pit, pat, tap, tip, nap.
Set 4: can, cat, hat, hen, pen
Read sentences including these
sight words. Help students to
use letter cards to build up
these words.

Read sight words:

Set1: a as at sat
Set2: I, is, it, sit
Set3: pit, pat, tap, tip, nap.
Set 4: can, cat, hat, hen, pen
Group Activities:
Provide
students
with
Cc/Kk/Ee/Hh letter pictures
puzzles.
Have students write the
letters on their whiteboards.
Ask one group of students to
complete English Book - pages
for letter Hh. Allow groups
to rotate.

Discuss the ESLR of the week Global Citizen - I am accepting

and respectful to others. I care
for the environment and I am
socially responsible.
Talk to children about how to be
sympathetic to the others and
help people in need.
Second Step Day 5:
Read The Way I Feel by Janan
Cain
https://www.youtube.com/watch
?v=FeIvqWlJll4
Go online to SecondStep.org for
recommended books, resources
and videos.
Send home this weeks Home
Link
from
the
Material
Notebook.

Praise students verbally using the

Second Step and ESLRs language.
Give them Second Step card
awards.

Divide the class into groups.

Have children practice writing
the sight words / complete
English Book page for letter
Hh /write the letters on their
boards.

Group
Activities:
Provide students with number
value picture cards, magnetic
numbers and counters. Ask
students to identify the
number on the card, match it
with
the
corresponding
magnetic number and then
count the same number of
counters.
Provi
de students with counting
match up cards. Let them
count the objects on the cards
and find the matching number.
Let students practice writing
the number five on their
whiteboards.
Have children complete Math
workbook pages for Number
5. Allow groups to rotate.

Child Initiated Learning

Last week, a small group of children showed interest in playing using magnetic numbers and number picture cards. Two boys took the
magnetic letters out of the box, placing them on the table. We heard them naming different numbers such as 2,4,7,9, etc. or referring to the
colour of the number: Number 5 is orange./ Number 3 is red. We observed them counting the objects on the cards or pointing to the number
on the card. Some of the children matched the number picture card with the corresponding number, as well as practiced one to one
correspondence by placing one counting stick for object found on the card. This week we will continue to provide students with more counting
activities as well as encourage them to count actions or objects which cannot be moved.
A group of students liked to draw. They enjoyed drawing different shapes such as square, rectangle or triangle. They wanted to cut
those out and decorate them with crayons and different stickers. We heard them saying: I have a square. / I am doing a triangle/ See my
rectangle. Other students liked to play with paper shapes. They made different arrangements using those. Some students just put the shapes
together creating different representation (a house, a tree or an ice cream cone) while others liked to glue them together. This week we will
set up a box with different sized paper shapes: circle, oval, triangle, square, rectangle and star. We will also provide sheets of paper, glue,
craft sticks and other large laminated paper shapes. Let a small group of students play at a time. The teacher/ teacher assistant will observe
the students while working and what they are doing with the materials.
Other group of students initiated a role-play. As during the week we talked about doctors and nurses, the children liked playing
pretending that they are doctors and nurses. They used the dress up set, wearing the doctor coat or the nurse uniform. They said: I want to
be a doctor. / I want to be the nurse. They also used the stethoscope and the head mirror toys. Other children were the patients. They
placed some chairs in a line and waited for the doctors call. Some of the students greeted the doctor saying: Hello, doctor., while others
were pretending that they are parents and brought their sick child to the doctor. The doctor pretended listening to their hearts using the
stethoscope or giving them injections. They also used in their play cotton ball, paper thermometer and bandages.
This week we will set up an area of the classroom as a fire station. We will include a fire fighter uniform and hat, a fire truck toy and
pretend hoses. We will also print pictures of air tanks, axes and ladders. The teacher/ teacher assistant will observe how the children are using
the materials and what they are saying while playing.

Provide students with flash cards, large letter patterns and small pictures of objects that begin with these letters. Place pencils and
crayons. Let students use the materials. Set up a variety of books. The teacher/ teacher assistant will observe the students while working,
what kind of language they are using and what they are doing.
Set up a table with number picture cards, magnetic numbers, clothespins and counters. Also, provide paper and pencils. Let children enjoy
using the materials. The teacher/ teacher assistant will observe the students while working and what they are doing with the materials.
Provide students with different paper shapes. Set up some glue sticks, construction paper, craft stick and stickers. Place pencils and
crayons. Let students use the materials. The teacher/ teacher assistant will observe how the children are using the materials and what they
are saying while playing.
Set up a table with different coloured paint, paint brushes, letter and number sponges. Place pencils and crayons. Let students use the
materials. The teacher/ teacher assistant will observe the students while working and what they are doing with the materials.

Notes
Resources: Planning
sponges,

for Play Book 1, Cc / Kk/ Ee/Hh flash cards, alphabet tubs, letter cards, puppets, books, computer, projector, Community Helpers pictures, Firefighter dress up set, construction paper, pre-drawn shapes, paint, paint brushes, shaped

paper plates, straws, number cards, counters, counting sticks, buttons, paper shapes, craft sticks, large letter/number patterns, crayons, pom poms, play dough, number mats, Counting and Sorting Key Set, Button Sorting Game, car toys, markers,
coloured pencils, scissors, glue, stickers.