[Display book cover.]

We have read our book two times this week. Each time we read the book we learn something new. The title of our book is _____. Let’s talk about what we remember about the book.

• What is our book about?
• Who were the main characters in our book?
• What happened first? What happened next?

We are going to read our book again. We will stop during our reading to talk about what some of the words mean. We know that reading a book is a good way to learn new words. Our chart reminds us of the words we are learning to understand.

[Point to the chart.]

The author of our book is _____. The illustrator of our book is _____.

[Point to each name as you identify the author and illustrator.

Point to where to begin to read on the first text page of the book.]

We are going to begin reading here. This is the first word inside our book.

[Read the book from the beginning. Pause on pages that include a word defined in the prior two readings of the book. Ask or remind children what the word means.

Pause to briefly define the 2–3 words identified for today’s session using the following approach:

• Read the sentence with the novel word. Identify the novel word.
• Repeat the sentence in which the word is used.
• Then define the novel word and connect the definition to the book. Example: “I just read the word ‘useful.’ Did everyone hear it? The inchworm says, ‘I am useful.’ The word ‘useful’ means to be helpful or to help others. The inchworm was useful (or helpful) to others by measuring them.”

If there is a text pattern in the book, invite children to fill in phrases or repeat a refrain or chant as part of the book reading.]

We learned ___ new words while reading our book today. I am going to write each word on our chart. Let’s talk about what we understand or know about each word.

[Promote understanding of each word by engaging children in one or more of the following ways as you write novel words on the chart:

• Ask children to describe a picture related to the word. Example: “Look at this picture of Corduroy looking at the floor. What is he doing?“ (searching for a button—searching is the novel word)
• Define a word without naming it and ask children to identify the word. Example: “The inchworm did a smart thing to save itself from being eaten. What’s another word for smart?” (clever)
• Encourage children to think about a novel word or phrase in another context. Example: “In our book today, the clouds moved out of sight. We cannot see something that moves out of sight. Have you ever watched something move out of your sight?”]

Different types of things happened in our book. Let’s talk about why some things may have happened.

[Facilitate discussion of children’s interpretations of events and/or characters in the book, especially events or characters related to one or more words defined this week. Sometimes it is helpful to introduce topics by first describing (or asking) what happened and then asking ‘why’ questions about what happened. Examples:

• “What happened to the mitten that Nicki lost? Why did the animals want to get inside it? How do you think they all managed to get in?”
• “What do you think the animals did after the bear sneezed and they were all blown out of the mitten? How do you think Nicki felt when he saw his lost mitten floating through the air?”
• “At the end of our book there is a picture of Nicki’s grandmother looking at the mittens she had made for him. One mitten is much larger than the other. What do you think Nicki’s grandmother is thinking?”]

We learned more about our book today by talking about why some things happened in our book. We also learned more words today when we read _____. Let’s look at our chart to remember all of the words we are learning to understand. Each of these words helps us understand the information in our book.

[Say and point to each word on the chart. Invite children to recall how the word was used in the book. Provide a brief description of the word’s use in the book if children cannot recall.]

Let’s count and march up to number five. Let me show you how.

[March in place as you count each footstep; 1, 2, 3, 4, 5. Repeat. Do not count beyond number five.]

This week we are learning to count groups of 1, 2, 3, and 4 items. We read a book called Five Little Monkeys. We counted the monkeys on each page.

How many monkeys were on the bed at the end of the story? (none)

We also looked at groups of circles (counters) and decided how many I had. You made a group just like the one I made. Let’s try it with different-colored circles.

[Place three different-colored counters in front of you.]

• How many circles are in front of me?
• If they were all red, would there still be three? (yes)

A group of three circles that are different colors is the same as a group of three circles that are the same color. They are different colors but they are the same number.

We pretended some of the circles were cookies! Each of us made a group of cookies just like mine. Let’s practice making groups again with our fingers. I will hold up a group of fingers and we make a group of the same number of fingers on our own hand.

[Hold up a group of four fingers. Encourage children to hold up the same number of fingers.]

How many fingers are in our group?

Now, I will make a group of fingers on one hand and a group of fingers on the other hand. You tell us which group has more. Remember, when something has more, it has a larger or bigger number of something.

[Make a group of two fingers on one hand and a group of four fingers on the other hand.]

• How many fingers are in each group?
• Which group has more?

Yesterday we made groups again. We used a head, eyes, noses, and mouths to make our own monsters!

How many eyes (or noses or mouths) did you put on your monster head?

Let’s practice finding the group that has more again. Please hold up two fingers with one hand. Now hold up one finger on your other hand. Wave the hand that has more fingers!

This week we practiced making groups of 1, 2, 3, and 4. We also learned what it means to have more of something.

[Display book cover.]

Yesterday we read a book about Charley and Emma. Here is the cover of our book. What do you remember about the story?

[Pause to encourage children to recall aspects of the story. Followup prompt if needed: “What happened when Charley saw Emma at the park?” (he said she looked weird)

Turn to book illustrations connected to children’s recollections. Children may not recall the story in the order in which things happened.

Elaborate on children’s comments while also supporting their taking the lead in recalling aspects of the story. If necessary, show illustrations and ask related questions to help children’s recall. Example: “Here is a picture of Charley and Emma playing tag. How did Emma play tag?”

Look for opportunities to reinforce concepts emphasized in the book, such as: wheelchair, differences in our limbs (arms, legs), how each person is different.]

Our story helped us remember that each of us is unique. Some things about us are the same and some things are different. Remember, Charley learned that it is okay to be different.

Today each of us can draw a picture about Charley or Emma. Each of us can remember something that is special about Charley or Emma. We can draw both Charley and Emma, if we wish. Our picture might be about something Charley and Emma had fun doing together. Or our picture might be about something that makes Charley or Emma unique. Each of us decides what we want to draw today.

In our story, Charley liked to draw quietly. Let’s try drawing quietly today. We are learning how to do some things quietly. Remember, this week we talked about raising our hand quietly. Being quiet while we draw can help us focus on what we are drawing.

[Give each child a piece of paper and access to writing tools. Anticipate and support differences in drawing. Some children may make a few marks, whereas others may draw a complex picture. Avoid providing a book illustration for children to copy.]

Today we talked about the story of Charley and Emma. Each of us drew a picture about something we remembered from the story. Emma and Charley are unique, just like us. There is no other person just like us!

We are learning about rules and routines that help us stay safe. We know that staying safe means we do not get hurt or sick or into danger.

Let’s talk today about emergencies.

Emergency is a big word. Let’s say together the word emergency: e-mer-gen-cy.

What is an emergency?

[Encourage children to offer their ideas.]

An emergency is a dangerous situation that needs action right away. An emergency happens quickly and is a big surprise. A bad accident that hurts someone is an emergency. Hospitals have places called emergency rooms that help people who are hurt in an accident or become very sick.

Some emergencies put a lot of people into danger. A fire in a building where people work or go to school or live is an emergency. A tornado or an earthquake is an emergency.

We practice what to do if there is an emergency in our classroom or center. Remember, practice means to do something many times so we can get better at it. We practice what to do if there is a fire in our building.

[Add other examples of emergency practices conducted in your center.]

What do we do when we have a fire drill (or your center’s terminology) in our center?

[Review and practice your classroom or center emergency procedures. Remind children of bells or sirens that signal an emergency procedure.]

It is very important to use our listening ears when there is an emergency. We do not talk when we use our listening ears. We listen to what an adult tells us to do. The adult will tell us what to do so we are safe.

No one likes emergencies. But sometimes bad things happen that put people in a dangerous situation. We practice what to do if an emergency occurs so we can be safe. We listen carefully to what an adult tells us to do.