Today we are going to learn more about the letter Z.

[Display letter Z card.

If a child(ren) whose name begins with the letter Z was identified on Day 2, invite the child(ren) to again pop up. Say the first name of the child(ren). Emphasize the sound of the letter Z when you say the name.]

Maybe someone in our group has the letter z somewhere else in their name. The letter might be in the middle or at the end of their name. It will be a lowercase z, and it will look like this.

[Point to the lowercase z on the letter card.]

Pop up if you have the letter z somewhere else in your name (not at beginning).

[If a child has the letter z somewhere else in his/her name, point to the name and to the letter z on the list of children’s first names so all children can see the name and the letter z.]

What is our word that begins with the letter Z? (zigzag) Remember, a zigzag line is a line with short, sharp turns or angles

The letter Z says /z/, just like at the beginning of the word “zigzag.” /z/, /z/, zigzag. Let’s say that together: /z/, /z/, zigzag.

I have two pictures of things that begin with the letter Z. I wonder what they could be?

[Hold up one picture card and invite children to identify the item in each picture. After children have an opportunity to guess or say the pictured item, point to and say the word written at the bottom of the card. Example: “This word says zebra. The letter z is at the beginning of the word.” Repeat this procedure with a second picture card.]

Let’s think of some other words that begin with the letter Z and write them on our chart. Remember, the letter Z says /z/, /z/.

[Help children by suggesting other words that begin with z. Examples: zero, zap, zip, zoom.

Invite one or more volunteer children to find the letter z in words on the chart. Children may point to the letter at the top of the chart and then find it in one of the words below.

Demonstrate and describe how to mark the uppercase letter Z on your chart paper.]

We use three lines to make an uppercase Z. We begin by making a straight line across, then a slanted line, and then another straight line across. When we make the letter Z, we make a zigzag line!

[Give each child his/her letter journal.]

Now we are going to write the letter Z in our letter journal. Please write the uppercase (big) letter Z in your journal. Write as much of the letter as you can.

Today we learned that the letter Z says /z/, just like at the beginning of the word “zigzag.” We made the uppercase (big) letter Z in our letter journal. Let’s say together the sound the letter Z makes (/z/).

Offer the Week 22, Day 2 activity to review the concept of one more.

Engage children in determining how many items a book character (Granny) would have if she purchased one more and two more items than shown on various pages of the book My Granny Went to Market.

Place three blocks in front of children. Invite a volunteer child to count the blocks. Encourage all children to say how many blocks we would have if we had one more. Encourage children to explain how they know. Repeat this process, asking how many blocks we would have if we added two more.

Introduce My Granny Went to Market by displaying the front cover and reading its title and the names of the author and the illustrator. Read the book by pausing on each page that describes what Granny purchased. On each page that describes a purchase, invite children to:

• count together the number of items Granny purchased as you point to each item,
• say how many items Granny would have bought if she bought one more, and
• say how many items Granny would have bought if she bought two more.

If children need extra support in determining one or two more, display the number list and point to the number that represents the number of items Granny purchased. Then ask children to say how many items Granny would have purchased if she bought one more (or two more).

We take our things to another home when we move. Yesterday we learned that Jason packed up his dinosaur collection, and Nakita packed up her favorite stuffed animals and rock collection.

What kinds of things do you think children would want to take to a new home? (stuffed animals, toys, bed, pictures, books, bicycle, scooter)

[Follow-up prompts, if needed: Encourage children to think of things in different places, such as bedroom, closet, dresser, playroom, outdoors.]

I will record our ideas on our chart paper. Remember, when we record something, we write it down.

[Repeat the name of an item as you write it on the chart paper.]

Sometimes a family cannot take all of its belongings to another home. The new home might be small, or things might be too big to move far away.

The things a family moves to a different home need to be packed carefully. Packing is putting things in boxes or other containers so things can move safely to a different place.

Boxes come in different sizes.

[Describe and point to boxes of different sizes.]

Let’s think about some of the things children might want to move to another home.

[Select 2–3 items from the list of things children would want to move. Point to the written entry on the chart as you ask about it, using the following question for each item.]

What size of box would we want to use for packing (name item on list)?

[Follow-up prompt, if needed: “Would (name of item) fit in a small box or a bigger box?”

If the item is too large for the largest box, invite children to suggest ideas about how to pack it. (take it apart, get a bigger box, wrap it up as is)]

Some of the items we might want to move are fragile. Fragile means something could break easily.

What is something fragile that a child or family might want to move? (a certain toy, a mirror, dishes, etc.)

We need to protect fragile things when we move them. We know that the word protect means to keep something safe from harm. Here are some items that can be used to protect fragile items.

[Display and describe bubble wrap, packing paper.]

How could we use these items to protect something fragile?

[Invite volunteer children to use the bubble wrap and packing paper to wrap several classroom items of your choice. Describe how the items provide some protection when the wrapped item is placed in a box.]

Today we learned that a family’s things need to be packed carefully for moving to another place. We talked about things children might want to move. We learned about items that can be used to protect fragile things.

Offer the Physical/Health Week 6, Day 4 activity to review galloping.

Engage children in galloping while playing The Freeze Game. This option involves galloping (instead of dancing) in a familiar game.