Quantity Quest Lesson Planner UNCOMMON
Schools Camden Prep
K-12 ESL Daily Lesson Planner
2026–2027 School Year • Week Review Day 1
WIDA Aligned
Daily Overview
ESL/MLL Teacher Mr. Rossi
Lesson Date / Time Unit 6
Grade(s) & Group Kindergarten (Levels 1–2)
Curriculum / Unit Asking Quantities
Instructional Objectives
Content Objective:
Students will distinguish between countable objects (apples, pencils) and non-countable items (water, milk) and ask questions using target quantity phrases.
Language Objective:
Students will produce spoken questions using the frames "How many [items]?" and "How much [item]?" with visual and realia prompts.
CCSS / ELD Connection
CCSS.ELA-LITERACY.L.K.1.D, CCSS.MATH.CONTENT.K.CC.B.4; WIDA ELD Standard 1 & 2.
WIDA Framework
Key Language Uses:
Narrate ✓ Inform ✓ Explain Argue
Domains Targeted:
● LST ● SPK ○ RED ○ WRT
ELD Standards:
Std 1: Soc/Inst • Std 2: Lang Arts • Std 3: Math
Supports Quick-Check
Sensory
☑ Realia (cups, apples)
☑ Visual Slide Deck
☑ Physical counting blocks
Graphic / Linguistic
☑ Sentence Frames
☑ Visual Icon Choices
☑ TPR Total Physical Response
Target Vocabulary:
How many, How much, count, apple, star, block, water, juice, milk
Lesson Phase
Pacing
Core Activities (I Do, We Do, You Do)
Scaffolds & CFU
Extension / Support
1. DO NOW & HOOK
Activate Knowledge
8 min
Show a clear jar of colored counting cubes and a bottle of blue water. Ask: "Can we count the cubes? Yes, 1-2-3! Can we count the water droplets? No!" Introduce question hand motions.
TPR finger counting for "How many"; open cupped hands for "How much". Choral response.
Prompt early speakers: "Can you name 1 more thing we can count?"
2. MODEL ("I DO")
Direct Instruction
12 min
Display Slide Deck. Model Question Rule: We say "How many" for things with numbers (apples, books, stars). We say "How much" for liquids/bulk (water, milk, sand). Teacher models questioning puppets.
Color-coded cards: Green card = Numbers (How many?); Blue card = Splash/liquid (How much?).
Pair with bilingual partner; teacher models L1 cognate gesture (¿cuántos vs cuánta?).
3. PRACTICE ("WE / YOU")
Guided & Solo Practice
18 min
We Do: Interactive slide prompts. Turn & Talk: Partner A holds picture, Partner B asks the question. You Do: Student Worksheet: Circle "How many" vs "How much" with color code & count objects.
Sentence frames on board with icons: "How many [apple icon]?" Circulate with 1-on-1 pointer prompts.
Fast Finishers: Count & draw their own 4 favorite classroom items and frame the question aloud.
4. CLOSURE / CFU
Exit Ticket Check
7 min
"Pass the Microphone" rapid review: Teacher flashes a picture card (crayons OR glass of milk). Student responds orally with "How many?" or "How much?". Class gives thumbs up confirmation.
Thumb meter check; praise approximation and focus on question word accuracy.
High-flyers produce full sentence: "How many crayons are there?"
Teacher Reflection
What went well? Monitor if students distinguish uncountable liquids (milk/water) without confusing container counts (glasses).
Reteach & Support
Targeted students needing tactile realia reinforcement during small group time; pull real cups of water vs counting bears.
School Events & Reminders
Mid-year WIDA ACCESS prep reminder; bilingual family newsletter goes home on Friday.
Camden Prep Multilingual Resources • Daily Planner Matrix • Kindergarten ESL Review
Quantity Quest Slides Kindergarten ESL • Review Day 1
⭐ Camden Prep Stars
Question Detective Fun
How Many? or How Much?
Let's learn how to ask big questions about the things we see!
🍎 Count: 1, 2, 3!
VS
💧 Splash: Water & Milk!
RULE 1
We Can Count: "How Many?"
1, 2, 3, 4!
🍎 🍏 🍎
3 Apples
"How many apples?"
✏️ ✏️
2 Pencils
"How many pencils?"
⭐ ⭐ ⭐ ⭐
4 Stars
"How many stars?"
👉 When you can count each one with numbers, ask: "How many?"
RULE 2
We Cannot Count One-by-One: "How Much?"
Splash!
💧 🥛
Water & Milk
"How much water?"
🧃 🍊
Sweet Juice
"How much juice?"
🏖️ ⏳
Sand & Rice
"How much sand?"
👉 When it flows or pours and we can't count droplets, ask: "How much?"
Game Time
Look & Tell: Which Question?
Round 1 🎯
🍌 🍌 🍌 🍌 🍌
Bananas on the table!
Can we count them? 1, 2, 3, 4, 5!
Option A
"How many bananas?"
YES! 🎉
Option B
"How much bananas?"
❌
Say it together: "How many bananas do you see?"
Game Time
Look & Tell: Which Question?
Round 2 🎯
🥛 💧
Fresh Milk in the glass!
Can we count drops? No, it's liquid!
Option A
"How many milk?"
❌
Option B
"How much milk?"
YES! 🎉
Say it together: "How much milk is in the cup?"
Turn & Talk
Partner Question Practice!
👥 2 Minutes
Partner A asks:
🖍️ 🖍️ 🖍️
"How many crayons?"
Partner B answers: "Three crayons!"
Partner B asks:
🧃 🧃
"How much orange juice?"
Partner A answers: "A full cup of juice!"
🌟 Ready to be Question Champions on our worksheet!
Count and Ask Worksheet Kindergarten ESL • Review Day 1
Count and Ask!
Choose between "How many" and "How much".
Name:
Date:
1
Look at the picture. Circle the correct question phrase!
Can we count it? 1, 2, 3...
#1 Apples
🍎 🍎 🍎 🍎
How many?
How much?
#2 Water in Pitcher
💧 🥛 💧
How many?
How much?
#3 Stars
⭐ ⭐ ⭐
How many?
How much?
#4 Milk
🥛 🥛
How many?
How much?
2
Count the items and write the number in the box!
Practice asking: "How many?"
"How many crayons?"
🖍️ 🖍️ 🖍️ 🖍️ 🖍️
Number
"How many cookies?"
🍪 🍪 🍪
Number
3
Trace the question words and say them out loud!
🗣️ Turn & Talk
Use for things you can count (1, 2, 3):
How many?
Use for liquids & pours (water, milk):
How much?
⭐ Great job asking questions today! Camden Prep Kindergarten ESL
Short A Lesson Planner UNCOMMON
Schools Camden Prep
K-12 ESL Daily Lesson Planner
2026–2027 School Year • Week Review Day 2
WIDA Aligned
Daily Overview
ESL/MLL Teacher Mr. Rossi
Lesson Date / Time Unit 6
Grade(s) & Group Kindergarten (Levels 1–2)
Curriculum / Unit Phonics & Small Words
Instructional Objectives
Content Objective:
Students will isolate and pronounce the short vowel sound /æ/ and blend small CVC words (cat, hat, bat, pan, map) with phonemic accuracy.
Language Objective:
Students will say the medial sound /æ/ in response to pictures, trace uppercase and lowercase letter Aa, and write target CVC words on primary handwriting lines.
CCSS / ELD Connection
CCSS.RF.K.2.D, RF.K.3.B, L.K.1.A; WIDA ELD Standard 1 & 2 (Language for ELA).
WIDA Framework
Key Language Uses:
✓ Narrate ✓ Inform Explain Argue
Domains Targeted:
● LST ● SPK ● RED ● WRT
ELD Standards:
Std 1: Soc/Inst • Std 2: Lang Arts (Early Lit)
Supports Quick-Check
Sensory
☑ Kinesthetic "Apple Pick" TPR
☑ Visual Phonics Slides
☑ Realia (hat, toy cat, pan)
Graphic / Linguistic
☑ Elkonin Sound Boxes
☑ Primary 3-Line Guidelines
☑ Choral Blending Tap
Target Vocabulary:
Short a (/æ/), cat, bat, hat, pan, map, apple, blend, letter
Lesson Phase
Pacing
Core Activities (I Do, We Do, You Do)
Scaffolds & CFU
Extension / Support
1. DO NOW & HOOK
Activate Knowledge
8 min
"Mystery Bag of /a/!": Pull out an apple, a baseball bat, and a cat toy. Have students touch chin and feel jaw drop when making the /æ/ sound: "a-a-apple!" Choral repetition with movement.
Tactile chin touch ensures mouth opens properly for /æ/ (distinguishing from /e/ and /o/).
Challenge students to name another object starting with /æ/ (alligator, ant).
2. MODEL ("I DO")
Direct Instruction
12 min
Display Slide Deck. Model arm blending: Shoulder = /k/, Elbow = /æ/, Hand = /t/ ➔ slide down arm: "cat!" Repeat for /b/-/æ/-/t/ (bat) and /h/-/æ/-/t/ (hat). Model proper stroke order for lowercase 'a' (pull back, around, up, and down).
Kinesthetic arm-tap; color-coded vowel card in red center to anchor medial vowel.
Air-writing strokes with large arm movements before sitting at desks.
3. PRACTICE ("WE / YOU")
Guided & Solo Practice
18 min
We Do: Choral blending of target words on slides. You Do: Complete Short A Words Worksheet (sound boxes & picture match) followed by Short A Penmanship Sheet (tracing strokes & CVC writing).
Hand-over-hand penmanship grip support; provide pencil grips; sound box counters for tactile blending.
Fast Finishers: Write a full short-a sentence: "The cat had a hat."
4. CLOSURE / CFU
Exit Ticket Check
7 min
"Tap & Tell" Exit Ticket: Each student approaches teacher, taps the 3 sound dots for one picture card (e.g. m-a-p), blends the word aloud, and receives their Star Stamp.
Individual phoneme isolation rubric check (1 = needs support, 2 = emergent, 3 = mastered).
Peer coaching: strong blenders assist partners at their desks.
Teacher Reflection
Note student pencil grip and lowercase letter 'a' closure (avoid leaving open like 'u'). Review phonemic vowel clarity.
Reteach & Support
Pull students with fine motor tracing difficulties for sand tray letter formation and tactile phonics tiles.
School Events & Reminders
Phonics decodable mini-books sent home in Friday folders; parent reading tip in Spanish and English.
Camden Prep Multilingual Resources • Daily Planner Matrix • Kindergarten ESL Review
Short A Sound Slides Kindergarten ESL • Review Day 2
🍎 Phonics Champions
Small Words Superpower
The Short Vowel Sound "a"!
Listen, open wide, and blend small words together: /æ/ /æ/ /æ/!
🐱 cat
•
🎩 hat
•
🦇 bat
•
🍳 pan
SOUND POWER
How to Make the Short "a" Sound
/æ/ /æ/ /æ/
🍎
"a" is for Apple!
Open your mouth wide like you're taking a bite!
👄
1. Smile and Drop Your Jaw
Open your mouth wide and say /æ/!
🤏
2. Touch Your Chin
Feel your chin go DOWN when you say /æ/!
🍎
3. Apple Chant
"/æ/ /æ/ apple, yummy and sweet!"
Everyone together: Touch chin and say "/æ/ /æ/ /æ/!"
Arm Blending
Tap & Blend: Word #1
🐱
Shoulder c /k/
Elbow a /æ/
Wrist t /t/
Slide down your arm: c - a - t ➔ CAT! 🐱
"The cat is happy and purring!"
Rhyme Time
The "-at" Word Family
h-a-t & b-a-t
🎩
h a t
/h/ + /æt/ = HAT!
"I wear a hat on my head."
🦇
b a t
/b/ + /æt/ = BAT!
"The little bat flies at night."
Say it together: Cat, Hat, Bat all have the short sound /æ/!
More Words
Two More Short "a" Words!
🍳 🗺️
🍳
p a n
/p/ + /æ/ + /n/ = PAN!
"Cooking eggs in the pan."
🗺️
m a p
/m/ + /æ/ + /p/ = MAP!
"We find the way with a map."
Notice the middle letter in all our words is "a"!
Phonics Chant
Let's Read Together!
Sing & Clap 👏
A cool cat 🐱 wore a big tall hat 🎩!
He held a bat 🦇 and cooked in a pan 🍳!
Then he looked at his treasure map 🗺️!
/æ/ /æ/ /æ/ — Short A is my favorite sound!
✏️ Now grab your pencils for writing and blending!
Short A Words Worksheet Kindergarten ESL • Review Day 2
Short "a" Word Power!
Listen for the /æ/ sound as in apple!
Name:
Date:
1
Write the letter "a" in the middle sound box!
Say each word: /æ/
🐱 cat
c
t
🎩 hat
h
t
🍳 pan
p
n
🗺️ map
m
p
2
Circle the picture that has the short "a" (/æ/) sound!
Touch your chin: /æ/
Set 1
🦇 bat
🐶 dog
Set 2
☀️ sun
🍎 apple
Set 3
🪭 fan
🐷 pig
3
Draw a line from the word to its matching picture!
Blend and read!
cat
🎩
hat
🐱
pan
🗺️
map
🍳
⭐ Super reader! You know the short "a" sound! Camden Prep Kindergarten ESL
Short A Penmanship Practice Kindergarten ESL • Penmanship Practice
Short "a" Handwriting Stars
Trace with dotted guides, then write on the kindergarten primary lines.
Name:
Date:
Stroke Guide
Uppercase A: 1. Slant down left • 2. Slant down right • 3. Cross the belt!
Lowercase a: 1. Pull back around & up • 2. Straight line down!
1
Uppercase Letter A
Start at the blue headline!
A A A A
2
Lowercase Letter a
Stay under the dashed midline!
a a a a a
3
Trace and Write Short "a" Words
Say the word as you write!
🐱 cat
cat
cat
🎩 hat
hat
hat
🦇 bat
bat
bat
🍳 pan
pan
pan
⭐ Neat handwriting and steady pencil grip!
Teacher Star Stamp: