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Month 1 · Week 1 · Day 5 | Pebble

Toddler (2–3 years) · Month 1 · Week 1

Day 5

First days — building felt safety and name recognition

PrevWeek

Child participates in the daily weather observation ritual and selects the correct weather card Child walks around the space and stops immediately on a verbal or auditory cue

Teaching20 minPrep12 minStart Teaching

Today at a Glance

  1. 9:00 AM · Settling In

    15 min

    Arrival & Settling In

    Routine

  2. 9:15 AM · Circle Time

    20 min

    Circle Time Songs

    Music & Movement

    • OPENING SONG3–5 min

      Hickety Pickety My Black Hen

      Actions included — see song resource card

  3. 9:35 AM · Creative

    25 min

    What's the Weather Today?

    General Awareness

  4. 10:00 AM · Movement

    25 min

    Walk and Freeze

    Gross Motor

  5. 10:25 AM · Snack

    25 min

    Snack & break

    Wash hands, snack, bathroom, and a gentle reset before the next learning block.

    Routine

  6. 10:50 AM · Language

    25 min

    My Peg, My Bag, My Board

    Practical Life

  7. 11:15 AM · Free Play & Departure

    15 min

    Free Play & Departure

    Quick recap: Today we explored what's the weather today?, walk and freeze, and my peg, my bag, my board. Invite children to share one favourite moment, then sing your goodbye song. Child-led exploration and calm goodbye.

    Routine

Quick Preparation

Materials to gather

Resources to print

Songs to prepare

Storybook

Setup checklist

0 of 17 items ready

Assessment Today

Home Connection

Activity

Body part naming in the bath: as you wash each part, name it clearly.

Conversation starter

Let them look out the window and tell you.

Suggested book

Week 1: The Kissing Hand by Penn

Optional extension

Child takes on the role of 'weather reporter' and announces today's weather to the class.

Quick Stats

3

Activities

20 min

Teaching Time

12 min

Prep Time

4

Resources

1

Songs

0

Stories

4

Printables

General AwarenessTOD-GA-001

What's the Weather Today?

Duration
5 minutes (daily ritual — not a standalone lesson)
Preparation Time
1 minute
Group Size
Whole class circle
Start teaching — follow the steps below.

Learning Objective

Child participates in the daily weather observation ritual and selects the correct weather card

Materials Required

  • Weather Chart Worksheet
  • Weather Cards Flashcard: sun, cloud, rain, wind
  • Window with outdoor view

Teaching Steps

  1. 1

    Look outside — what do you see in the sky today?

  2. 2

    Is it sunny? Can you see the sun?

  3. 3

    Which card matches today's weather? Can you find it?

  4. 4

    Yesterday it was [sunny/rainy] — is it the same today?

  5. 5

    How does the weather feel on your skin when we go outside?

Questions to Ask

  • Look outside — what do you see in the sky today?
  • Is it sunny? Can you see the sun?
  • Which card matches today's weather? Can you find it?
  • Yesterday it was [sunny/rainy] — is it the same today?
  • How does the weather feel on your skin when we go outside?

Teacher Notes

Observe whether child selects the correct weather card by Week 3. Log participation level: initiates observation / participates when prompted / observes only.

Extension / Enrichment

Support: For children who are not yet verbal: teacher holds two cards and child points to the correct one. Extend: Child takes on the role of 'weather reporter' and announces today's weather to the class.

Assessment

Observe whether child selects the correct weather card by Week 3. Log participation level: initiates observation / participates when prompted / observes only.

Home Connection

Ask your child every morning: what is the weather today? Let them look out the window and tell you. By Month 2, most children will initiate this observation themselves.

Suggested printables

  • •Weather Chart — Daily Observation Ritual · worksheet
  • •Weather Cards — sun, cloud, rain, wind · flashcard

Printables are teacher-sourced. Search Canva or Twinkl for an age-appropriate version that matches this lesson theme.

  • •Body Parts Poster (carried from June — kept visible) · poster
Gross MotorTOD-GM-001

Walk and Freeze

Duration
10–12 minutes
Preparation Time
1 minute
Group Size
Whole class
Start teaching — follow the steps below.

Learning Objective

Child walks around the space and stops immediately on a verbal or auditory cue

Materials Required

  • Open floor space
  • A drum or hand clap for the stop signal

Teaching Steps

  1. 1

    Walk around the room — anywhere you like!

  2. 2

    FREEZE! Stop right where you are!

  3. 3

    Hold very still — like a statue!

  4. 4

    And walk again — off you go!

  5. 5

    This time — can you walk on your tiptoes?

Questions to Ask

  • Walk around the room — anywhere you like!
  • FREEZE! Stop right where you are!
  • Hold very still — like a statue!
  • And walk again — off you go!
  • This time — can you walk on your tiptoes?

Teacher Notes

Observe whether child stops within 1–2 steps of the freeze cue. Log: stops immediately / stops after delay / does not yet stop on cue.

Extension / Enrichment

Support: Use different locomotor movements: walk, jump, tiptoe, stomp. Use a visual signal (raised hand) alongside the auditory cue for children who need extra support. Extend: Freeze in a shape — freeze like a tree, freeze like a ball, freeze like a star.

Assessment

Observe whether child stops within 1–2 steps of the freeze cue. Log: stops immediately / stops after delay / does not yet stop on cue.

Home Connection

Play freeze at home to music — when the music stops, everyone freezes. The self-regulation practice transfers directly to school.

Practical LifeTOD-PL-001

My Peg, My Bag, My Board

Duration
3–5 minutes (daily arrival routine)
Preparation Time
10 minutes (one-time setup of pegs and board)
Group Size
Individual (each child on arrival)
Start teaching — follow the steps below.

Learning Objective

Child completes the arrival sequence independently: bag on peg, name card on welcome board, sit in circle

Materials Required

  • Named pegs (with photograph and name) — one per child
  • Welcome board at child height
  • Name cards with photograph Flashcard

Teaching Steps

  1. 1

    Good morning! Can you find your peg? It has your photo on it

  2. 2

    Hang your bag up — well done!

  3. 3

    Now find your name card — can you see your photo?

  4. 4

    Put your card on the welcome board — there you are!

  5. 5

    Now come and sit in the circle — you know where to go!

Questions to Ask

  • Good morning! Can you find your peg? It has your photo on it
  • Hang your bag up — well done!
  • Now find your name card — can you see your photo?
  • Put your card on the welcome board — there you are!
  • Now come and sit in the circle — you know where to go!

Teacher Notes

Track daily: how many steps of the arrival sequence does the child complete independently? Target by Week 4: all 3 steps without adult prompting.

Extension / Enrichment

Support: For children with very low independence: complete the sequence together for Week 1, withdrawing support one step at a time across Weeks 2–4. Extend: Child helps a new friend complete the arrival sequence.

Assessment

Track daily: how many steps of the arrival sequence does the child complete independently? Target by Week 4: all 3 steps without adult prompting.

Home Connection

Create a simple morning routine at home with the same predictable sequence: wake, wash, dress, eat, bag, door. Predictable home routines reinforce school routine confidence.

Suggested printables

  • •Name Cards — one per child, photograph and name · flashcard

Suggested printable: Name Cards — one per child, photograph and name. Printables are teacher-sourced. Search Canva or Twinkl for an age-appropriate version that matches this lesson theme.