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Math English Language Arts Science & Engineering Social Studies Global Languages Health & Physical Education Special Education Counseling & Life Skills Arts & Creativity ESL

First Week Foundations • Sequence • Lenny.com

Counseling & Life Skills Self-Awareness Basic Emotion Recognition Complex Emotion Identification Emotional Nuance & Mixed Feelings Building Positive Self-Image Recognizing Strengths & Growth Areas Accurate Self-Assessment Personal Values Identification Cultural & Individual Identity Exploration Values-Based Decision Making Self-Management Stop-and-Think Strategies Delaying Gratification Independent Impulse Management Identifying Stress Triggers Short-Term Goal Setting SMART Goals Development Goal Monitoring & Adjustment Building Perseverance & Resilience Internal Motivation Development Comprehensive Stress Reduction Planning Social Awareness Recognizing Others' Feelings Demonstrating Empathy Respecting Individual Differences Understanding Cultural Diversity Complex Empathetic Responses Multiple Viewpoint Consideration Multi-Perspective Analysis Challenging Stereotypes & Bias Relationship Skills Active Listening Clear Verbal & Nonverbal Communication Building Positive Friendships Working Cooperatively in Groups Communicating Personal Boundaries Respecting Others' Boundaries Assertive Expression Peaceful Problem-Solving Contributing to Team Goals Complex Conflict Navigation Mediation & Negotiation Healthy Romantic Relationships Responsible Decision-Making Daily Problem Identification Brainstorming Multiple Solutions Evaluating Pros & Cons Recognizing Risks & Consequences Applying Ethical Frameworks Informed Risk-Benefit Decisions Root Cause Analysis Mindfulness Mindful Breathing Body Scan Meditation Daily Mindfulness Application Daily Self-Care Routines Balancing Life Demands Advocating for Wellness Needs Mental Health Support Understanding Anxiety Symptoms Worry Management Strategies Progressive Muscle Relaxation Recognizing Depression Signs Building Mood-Supporting Routines Behavioral Activation for Mood Understanding Grief Stages Healthy Grief Coping Creative Expression of Loss Behavioral Support Daily Check-In Procedures Daily Goal Setting & Review Recognizing Escalation Warning Signs Requesting Breaks & Support Self-Calming During Distress Understanding Positive Reinforcement Token Economy Implementation Behavior Chart Tracking Analyzing Behavior Patterns Identifying Antecedents & Consequences Determining Behavior Function Function-Based Interventions Individualized Behavior Contracts Data-Driven Behavior Adjustment Therapeutic Approaches Thoughts-Feelings-Behaviors Connection Recognizing Thinking Patterns Challenging Negative Thoughts Positive Self-Talk Practice Thought Record Tracking Advanced Cognitive Restructuring Comprehensive CBT Plans Behavioral Activation Techniques Building Positive Experiences Exposure Hierarchies for Anxiety Present-Moment Awareness Non-Judgmental Observation Self-Soothing & Distraction Complex Emotion Labeling Reducing Emotional Vulnerability (PLEASE)DEAR MAN Communication GIVE Skills for Relationships FAST Skills for Self-Respect Radical Acceptance Practice Crisis Survival Skills (TIPP)Understanding Trauma Effects Trauma Responses & Triggers Identifying Trauma Feelings Grounding Techniques Regulation During Trauma Distress Safe Place Visualization Processing Through Narrative Developing Trauma Story Personalized Safety Planning Group Support Turn-Taking & Sharing Group Conversation Skills Sharing in Supportive Environment Learning from Similar Challenges Building Community & Belonging Navigating Peer Relationships Group Skill Practice Group Mental Health Education Stress & Anxiety Understanding Crisis Support & Safety Knowing When to Seek Help Identifying Mental Health Crises Grounding During Crisis Using Crisis Hotlines Building Support Networks Accessing Mental Health Resources Warning Signs & Coping Strategies Developing Personal Safety Plans Understanding Suicide Warning Signs Gatekeeper Skills for Peers Digital Literacy Social Media Technology Basics Productivity Tools Internet and Online Research Web Design and Publishing Digital Citizenship Online Safety and Privacy Emerging Technologies Financial Literacy Making Financial Decisions Banking and Accounts Consumer Skills Saving and Investing Credit and Debt Employment and Income Taxes Insurance Major Purchases Economic Concepts Financial Planning College & Post-Secondary Planning Career Exploration Understanding Post-Secondary Options College Research & Selection Admission Requirements College Application Process Personal Statement Writing FAFSA Completion Scholarship Search & Applications Understanding Student Loans Continuing Education Planning Interview Preparation Researching Employers Common Interview Questions STAR Method Responses Professional Interview Presence Virtual Interview Skills Interview Follow-Up Job Search Skills Understanding Job Postings Effective Job Search Strategies Networking for Opportunities Resume Writing Basics Action Verbs & Achievements Tailoring Resumes to Jobs Cover Letter Writing Professional References Professional Communication Business Email Etiquette Phone & Voicemail Professionalism Meeting Participation Presentation Skills Professional Work Ethic Time Management & Productivity Teamwork & Collaboration Adaptability & Flexibility Problem-Solving at Work Constructive Feedback Workplace Rights Understanding Employment Laws Pay & Benefits Understanding Workplace Safety Anti-Discrimination & Harassment

First Week Foundations

An introductory unit for the first three days of Pre-K, aligned with HighScope, Teaching Strategies, and Texas Pre-K Guidelines. Focuses on social-emotional development, self-regulation, and classroom community through daily routines and schedules.

Day One Discoveries

Focuses on welcoming students, introducing the classroom layout, and establishing the basic daily schedule. Includes activities for recognizing name tags, identifying centers, and practicing transitions.

Day Two Together

Focuses on group collaboration, understanding community expectations during large groups, and learning clean-up routines. Emphasizes self-regulation and care for shared materials.

Day Three Partners

Focuses on initiating peer relationships and practicing HighScope Plan-Do-Review. Introduces planning choices and sharing experiences with a friend.

First Week Foundations

An introductory unit for the first three days of Pre-K, aligned with HighScope, Teaching Strategies, and Texas Pre-K Guidelines. Focuses on social-emotional development, self-regulation, and classroom community through daily routines and schedules.

Day One Discoveries Plan

TS First Six Weeks • Day 1

Pre-K Foundations

Daily Schedules & Classroom Routines Lesson Plan

Interest Area Study

Teaching Strategies GOLD Aligned

TS GOLD Objectives

• Obj 1b: Follows limits & expectations (Level 4)
• Obj 2a: Interacts with peers
• Obj 29: Shows self-knowledge

Interest Areas Focused

• Block Area (Gentle Handling)
• Art Area (My Name & Badge)
• Library/Cozy Area (Transitions)

TX Pre-K Guidelines

• I.B.1.a: Self-Concept
• I.B.3.a: Self-Regulation
• I.C.1: Community rules

Day 1 Focus: Welcome & Safe Explorations

Establishing classroom boundaries, identifying cubbies, and introducing how to safely handle and explore items in the block and art areas.

Transition Mighty Minute Aligned: Mighty Minute #15: "Let's Transition" (used to guide movement from circle to tables).

Morning Meeting

Hello, Friends!

5-7 Minutes

TS Intentional Card

LL04: "Welcome Friends". Focuses on social language, recognizing printed name, and symbol associations.

Procedure & TS Discussion Starter

• Greeting (2 mins): Use Mighty Minute #04 ("Riddle Dee Dee"). Sing: "Riddle dee dee, riddle dee dee, who is the friend that I see?" Reveal name cards with child photos or symbols.
• Discussion Starter (2 mins): Show your teacher name tag. "This is my name card. It has my name and a picture of a leaf. What picture is on your card today?"
• Active Group Response (2 mins): Children stand up when their name/symbol is called, wave to the circle, and sit down.

Guided Discussion

Our Daily Schedule

5-7 Minutes

TS Intentional Card

SE01: "Our Day". Introduces daily routine sequence to build security and predictability.

Procedure & Teacher Script

• Visual Clues (2 mins): Point to schedule cards. "This is our schedule board! It shows what we do first, next, and last so we always know what is coming."
• Interactive Check (2 mins): Point to cards. "First we arrived. Now we are at Morning Meeting. Next, we go to Small Groups! What do you think we will do there?"
• Mighty Minute #15 Transition (2 mins): Lead transition chant: "We are walking, walking, slow. Off to our tables we will go!"

Unit: First Week Foundations (Creative Curriculum Aligned) Page 1 of 2

TS Intentional Teaching Experiences

Small Group Explorations

Group Size: 4-6 children | Guided Activities

Small Group 1

Exploring the Block Area

10 Minutes Max

TS Card Aligned

SE03: "Welcome to the Block Area". Setting physical boundaries and toy handling rules.

TS GOLD Indicator

Obj 1b: Responds to rules and expectations with adult guidance.

Materials & Implementation Steps

Materials: Block Interest Area shelf, unit blocks, visual shelf silhouette labels.

Guided Visit (2 mins): Sit inside the Block Interest Area. Teach shelf labels. "This is our Block Area. Look at these pictures. They show where each toy lives!"
Active Play (5 mins): Give each child 1 block. "Hold your block. We use blocks to build together. How can we keep our blocks safe?" Encourage handling blocks gently.
The Return Challenge (3 mins): Prompt children to match their block to its corresponding silhouette label. Celebrate putting away materials correctly.

Small Group 2

My Name Badge

10 Minutes Max

TS Card Aligned

LL12: "My Name, My Symbol". Encourages self-representation and fine-motor development.

TS GOLD Indicator

Obj 29: Identifies self and shares personal information with peers.

Materials & Implementation Steps

Materials: Cut paper badges with print names and symbols, stickers, markers.

Introduce Badges (2 mins): Distribute badge bases. "This badge is yours. It tells everyone your name and has your special icon. Let's decorate it!"
Self-Led Design (6 mins): Provide markers and stickers. Ask open questions to expand language: "I see you are placing a star on your badge. What does a star represent to you?"
Hanging Ceremony (2 mins): Guide each child to place their badge on their individual cubby slot to cement a sense of belonging.

Creative Curriculum Best Practice

When teaching children about Interest Areas, emphasize the rules around material preservation. Avoid negative framing ("Don't throw blocks"). Use positive redirections: "Blocks are kept low so that they don't crash on our toes." Document children's reactions for GOLD Obj 1b.

TS GOLD Assessment Notes (Record Evidence)

Tip: Use these field notes to document children's performance on Obj 1b (limits) and Obj 29 (self-concept) for Day 1 entry.

Unit: First Week Foundations (Creative Curriculum Aligned) Page 2 of 2

Routine Visual Cards

Classroom Support Tool

Visual Schedule Cards

Cut along dashed lines to display on your daily schedule board.

Print & Cut

Cut Line

Arrival

We hang our backpacks

Daily Visual Schedule Card

Cut Line

Large Group

We gather on the rug

Daily Visual Schedule Card

Cut Line

Small Group

We explore and build

Daily Visual Schedule Card

Cut Line

Choice Time

Plan • Do • Review

Daily Visual Schedule Card

Cut Line

Clean Up

We return our toys

Daily Visual Schedule Card

Cut Line

Outdoors

We run and play safe

Daily Visual Schedule Card

Unit: First Week Foundations (Visual Environment Tools) Printable Schedule Pack • Page 1 of 1

Day Two Together Plan

TS First Six Weeks • Day 2

Pre-K Foundations

Cooperating in Groups & Classroom Transitions Lesson Plan

Interest Area Study

Teaching Strategies GOLD Aligned

TS GOLD Objectives

• Obj 1b: Follows limits & expectations (Level 4)
• Obj 3a: Cooperates in groups (Level 4)
• Obj 13: Uses classification skills

Interest Areas Focused

• Art Interest Area (Tool Sorting)
• Circle Time Rug (Active Listening)
• Toys & Games Area (Caring for Tools)

TX Pre-K Guidelines

• I.B.3.a: Self-Regulation limits
• I.C.3: Interacting with classmates
• I.C.4: Caring for shared items

Day 2 Focus: Cooperating & Transitioning

Shifting focus toward group cohesion, setting expectations for clean-up transitions, and reinforcing self-regulation during larger community circles.

Transition Mighty Minute Aligned: Mighty Minute #17: "The Clean-Up March" (used to lead the whole-group into clean-up routines).

Morning Meeting

The Clean-Up Crew

5-7 Minutes

TS Intentional Card

SE02: "Our Clean-Up Rules". Discusses cooperating as a group to maintain Interest Areas.

Procedure & TS Discussion Starter

• Transition Song (2 mins): Use Mighty Minute #17 ("The Clean-Up March"). Sing: "We are cleaning up our tools, yes we are! We follow classroom rules, yes we do!"
• Discussion Starter (2 mins): Hold a misplaced block. "Oh! I found this block lying alone. It feels cold. Where do you think this block's warm home is on our shelf?"
• Active Group Game (2 mins): Scatter 10 blocks on the rug. Have children cooperate in pairs to return them to the correct labeled bin in under 30 seconds. Praise the collective accomplishment.

Guided Discussion

My Listening Spot

5-7 Minutes

TS Intentional Card

SE05: "Sitting in Circle". Establishes the physical boundaries and expectations for shared circles.

Procedure & Teacher Script

• Ready Sit Position (2 mins): Display the "Listening Body" card. "At circle, we make our listening spot. Pretzel legs, hands resting quietly, and eyes looking at your teacher."

Day Three Partners Plan

TS First Six Weeks • Day 3

Pre-K Foundations

Choice Time & Child Reflection Lesson Plan

Interest Area Study

Teaching Strategies GOLD Aligned

TS GOLD Objectives

• Obj 11a: Makes plans and choices (Level 4)
• Obj 2a: Interacts with peers
• Obj 11c: Solves social issues

Interest Areas Focused

• Dramatic Play (Role & Choice)
• Art Interest Area (Planning Card)
• Block Interest Area (Review Area)

TX Pre-K Guidelines

• I.B.1.b: Showing initiative/plans
• I.B.3.b: Regulating choices
• I.C.2: Sharing with peers

Day 3 Focus: Choice Time & Child Reflection

Empowering children to take active initiative over their play choices. Introducing the classroom's physical Choice/Planning Board and encouraging retrospective reviews.

Transition Mighty Minute Aligned: Mighty Minute #26: "The Partner Match" (used to pair children up for collaborative small group tasks).

Morning Meeting

The Planning Board

5-7 Minutes

TS Intentional Card

SE14: "My Play Choices". Teaches children to set early plans before entering Interest Areas.

Procedure & TS Discussion Starter

• Concept Intro (2 mins): Circle discussion. "Today we are going to make a Play Plan! A plan means deciding where you want to go and what you want to build before you start playing!"
• Discussion Starter (2 mins): Show Planning Cards. "This is my planning card. I want to play in the Dramatic Play Area. I put my card right here. Clunk! That's my plan. Where is your plan?"
• Active Turn-Taking (2 mins): Call up 3 children. Let them pin their card to their chosen area's icon on our board. Validate choices: "Lucas planned the Block Area!"

Guided Discussion

The Review Circle

5-7 Minutes

TS Intentional Card

LL19: "What Did You Do?". Focuses on retrospective language, recall, and peer validations.

Procedure & Teacher Script

• Review Spot (2 mins): Sit in circle with a special "talking flashlight." "Welcome to our Review Circle! Now we talk about what we built or did during play time."

• Active Mirror Game (2 mins): Say, "Wiggle your toes... now freeze them! Shake your shoulders... now tuck them into your pretend basket."

• Transition (2 mins): Move to small groups using quiet walking steps to maintain self-regulation.

Unit: First Week Foundations (Creative Curriculum Aligned) Page 1 of 2

TS Intentional Teaching Experiences

Small Group Explorations

Group Size: 4-6 children | Guided Activities

Small Group 1

Sorting Our Art Tools

10 Minutes Max

TS Card Aligned

SE07: "Our Art Tools". Classification and maintenance of tools in the Art Area.

TS GOLD Indicator

Obj 13: Groups objects by one characteristic (color or function).

Materials & Implementation Steps

Materials: Marker cups, glue boxes, safety scissors, scrap paper.

Tour the Tools (2 mins): Gather at Art Area tables. "This is where we draw, color, and paste. Each tool has its home bin so they stay clean!"
The Great Mix-Up (5 mins): Spill 3 tool cups of markers and glue sticks onto the table. Have children pair up and sort the items: markers go to marker cups, glue sticks to glue boxes.
The Marker Click Check (3 mins): Teach the click routine. "Friends, listen closely. Put the cap on and squeeze till you hear 'CLICK'!" Practice clicking all caps.

Small Group 2

Pass the Friendship Ball

10 Minutes Max

TS Card Aligned

SE11: "Pass the Friendship Ball". Learning names, eye-contact, and peer interactions.

TS GOLD Indicator

Obj 2a: Acknowledges and responds to classmate names and greetings.

Materials & Implementation Steps

Materials: Soft green ball, photo cards of classmates.

Introduce Ball (2 mins): Sit in a circle. "Only the person holding our green ball speaks. We roll and pass it gently!"
The Rolling Greeting (6 mins): Roll the ball gently to a student. "Hello, Marcus!" Marcus catches it, waves, then rolls it to another friend, saying their name: "Hello, Lily!" Assist with photo cues.
Closing (2 mins): Lead a physical group hand-squeeze around the circle. "We are connected. We are a classroom team."

Creative Curriculum Best Practice

When conducting classification activities like Small Group 1 (Sorting), encourage expressive verbalization. If a child groups a glue stick in a markers bin, ask: "How did you decide that glue matches the markers?" This gives children agency to catch errors themselves.

TS GOLD Assessment Notes (Record Evidence)

Tip: Use this space to document Obj 13 (classification) as they sort art supplies, or Obj 2a (greetings) as they pass the ball.

Unit: First Week Foundations (Creative Curriculum Aligned) Page 2 of 2

• Show and Tell (2 mins): Hold up a child's block work or photo. "Look at Sarah's building. Sarah, what blocks did you choose for your house?" Let Sarah share with the group.

• Active Praise (2 mins): Have the group pretend to stack blocks high in the air to celebrate Sarah's building. Build peer community.

Unit: First Week Foundations (Creative Curriculum Aligned) Page 1 of 2

TS Intentional Teaching Experiences

Small Group Explorations

Group Size: 4-6 children | Guided Activities

Small Group 1

My Planning Card

10 Minutes Max

TS Card Aligned

SE14: "My Daily Plan". Encourages expressing a plan with visual cards and names.

TS GOLD Indicator

Obj 11a: Proposes plans and outlines steps before beginning play.

Materials & Implementation Steps

Materials: Individual planning cards with photos of Interest Areas, markers, stickers.

Pass Out Cards (2 mins): Distribute card templates. "This is your planning card. It is your key to choose different play areas today!"
Draw/Stick Choice (6 mins): Ask children to select which area sticker they want to play in (e.g., Block, Dramatic, Art). Guide them to stick it onto their card, write/scribble their name, and say: "I am planning to build with blocks."
Clip-On Action (2 mins): Guide them to clip their plan-cards onto their shirts. They are now "officially active planners."

Small Group 2

Our Play Partners

10 Minutes Max

TS Card Aligned

SE15: "Let's Play Together". Initiating collaborative play partnerships.

TS GOLD Indicator

Obj 2a: Forms relationships with peers and engages in cooperative discussions.

Materials & Implementation Steps

Materials: Clipboard checklists, "partner stickers."

Pair Up Routine (2 mins): Use Mighty Minute #26 ("The Partner Match") to pair children. Face each other and wave hello.
Share Plans (6 mins): Ask partners to hold up their Planning Cards and explain their choice. "Tell your partner: I am going to the [Blocks] today to build a [car]." Facilitate child language and prompt questions: "What can you do together in the blocks?"
Sticker Seal (2 mins): Place a partner sticker on both children's cards to solidify their collaborative friendship task for the day.

Creative Curriculum Best Practice

During the **Review** phase, avoid empty praise (e.g., "Good job"). Instead, use objective observation: "You planned to play in the kitchen area and I saw you washing dishes with Lily." This validates effort and prompts expressive recall for GOLD Obj 11a.

TS GOLD Assessment Notes (Record Evidence)

Tip: Use this area to document child progress on Obj 11a (proposes plans) and Obj 2a (interacts with peers) as cards are decorated and shared.

Unit: First Week Foundations (Creative Curriculum Aligned) Page 2 of 2

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