[Display letter Y card.]

The word “yoga” begins with this letter. What is the name of this letter?

Letter Y says /y/, just like in the word “yoga.” /y/, /y/, yoga. Let’s together say /y/, /y/, yoga.

Who would like to tell us another word that begins with the letter Y?

Now let’s read a book!

[See Week 3, Day 1 of Language/Literacy for a description and examples of how to approach today’s book reading. Key aspects are summarized below:

• Display book cover and encourage children to discuss what the book might be about.
• Explain that reading a book is a good way to learn new words. We will talk about some words each time we read the book this week. Remind children of the Words We Understand chart.
• Read title of book as you point to each word. Point to and say the names of the author and illustrator.
• Introduce and provide child-friendly descriptions of two novel words included in today’s book. Write words on the chart as you point to and say each again.
• Point to the first text word and explain this is where we begin reading the book. Read the book verbatim. Pause to discuss words, events, or characters that seem confusing to children. Point to and describe illustrations directly related to book text.
• After reading the book, engage children in recalling main parts of the book and novel words emphasized today:
  • What is our book about?
  • Who were the main characters?
  • What happened first? What happened next?
• Engage children in a brief discussion of novel words emphasized today. Display and discuss book pictures that pertain to each word.
  • What does each word mean?
  • How was each word used in today’s book?]

Offer the Week 21, Day 1 activity to review the concept of one more.

Engage children in playing a game with a game cube and large numeral cards. Children will perform a movement various amounts of time. This option involves asking children what is one more than the number shown on the large numeral card.

Display the number list. Remind children that a number list shows numbers from 1–10. Remind children that the number that comes after another number is one more. Point to a number on the list and invite children to say what is one more than (number pointed to). Repeat with several other numbers. Put aside the number list.

Display the game cube. Describe each movement pictured on the cube. Explain that our game uses our cube and large numeral cards.

Display the large numeral cards in order from 1–9. Then shuffle the cards so they are in random order. Place the cards face down in front of you.

Invite two children to come to the front of the circle. Invite the first child to roll the cube and describe the movement pictured on top of the cube. Invite the second child to draw the top card off the stack of large numeral cards and say the numeral drawn. Invite all children to say the number that is one more. Then encourage all children to do the movement as many times as the drawn card says; plus one more. Example: “Tasha rolled the movement ‘hop.’ James rolled the number two. One more than two is three. Let’s hop three times!”

Continue until all children have had a turn to roll the cube or choose a large numeral card.

What area in our classroom were you in before you came to our large group area? (computers, housekeeping, bathroom, etc.)

We moved from one area in our classroom to another area in our classroom when we joined our large group.

Remember, when we move we go from one place to another place. There are many different types of moves.

• We move from center to center in our classroom (from science center to art center, from housekeeping to outside).
• Sometimes we move to a different classroom (when children get older, when combining classes).
• Some children move from our classroom to a kindergarten classroom in a different school.
• People can move from one home to a different home.

Imagine that you are playing in the block area in our classroom. Now imagine that you moved to the art center to play.

How is the art center different than the block area?

[Follow-up prompts, if needed: “What types of things are in the art center and in the block area?” “What can you do in the art center that you cannot do in the block area?”]

Let’s think about a family that moves from one home to a different home.

• Will the family’s new home be different than the home the family used to live in?
• What might be different?

A family might move to a different home in the same community. Remember, many neighborhoods together make up a community. A family stays in the same town or city when a family moves to a different home in the same community.

A family might move to a new home in a different community. A family might live in a home off base (post, camp) and then move to a new home on base (post, camp).

A family might move to a new home in a community that is far away. A family might move to a different country.

Today we learned that we go from one place to another place when we move. People can move from place to place within a room, or to different classrooms, or to different schools. People can also move from one home to another home. The place we move to is usually different than the place we came from.

[Display book cover. Point to images as you describe or talk about each.]

Let’s talk about what is happening on the cover of our book. What do we see? (a rabbit jumping or hopping, some letters, green grass)

The letter M is on the cover of our book. How is the rabbit using the letter M? (something to jump or hop from, using its back legs)

The letters are not in a straight line. What do we notice about the letters? (letter M is tilted, tipped to the side; the letters o and e are slightly tipped)

The cover of our book can make us feel like things are moving. The rabbit is moving. The letters look like they have moved around.

Our book is about moving. It describes how different types of animals move. The cover of our book shows things moving because the book tells us about moving.

[Point to title, letter M, and names as you describe each.]

The title of our book is Move!

What is the first letter of the word move?

Our book was written and illustrated by Steve Jenkins and Robin Page. Here are their names on the cover of the book.

Mr. Jenkins and Ms. Page were creative in making the cover of our book. We know that when we are creative, we use an idea to make or do something new. Mr. Jenkins and Ms. Page had an idea about how to make the cover of a book makes us feel like things are moving.

In our book today, Mr. Jenkins and Ms. Page used words, sentences, and pictures in a creative way to help us understand how animals move.

Let’s look at some other creative things Mr. Jenkins and Ms. Page did in putting together our book.

[Display inside cover page that shows penguin standing on letter e. Point to title, letter e, and penguin as you mention or ask about each.]

• This page shows the title of the book again. What is our book called? (Move!)
• This page shows a penguin. What is the penguin doing? (standing on the letter e)
• Does the penguin look like it is standing still or getting ready to move? (getting ready to move)

Remember, the rabbit on the cover of our book was standing on the letter M. On this page, the penguin is standing on the letter e. Letters are used in a creative way in this book. The letters on this page are straight. They do not look like they have moved. But the page can still make us feel like things are moving because the penguin looks like it is going to move.

[Display pertinent pages and point to the following action words as you mention each: swing, walk, dive, swim.]

The pages of our book tell us different ways animals move. This page tells us about an animal that can swing. The next page tells us about an animal that walks. Here is the word “walk.”

This page describes an animal that can dive. Here is a page about an animal that can swim.

[Display one or more of the pages with the action words reviewed above. Point to text as you describe word size.]

Each page of our book has words on it. What do you notice about the words that tell us how an animal moves? (the words that tell how an animal moves are bigger than other words on the page)

Mr. Jenkins and Ms. Page help us focus on the words that tell us how an animal moves by making the words bigger than other words on a page.

There is one more way Mr. Jenkins and Ms. Page use words in a creative way in our book.

[Display any page introduced above and point to the lines of text as you describe them.]

The sentences do not follow a straight line. How are sentences used in our book? (they follow the outline of a picture, sometimes they look like they are moving)

[Point to and describe text that follows the outline of a picture. Example: “A praying mantis climbs a blade of grass.”

Point to and describe text that looks like it is moving. Examples: On the “fly” page, “then spreads its wings and flies.” On the “leap” page, “a crocodile leaps to snag its meal.”]

Let’s read our book to find out how different types of animals move.

[Read the book. Define the following words as appropriate:

• Slither means to slip or slide along. Sometimes animals that slither go from side to side.
• Snag means to catch something.
• Prey is something that is hunted or killed by another animal for food.
• Waddle means to take short steps and sway from side to side.]

[Show book cover.]

Have you ever seen something jump from the top of a letter? Our book shows some creative ways to use letters, words, and pictures to help us understand how different animals move. The cover of our book makes us feel like things are moving. The book describes ways that different animals move. Two of the ways animals can move are to slither and to waddle.

[As a transition, suggest that children slither or waddle to their next location.]