Last week we made new words by adding a beginning sound. Listen carefully as I say “at.” Now I’m going to add the sound /r-r-r-r/ to “at.” Listen carefully: “r-r-r-r…at, r-r-r-r…at, r-r-r-r-at.” Let’s say together the “r-r-r-r” sound. What is the new word? (rat) We made the word “rat” by adding /r-r-r-r/ to “at.”

Today we will make new words again. We will practice putting together two different sounds to make a word. Let’s start with this sound: “all.” Let’s say together the sound “all.”

[Use the following steps to help children practice blending the sounds listed below, beginning with “all”: 

• say again the rime (all) and invite children to repeat the sound 
• say the initial sound (onset) of one of the words listed below the rime and invite children to repeat the initial sound only (example: /b/) 
• blend the initial sound and the remaining sounds, emphasizing its two parts (example: b-all) 
• invite children to repeat the word (ball)

After helping children practice blending sounds with the “all” rime, introduce the “in” rime and use the above steps to help children blend different beginning sounds (onsets) as shown below. Offer as many words as time and child interest permit. Use a mix of the three rimes listed below, based on children’s responses.]

Now we are going to learn a different letter of the alphabet.

[Display letter N card.]

Does anyone know the name of this letter?

This is the letter N. We can write the letter N in two ways. We can write the letter N like this.

[Demonstrate writing an uppercase N at the top of a chart paper.]

This is an uppercase N.

We can also write the letter N like this.

[Demonstrate writing a lowercase n at the top of a chart paper.]

This is a lowercase n.

We are learning about numbers. We know that a number tells us how many.

The word “number” begins with the letter n. I will write the word “number” on our chart. I am going to write “number”with a lowercase (small letter) n.

[Say each letter as you write the word. Emphasize n.]

Let’s all say the word “number.”

[Invite a volunteer child to point to the letter n in the word “number.”]

Let’s look at the very first letter of our name. Pop up if you have the letter N at the beginning of your name. Remember, names begin with an uppercase (big) letter. The word “name” also begins with the letter n!

[Encourage children to look at their name cards. Say the first names of children who have an N at the beginning of their name. If there are children whose name begins with the letter N who do not stand, point to the letter N on their name card. Compare the letter N in their name as you hold the letter N card next to their name card.

If no one in the group has a first name beginning with the letter N, say “No one popped up because no one has a name that starts with the letter N.” Encourage children to look at the list of children’s first names. Point to some first letters of names. Explain that no one’s name begins with the letter N.

If a child indicates there is a letter N in his/her name, but not at the beginning of the name, fully recognize the name and invite the child to pop up. Day 4 gives attention to the letter n that appears somewhere else in a child’s name.]

Today we practiced putting together two different sounds to make a word.

We also learned about the letter N. What word begins with the letter N? (number)

Today we will practice counting and sorting things. We know that when we sort something, we put things into different groups.

[Place toy food items on the table for all children to see. Space apart.]

On our table are different kinds of play food. Let’s look at each kind of food.

• What kinds of foods do we have?
• Have you ever eaten these kinds of food?

Now let’s talk about which of these three foods is our favorite. We will each use a craft stick to show our favorite food. Let me show you.

My favorite food on the table is a (food). I am going to put my craft stick above the (food).

Now let’s all choose our favorite food from the foods on the table.

[Invite each child to name his/her favorite food from the foods provided and place his/her craft stick above the food.]

What can we do to find out which group has the most craft sticks? (count)

[Lead children in counting the number of craft sticks in each group. Restate the total number when you finish counting a group.]

Now let’s organize our information. Our information is the number of craft sticks above each type of food. We can organize our information by putting it in a certain area or order. We will organize our information on our chart.

[Display chart. Point to each area on the chart as it is described.]

Our chart has a picture of each food item along the bottom. There are spaces above each food item. We will color the number of spaces that match the number of craft sticks in each group. Then we will write the number at the top of our chart.

[Count again the number of craft sticks in each group. Color in the corresponding number of spaces above each play food item. Use the same color within a column but a different color for each of the three columns. Example: food A column is all red, food B column is all yellow, food C column is all blue.

Write the number of craft sticks in each group at the top of the chart. Point out that the number you are writing tells the number of craft sticks we counted. See example chart on the previous page.]

Let’s talk about what we learned.

• Which food was the favorite of the most children? How do we know?
• Which food was the favorite of the fewest children? How do we know?

We learned that (food) is the favorite food of the most people in our group!

[If time permits:]

Let’s count and then organize our information on a chart one more time, using different items.

We have three different toy animals. We have a toy dog, a toy cat, and a toy fish. We will put our craft stick above our favorite animal. Let me show you.

My favorite animal on the table is a (animal). I am going to put my craft stick above the (animal).

Now let’s all choose our favorite animal from the toy animals on the table.

[Invite each child to name his/her favorite animal from the animals provided and place his/her craft stick above the animal.]

How can we find out which group has the most craft sticks? (count)

[Lead children in counting the number of craft sticks in each group.]

Now we can organize our information on a chart. Our information is the number of craft sticks above each toy animal. We will talk about what we learned after we’ve organized our information on a chart.

[Display chart. Point to each area on the chart as it is described.]

Our chart has a picture of each animal along the bottom. There are spaces above each animal. We will color the number of spaces that match the number of craft sticks in each group. Then we will write the number at the top of our chart.

[Count again the number of craft sticks in each group. Color in the corresponding number of spaces above each toy animal. Use the same color within a column but a different color for each of the three columns. Example: food A column is all red, food B column is all yellow, food C column is all blue.

Write the number of craft sticks in each group at the top of the chart. Point out that the number you are writing tells the number of craft sticks we counted. See example chart on the previous page.]

Let’s talk about what we learned.

• Which toy animal was the favorite of the most children? How do we know?
• Which toy animal was the favorite of the fewest children? How do we know?

We learned that (animal) is the favorite animal of the most people in our group!

Today we practiced counting and then organizing information on a chart. What information did we organize? We organized information about our favorite food and our favorite toy animal.

We are learning about different kinds of emotions.

[Display picture of child who appears to be happy.]

I think the girl in this picture might be feeling happy. She is smiling. Her eyes are wide open. She looks like maybe she’s been clapping her hands.

• What are your ideas about how the girl in this picture might be feeling?
• Have you ever felt happy?
• What made you feel happy?

Sometimes we understand how someone is feeling because we also have felt the same way before.

Maybe the girl in our picture is happy because she just found out a family member she has not seen for a long time is coming to visit. We may know what it feels like to have a grandparent or other family member visit.

I understand how the girl in this picture might be feeling because I have also felt happy about something. When we have felt the way someone else is feeling, it helps us to have empathy with someone.

We say we have empathy when we understand how someone else is feeling. Let’s together say the word empathy: em-pa-thy.

[Share an example of how a child recently showed empathy in your classroom, if appropriate. Example: “Yesterday Alex cried after his mom dropped him off. Lia went over and gave him a hug. Alex was missing his mom. Lia understood how he felt because she has missed her mom before. Lia had empathy for Alex.”]

[Display picture of child who appears to be sad.]

I think the boy in this picture might be feeling sad. He has a frown on his face. His head is down.

• What are your ideas about how the boy in this picture might be feeling?
• Have you ever felt sad?
• I have empathy with the boy in this picture. What do I mean when I say I have empathy with the boy in this picture? (I understand how the boy is feeling)

I have empathy with the boy in this picture because I have felt sad before. I know what it feels like to be sad.

[Display picture of girl looking with concern at a girl who appears upset.]

Let’s talk about what we see in this picture.

[Point to the girl who appears upset.]

• What are your ideas about how this girl might be feeling? (sad, disappointed, frustrated)
  [There is not a “right” answer about what the girl may be feeling. Encourage discussion of different possibilities without agreeing on one option.
  Point to girl who is looking with concern at the girl who appears upset.]
• What do you think the other girl might be thinking or feeling?

The other girl in our picture seems to be worried about the girl who is feeling upset about something. She is showing that she cares about her friend who seems upset.

What are some other things we might do to show someone that we care? (ask to play, offer to give a hug or other gentle touch)

Today we learned about empathy. What does empathy mean? (we understand how someone is feeling because we also have felt what the person is feeling) Today we talked about having empathy with someone who is feeling happy or sad.

[Arrange children so they are sitting in pairs.]

What did we do with our voices yesterday when we pretended to be characters in the story of Goldilocks and the Three Bears? (we changed them to sound like a character)

Today we are going to practice imitating others by changing our facial expression. A facial expression is on someone’s face. A facial expression can tell us what another person might be thinking or feeling.

When we pretend we are a character in a story, we usually imitate the character’s facial expression and their voice. Remember, imitate means to sound like or look like someone or something else. Imitating someone else is usually part of doing drama.

What expression (or look) do you think was on Baby Bear’s face when he said, “Somebody has been eating my porridge, and they ate it all up!”?

[Follow-up prompt, if needed: “Do you think Baby Bear would look happy?”]

[Encourage children to suggest ideas and to show others the expression (look) on Baby Bear’s face.

Explain there are many different kinds of facial expressions. Display the Our Feelings poster. Point to one picture on the poster and invite children to describe the facial expression in the picture. Then invite children to imitate the facial expression of the child on the poster. Repeat this with two or three other pictures on the poster. It is not necessary for children to be able to name the emotion. The intent is to practice imitating facial expressions, not name emotions.]

Now we are going to work with a partner to play a game of imitating each other’s facial expressions. I will count to three and the first person will make a face. This is kind of like our “Silly Faces Song.” We can make any kind of facial expression we want. We do not have to make a silly face. We can make one of the other faces we know.

Then I will count to two and your partner will imitate the facial expression you made. We will take turns making a face and imitating our partner’s face.

Let me show you.

[Invite a volunteer child to be your partner for the demonstration. Sit facing each other. Have another adult count to three. Make a face and hold it. Then have the other adult count to two and invite the volunteer child to imitate your facial expression.]

Now let’s try it with our partners! Please turn so you and your partner are facing each other. I will tap the shoulder of the person in each pair that will go first.

[Gently tap the shoulder of one person in each pair. You may wish to provide a reminder of how the game works.

Encourage children to make a face when you count to three. Then count to two and invite the other child in the pair to imitate the first child’s facial expression. Provide enough time for children to each have several turns making a face.]

We are learning how to imitate another person’s voice and facial expression. We usually imitate another person’s voice and facial expressions when we do drama. Today we practiced imitating facial expressions. We can imitate someone’s facial expression to show what a character might be thinking or feeling in a story.