Week 1 · Ages 3–5 · A gentle first week for noticing who I am, what I can do and where I belong.
This Is Me
Week 1 welcomes your child into Fernlet through identity, playful counting, movement, feeling words, family belonging and joyful recall. Each day offers three core moments totaling about 25 minutes, plus two optional connections. Responses may be spoken, signed, pointed to, acted out or shared in any home language.
This week’s little language thread: nombre · yo · uno–cinco · cuerpo · alegría · calma · familia · casa / name · me · one–five · body · joy · calm · family · home
Big idea: I am known, capable and ready to learn through play.
Day 1 · Identity · name awareness · symbolic marks
My Name, My Way
your child hears their name with warmth and makes a first identity mark without pressure to write.
Choose the three Core moments below. The two Little Extra moments are invitations, never homework.
Morning6 minCore · WelcomeA name worth celebratingName recognition + secure identity
- Sit beside your child and say their name slowly in the warm voice you naturally use.
- Say nombre means name, then share your own name too.
- Invite your child to answer with a word, sign, point, movement or simply by listening.
Try saying“Your nombre—your name—is [say your child’s name]. I’m glad you are here. You can tell, show or just listen.”
Say the name once and pair it with a familiar wave or gesture.
Talk about a nickname, family name or the first sound you hear in the name without asking for spelling.
Sit side by side instead of face to face; accept AAC, signing, a photo choice, a home-language response or quiet attention.
After snack10 minCore · MakeMy name belongs herePrint awareness + fine-motor expression
- Write your child’s name in large clear letters while saying that print can carry a name.
- Let your child decorate around, over or beside the letters with any marks they choose.
- Read the finished card once, then place it in the Week 1 folder or a chosen display spot.
Try saying“These marks say [name]. Your marks can join them any way you choose—dots, lines, colors or something else.”
Offer one thick crayon and a card with plenty of open space.
Invite your child to find one letter that appears in their name and somewhere else in the room.
Tape the paper in place, offer a chunky drawing tool, or let the child choose colors while the adult makes the requested marks.
Use washable, non-toxic art materials and supervise drawing tools.
Afternoon9 minCore · ExploreA picture of meSelf-observation + symbolic representation
- Notice one neutral detail together, such as hair shape, glasses, a favorite color or today’s clothing.
- Invite your child to make a picture, symbol or color patch that means ‘me.’
- Write down the child’s own description exactly, or add ‘This is me’ if they prefer not to dictate.
Try saying“There is no one right way to make a picture of you. What would you like your page to show?”
Offer a simple face outline or let the child choose one feature for the adult to draw.
Add two personally meaningful details and explain why each belongs in the picture.
The child may photograph a pose, arrange colors, point to choices or direct the adult instead of drawing.
Use a shatter-resistant child mirror or skip the mirror.
Movement time7 minLittle Extra · MoveMove to my nameRhythm + auditory attention
- Say your child’s name and tap one comfortable beat for each natural syllable.
- Pair the beat with claps, knee taps, steps or a seated sway.
- Let your child choose the movement and lead your name next.
Try saying“I hear a beat in your name. You can clap it, step it, sway it or show me another way.”
Use one steady beat while saying the whole name.
Compare the beats in two familiar names using more, fewer or the same.
Offer seated movement, tapping on a cushion, watching or directing the adult; do not require vocal imitation.
Keep the movement area clear and use feet-on-the-floor actions only.
Bedtime4 minLittle Extra · ConnectYour name in our storyListening + personal narrative
- Before reading, tell one true two-sentence story that begins with your child’s name.
- Pause so the child may add, correct or simply listen.
- Close by saying one specific thing you enjoyed doing together.
Try saying“[Name] began Fernlet today. You made choices about your page, and I loved learning beside you.”
Share the story without asking a question.
Invite the child to choose what happened first and what happened next.
Use photos, objects, gestures or the child’s home language to support the retelling.
Two-minute parent check-in
What did you notice?
This is not a test. One optional observation is enough, and “not observed” is always a valid answer.