My Secret Code: Numbers, Letters, and Safe Choices

Materials Needed

• Paper and crayons or washable markers
• Letter and number cards
• Small toy or stuffed animal
• Building blocks or counters
• Three paper signs: STOP, ASK, and GO
• Optional: tablet or computer with an adult nearby

Learning Objectives

By the end of the lesson, the child will be able to:

• Recognize and name at least five letters or numbers.
• Make a simple pretend code using pictures, letters, or numbers.
• Explain that some messages are for pretend play and some information should stay private.
• Use the rule: “Stop and ask a trusted grown-up” when something online or in a message seems confusing.

Success Criteria

Success looks like:

• “I can find letters and numbers.”
• “I can make a secret code for a toy or game.”
• “I can tell a grown-up when I need help.”

Introduction: The Mystery Message

Time: 5 minutes

Place a few letter and number cards in a row. Whisper:

“Oh! A mystery message! Is it a word, a number, or a secret code?”

Invite the child to look closely and make guesses. Explain:

“Letters help us make words. Numbers help us count. A code is a special way to share an idea. Today, we will make a pretend code. We will also learn what to do when a message is confusing.”

Child-Friendly Objectives

Tell the child:

• “We will find letters and numbers.”
• “We will make a fun pretend code.”
• “We will practice asking a grown-up for help.”

Body: Learn and Practice

Part 1: I Do—Letters and Numbers

Time: 5 minutes

Show one letter card and one number card.

Say:

• “This is the letter A. A says /a/.”
• “This is the number 3. Let’s count three blocks: 1, 2, 3.”

Model sorting cards into two groups: letters and numbers.

Quick Check: Hold up one card and ask, “Is this a letter or a number?” Let the child answer by speaking, pointing, or placing the card in a group.

Part 2: We Do—Make a Pretend Code

Time: 10 minutes

Tell the child:

“Let’s make a code for our stuffed animal. Our code will tell the toy what to do.”

Create a simple key together:

• Star picture = jump
• Circle picture = clap
• Heart picture = hug

Draw the three symbols on paper. Choose one action for each symbol. Show a symbol and do the action together.

For example:

• Show a star. Say, “Star means jump!” Jump together.
• Show a circle. Say, “Circle means clap!” Clap together.
• Show a heart. Say, “Heart means hug!” Hug the stuffed animal.

Think-Pair-Share Adaptation:

• Think: The child chooses an action.
• Pair: The child teaches the action to a parent, sibling, or toy.
• Share: The child shows the code and demonstrates it.

Formative Check: Mix up the symbols and ask, “What does this one mean?” Offer a choice if needed: “Does it mean jump or hug?”

Transition

Say:

“Our pretend code was easy because we made it together. Sometimes messages are hard to understand. Now we will practice what to do when we see a confusing message.”

Part 3: I Do—Stop, Ask, and Go

Time: 5 minutes

Show the three signs: STOP, ASK, and GO.

Explain with simple words:

• STOP: “Put your hands still.”
• ASK: “Find a trusted grown-up and ask for help.”
• GO: “Continue only when the grown-up says it is okay.”

Model the routine:

“I see a message I do not understand. I stop. I ask my trusted grown-up. I wait for help.”

Explain:

“We do not share our full name, address, phone number, passwords, or pictures with people online without a trusted grown-up’s permission.”

Part 4: We Do—Practice Safe Choices

Time: 8 minutes

Read each pretend situation. Have the child move to or point to the correct sign.

1. “A game asks you to show your favorite color.” Go, if the grown-up says the game is okay.
2. “A message asks for your password.” Stop and ask a trusted grown-up.
3. “You see words that make no sense.” Stop and ask a trusted grown-up.
4. “Your parent gives you permission to play a learning game.” Go.

Practice the words together:

“Stop. Ask a grown-up. Wait for help.”

Part 5: You Do—Create Your Own Code

Time: 10 minutes

Invite the child to choose one project:

Choice A: Picture Code

Draw three pictures and give each picture an action. The child uses the code to give instructions to a toy.

Choice B: Letter-and-Number Code

Choose three letters or numbers. Match each one to a movement, such as clap, stomp, or spin. The child creates a short code and performs it.

Choice C: Code Treasure Hunt

Place three cards around the room. Give the child a simple clue, such as:

• “Find the number 2.”
• “Find the letter B.”
• “Find the star.”

After finding each card, the child performs its action or places it in the correct group.

Ask:

• “What does your code mean?”
• “How will you teach your code to someone else?”
• “What will you do if you see a message you do not understand?”

Conclusion: Tell What We Learned

Time: 5 minutes

Review the lesson with the child:

• “Letters can make words.”
• “Numbers help us count.”
• “A code is a special way to share an idea.”
• “If something is confusing or asks for private information, we stop and ask a trusted grown-up.”

Child Recap

Invite the child to complete these sentences:

• “A letter is…”
• “A number is…”
• “My code means…”
• “When I need help, I…”

Exit Demonstration

Show the child one letter, one number, and one pretend confusing message. Ask the child to:

1. Identify the letter.
2. Identify the number.
3. Show the STOP sign and say, “I will ask a trusted grown-up.”

Assessment

Formative Assessment

• Observe whether the child sorts letters and numbers correctly.
• Ask the child to explain at least one symbol in the pretend code.
• Listen for the safety response: “Stop and ask a trusted grown-up.”
• Provide immediate feedback: “You noticed that was a number. Great looking!”

Summative Assessment

The child successfully completes the lesson when they can do at least three of the following:

• Identify five letters or numbers.
• Sort cards into letters and numbers.
• Create a code with three symbols, letters, or numbers.
• Explain what at least two parts of the code mean.
• Demonstrate the “Stop, Ask, Go” safety routine.

Differentiation and Adaptations

For a Child Who Needs More Support

• Use only two cards at a time.
• Use large, colorful pictures instead of written symbols.
• Give two answer choices.
• Allow pointing, moving, or acting instead of speaking.
• Repeat the safety phrase with a song or clapping rhythm.

For a Child Ready for More Challenge

• Create a four-part code.
• Use the code to give directions to another person or toy.
• Invent a simple code key and explain it.
• Practice recognizing private information, such as a password or home address.

For Digital Learning

Use a drawing or simple coding app with an adult nearby. The child can choose icons, arrange them in a sequence, and make a character move. The adult should control settings and remind the child not to type or share private information.

For a Classroom or Small Group

Assign children roles such as code maker, action leader, card sorter, and safety helper. Rotate roles so each child participates.

Optional Follow-Up Activity

Make a “My Safe Code Rules” poster together:

1. “I can make pretend codes for play.”
2. “I keep private information private.”
3. “I stop and ask a trusted grown-up when I am unsure.”