1. Pre-Prep - Term 1
Week 1, Hour 2
Pre-Prep Begins

2. My name is Engagement Norms Block 1: Opening Activity: Name Song
Use “If you’re happy and you know it” melody to sing:
If your name is on the plate, pick it up. If your name is on the plate, pick it up. If your name is on the plate, then you’re really doing great! If your name is on the plate, pick it up.
Activity: Name Song
Engagement Norms
Name Game
My name is
Teacher says the name of a student three times. Students repeat the name three times.
Teacher asks students to stand up, and repeat “My name is______.”
Teacher asks the rest of the students to say the name.
Note: Select five different students per day to do this activity.
Teacher Note: Method of Delivery
Name Game CFU
Tell your partner your name.
My name is __________.

3. The Hand Signals Poster
Block 2: Classroom and Social Management
The Hand Signals Poster
1 – “I need a pencil.”
2 – “I am quiet and ready.”
3 – “I need water.”
4 – “I need to use the bathroom.”
5 – “I have a question.”
Teacher shows and tells what signal 5 means, alternating between teacher and student five times. Teacher will teach one or two hand signals per day.
Teacher reads signal 5 and shows the signal.
Students repeat the rule and show signal 5.
Teacher Note
Activity
Ask five students:
Show me the hand signal that means “I have a question.”
What does number 5 mean?
What does number 2 mean?

4. The Voice Levels Poster
Block 2: Classroom and Social Management
The Voice Levels Poster
Teacher models the voice levels and students copy, alternating between teacher and student five times.
Teacher Note
Activity
Play “teacher says” (Simon says) using the Voice Levels poster.
Example:
“Teacher says group voice.” (Students use group voice.)
“Teacher says quiet time.” (Students are quiet.)
“Strong voice.” (Students do nothing because teacher did not say “Teacher says”.)

5. Sing Head, Shoulders, Knees and Toes
used number
1975
Brain Break
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?
Activity 1
Teacher Choice
Activity 2
Teacher Says
(This activity is the same as Simon Says except use teacher)
Activity 3
Stretch!
(Lead the students in some stretches)
Activity 4
Sing Head, Shoulders, Knees and Toes
(Lead students in singing song)
Activity 5
Play the Hokey Pokey
(Lead students in singing and dancing to the song)
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

6. We will express1 feelings.
Block 3: Express Feelings
Learning Objective
Declare the Objective
We will express1 feelings.
What will we express?
We will express _______.
What does express mean?
Express means to _________.
Concept Development
Does this person feel mad? /
Checking for Understanding
Some Feelings are happy, sad, mad, and scared.
happy
sad
Five-year-olds are beginning to separate their feelings and actions (Denham, 1998).
Five-year-olds are beginning to internalize socially acceptable behaviors. If they see something that they want, they ask for it (Greenspan & Greenspan, 1994).
Physical aggression and temper outbursts are beginning to wane. As children are able to express their feelings in words, the behavioral expression of emotions begins to decrease.
Five-year-olds are very fun loving and affectionate. They love to laugh and make others laugh. They are discovering jokes, but they do not yet understand the logic or semantics needed to make their own jokes funny.
Reflect on different culture feelings
Relaxation Techniques
Take five deep breath
Count to 10 and smile
Talk to an adult
mad
scared
Definitions
1 talk about

7. I feel ___ when _____. “Guess My Feelings Game!”
Block 3: Social Awareness (Review)
Activity
Use Twinkle, Twinkle Little Star melody
I have feelings. You do, too. Let’s all sing about a few. I am happy. I am sad. I get scared. I get mad. I am proud of being me. That’s a feeling too, you see. I have feelings. You do, too. We just sang about a few.
Sing If you’re happy and you know it, clap your hands
If you’re happy and you know it, clap your hands (clap, clap) If you’re happy and you know it, clap your hands (clap, clap) If you’re happy and you know it, then your face will surely show it, If you’re happy and you know it, clap your hands (clap, clap)
Disney Small Potatoes sing about Feelings
Sesame Street: The Count counts feelings
Activity: Feelings
How does the teacher feel? (Pair-Share) (Teacher makes different feeling faces.)
“Guess My Feelings Game!”
Students will partner-up. One student will make a feeling face and the other guesses the feeling. The students will take turns making the face and guessing it.
When do you feel happy? mad? scared? sad?
I feel ___ when _____.

8. Wheel of FUN 2045 Activity 1 Activity 2 Activity 3 Activity 4
used number
2045
Brain Break
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Activity 1
Teacher Choice
Activity 2
Teacher Says
(This activity is the same as Simon Says except use teacher)
Activity 3
Stretch!
(Lead the students in some stretches)
Activity 4
Sing Head, Shoulders, Knees and Toes
(Lead students in singing song)
Activity 5
Play the Hokey Pokey
(Lead students in singing and dancing to the song)
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)
Activity 1
Teacher Choice
Activity 2
Teacher Says
(This activity is the same as Simon Says except use teacher)
Activity 3
Stretch!
(Lead the students in some stretches)
Activity 4
Sing Head, Shoulders, Knees and Toes
(Lead students in singing song)
Activity 5
Play the Hokey Pokey
(Lead students in singing and dancing to the song)
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

9. Teacher Guided: Fine Motor Skills Writing Handbook p. 2
Block 4: Performance & Rotational Activities
Rotational Activity 1
Teacher Guided: Fine Motor Skills Writing Handbook p. 2
Rotational Activity 2
Fine Motor Skills: Create different shapes with colours of playdough (see page for alternative options)
Click the to go directly to the activity.
Teacher gives directions for each rotational activity.
Teacher Note
Materials:
Give each student a page from the Handwriting Workbook (p. 2) and a pencil.
Directions:
Show students how to hold a pencil. Model the directions stated in the workbook.
Materials:
Provide different colours of playdough.
Directions:
Students create different things or shapes with the coloured playdough. The slide also provides alternative Fine Motor Skill activities.

10. Wheel of FUN 1850 Activity 1 Activity 2 Activity 3 Activity 4
used number
1850
Brain Break
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Activity 1
Teacher Choice
Activity 2
Teacher Says
(This activity is the same as Simon Says except use teacher)
Activity 3
Stretch!
(Lead the students in some stretches)
Activity 4
Sing Head, Shoulders, Knees and Toes
(Lead students in singing song)
Activity 5
Play the Hokey Pokey
(Lead students in singing and dancing to the song)
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)
Activity 1
Teacher Choice
Activity 2
Teacher Says
(This activity is the same as Simon Says except use teacher)
Activity 3
Stretch!
(Lead the students in some stretches)
Activity 4
Sing Head, Shoulders, Knees and Toes
(Lead students in singing song)
Activity 5
Play the Hokey Pokey
(Lead students in singing and dancing to the song)
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

11. Reading Comprehension Strategies ACELY1650 & 1679
Block 5: CAP/Reading Comprehension
Teacher Instructions: This slide appears throughout the week. Select one story for each week. We have provided a suggested list below, but feel free to select a different book. Prior to each story, define unknown words and conduct a picture walk. After reading the story, have students respond orally to the questions provided or refer to the “Respond to Text” poster.
Reading Comprehension Strategies ACELY1650 & 1679
Suggested Story Choices
Respond to Text Poster
ACELT 1577
Define difficult or unknown vocabulary words
Picture Walk
Discuss the pictures in the book. Guide the students in a discussion of what could be going on based on the pictures.
Examine the cover illustration and read the title of the book. Using the title and illustration, ask students, “What do you think this book is about?”
Starting School (2013) by Jane Godwin & Anna Walker, Viking, Penguin Group (Australia)
First Day (2013) by Andrew Daddo and Jonathan Bentley, Harper Collins Publishers Australia
Tom & Small: A Big Moment in a Little Boy’s Life! (2004) by Clara Vullimay, Harper Collins Publishers UK
Eight (2006) by Lyn Lee & Kim Gamble, Omnibus Books
Please Play Safe (2006) by Margery Cuyler, Scholastic, Incorporated
List of books:
What is the story about?
Name one thing that happened.
What did you like about the story?
What did you dislike about the story?

12. Tell me one thing you learned about feelings.
Block 6: Closing
Provide sentence frames, if appropriate.
(Example, I learned _____.)
Teacher Note
Tell me one thing you learned about feelings.
Tell me one thing about the story we read.
Practise hand signals.