Let’s practice finding letters we know by looking for them in a sentence. Remember, a sentence is a group of words that gives us information or tells us what to do. A sentence can also ask a question.

[Write the following sentence on a chart or whiteboard. Read each word as you write the sentence:

We can be friendly to others.]

We want to find lowercase letters b and c in our sentence. Let’s begin with the letter b.

[Display letter card B. Point to the lowercase b on the card.

Encourage a volunteer child to look for and point to a lowercase letter b in the sentence as you display the B letter card.]

What sound does the letter B make?

Yes! Letter B says /b/. Let’s together say the sound of the letter B: /b/.

[Repeat the above procedure with the letter c.]

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?]

Let’s learn a counting rhyme. We know that when words rhyme, they sound alike at the end. Our counting rhyme will have rhyming words. Have you ever heard of the rhyme “One, Two, Buckle My Shoe”?

[Say the rhyme “One, Two, Buckle My Shoe.” Emphasize each number and hold up a finger for each number if this would be helpful to children. Then invite children to say the rhyme with you several times.]

I am going to give each of you a group of circles (counters). Please lay out the circles in front of you.

[Give each child a group of 1–6 counters. Help set out counters as necessary.]

Count how many circles you have. Remember, the last number we count is the number of circles in our group. You may not have the same number of circles as your neighbor.

[Observe and listen as children count their counters. Help as necessary.]

I wonder who has three circles in their group. Please raise your hand if you have three circles in your group.

[Encourage all children who raise their hands to count the number of counters in their group in unison while pointing to each counter.

Repeat this procedure with numbers 1, 2, 4, 5, and 6 in random order. The intent is for all children to have an opportunity to raise their hand and join others in counting aloud the counters in their individual group.]

Today we practiced counting a group of circles. The last number we count is the number of circles in our group.

We are learning games that help us focus on what we are expected to do. What does it mean to focus on something? (concentrate on it)

Today we will play another game! Our game is called Sleeping, Sleeping, All the Children Are Sleeping.

What do you think we might do during this game?

We will begin this game by pretending we are sleeping on the floor. I will sing a song while we pretend to sleep. The song goes like this:

[Sing the song to your own tune.]

“Sleeping, sleeping, all the children are sleeping.” Then I will say, “And when they woke up . . . they were _____!” Each time I say, “And when they woke up . . . they were _____” I will say a different animal. Let me show you first.

[Invite a volunteer child or other adult to lie in a sleeping position. Begin to sing the song as the child or adult pretends to sleep. Sing the song a few times. Then say, “And when they woke up . . . they were monkeys!” Encourage the volunteer child or other adult to stand up and pretend to be a monkey.]

Remember, we need to listen carefully because each time I will change the animal. Now let’s try it together!

[Play the game several times. Each time, begin by encouraging children to lie in a sleeping position. Each time you play the game, vary the number of times you sing the phrase. Name a different animal each time the children pretend to wake up. Examples: snake, bunny, frog, butterfly. After you’ve played several times, invite the children to sit together as a group when they “wake up.” (rather than saying an animal)]

Today we played a new game. During the game it was very important to pay close attention.

• What part of our body did we use to focus during our game? (ears)
• During the game we moved like animals. What things changed during the game? (moved like different animals each time)
• What would happen if we didn’t listen carefully during the game? (we wouldn’t know which animal to pretend to be)

All of the children and adults in our classroom are living things. All of the people in our center (building) are living things. The people in our families and neighborhoods are living things. Animals and plants are living things. A living thing is something that is alive.

[Display book.]

This book is not a living thing.

What are some other things in our classrooms that are not alive? (chair, table, pictures on wall)

This week we will begin learning about living things. Today we will talk about how all living things need food. Food is what we eat and drink.

Most of us have breakfast every day. What other meals do you eat most every day? (lunch, dinner/supper, snacks)

[Raise a finger on one of your hands for every meal or snack you say below.]

We may eat and drink something five or more times a day. Many of us have breakfast, a morning snack, lunch, an afternoon snack, and dinner. That’s five different times we eat and drink something every day.

• What do you think our bodies would feel like if we ate only once a day? (hungry, tired)
• The books and chairs in our classroom do not need food. Why? (they are not living things)

Our bodies use the food we eat and drink to help us grow and do things. Animals and plants also need food to grow and do things.

Some of us may have a dog or cat or some other type of pet at home. One of the ways we take good care of a pet is to make sure it gets something to eat and drink.

Most animals that live outside need to find their own food.

[Display pictures, one at a time, and engage children in a brief discussion of a wildcat eating meat off of a bone and a squirrel eating a plant.]

Plants make their own food. They use their leaves and roots to get sunshine, water, and nutrients.

[Display picture of plant root and soil.]

A root is the part of a plant that is usually in the soil. Soil is the dirt we see on the ground or in a pot that a plant lives in. Our picture shows the root of a plant that has been dug from the soil. There are nutrients in the soil that help a plant make its own food. A nutrient is something that helps a living thing to grow. Soil can also hold water that a plant needs to live.

Plants that live outdoors can get sunlight from the sun. Plants that live indoors can get sunlight through a window. Sometimes a light is put above plants that live indoors.

How can plants get water? (rain, people watering them)

[If your classroom maintains a nontoxic plant, show and describe the soil and the importance of water and sunlight for your plant.]

Are we living things? What else is a living thing? (animals, plants) We know that living things need food to grow and do things. Food is what living things eat and drink. We learned that plants make their own food by using sunlight, water, and nutrients in the soil. Nutrients help a living thing to grow. What is another word for soil? (dirt)