[Display letter E card.]

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

Letter E says /e/, just like in the word “exercise.” /e/, /e/, exercise. Let’s together say /e/, /e/, exercise.

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

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?]

We are learning how to find the number that comes after another number by using a number list. Remember, after means something comes later than something else. It follows something else.

Let’s practice using our number list again.

[Display a number list.]

I’m going to begin counting. When I stop counting, please tell us what number comes next.

• 1, 2, 3, 4. . . . What number comes next?
• 4, 5, 6. . . . What number comes next?
• 7, 8. . . . What number comes next?

Now I am going to say just one number and you say the number that comes next.

• One. What number comes next? How do we know?
• Let’s try again. Five. What number comes next? How do we know?

We can always find the number that comes after another number by looking at a number list. I’m going to ask some questions about numbers we know. We can use our number list to find the answer.

• Jimmy is four years old. How old will he be on his next birthday?
  He will be five! Let’s find four and five on our number list. Five comes after four. Let’s try another question.
• Carla is three years old. How old will she be on her next birthday?
  She will be four! We know she will be four on her next birthday because four comes after three on our number list.

[Practice several more times finding the number after another number. Use higher numbers if children seem ready. Examples: “Margarita will be eight years old next week. How old will Margarita be on her next birthday?” “Tyrone is nine years old. How old will Tyrone be on his next birthday?”]

[If time permits, practice counting and learning numbers by singing “Ten Went to Bed.”

Give 10 volunteer children a large numeral card 1–10. As all children sing the song, invite each of the 10 children to hold the numeral in front of them. This song is sung to the tune of “Ten in the Bed.” Rather than rolling out of bed, the 10 children will pretend to get into the bed. Sing the song once before singing it together so children are aware of the new lyrics. See adjacent lyrics.]

Today we practiced finding the number that comes after another number. We can use our number list to find the number that comes after. We also sang “Ten Went to Bed” to help us practice counting.

Today we will play another new game, called It’s Raining, It’s Pouring. We will use our hands and voices for this game.

When we play this game we will make a pretend rainstorm. A rainstorm has different kinds of sounds. There can be wind, rain, and thunder. We will make different noises for our pretend rainstorm. Let’s practice making the sounds. Remember, when we practice something, we do it many times so we can get better at it.

[As you demonstrate each sound and the action that produces the sound, invite children to copy you. Practice each sound for several seconds before moving to the next one. Omit one of the sounds if you anticipate four consecutive sounds will be too challenging for children.]

• First we will practice the sound of wind. Our wind will have a quiet whooshing sound.
  [Rub your hands together.]
• Now we will practice the sound of raindrops.
  [Snap your fingers.]
• Next we will practice the sound of rain.
  [Clap your hands slowly and then more quickly.]
• Our last practice noise is the sound of a heavy rainstorm.
  [Pat your knees or the floor. Add thunder sounds by saying “boom, crash.”]

Let’s make a rainstorm together.

• First let’s make the sound of wind.
• Next let’s make the sound of raindrops.
• Now let’s make the sound of rain when it falls on things.
• Last let’s make the sound of a heavy rainstorm.

[Repeat the sequence if time permits and children remain appropriately engaged.]

Today we practiced listening carefully so we would know what to do. We also practiced remembering what to do.

In our game we made the different sounds of a rainstorm. We listened carefully when we practiced making each sound. We also listened carefully for the name of the sound we were to make.

We are learning about musical instruments and how they make sounds. What do we call a person who plays a musical instrument? (musician)

Many times musicians play their instruments in a group. One type of group is called a marching band. A marching band is a group of musicians who play instruments while marching.

[Display and describe picture of marching band.]

Who has seen a marching band? What was it like?

[Encourage children to discuss what they remember about a marching band they have seen or heard. Follow up prompts, if needed: “Was the band marching in a parade?” “What instruments do you remember seeing or hearing?”]

There are many different instruments in a marching band. Musicians in a marching band may play many of the instruments we have talked about. Let’s look again at some pictures of some of the musical instruments.

[Display and briefly describe, one at a time, pictures of the following: bass drum, snare drum, trombone, flute, tuba, clarinet. For each picture, pretend you are playing or holding the instrument.]

Bands also have an instrument called a trumpet. Musicians blow air into a trumpet to make sounds.

[Display picture of a trumpet and pretend you are holding or playing it.]

In a marching band, the musicians walk or march in a line along a street. Marching band music is usually loud.

Let’s pretend we are playing a musical instrument. You can play any instrument you would like to pretend to play. We will pretend we are part of the band making the music I will play for us.

[Play part of a selection on The Military Band: Salute to the Services CD. Encourage children to pretend they are playing an instrument.]

Now let’s play our instruments as we march around our room. We can pretend we are making music with the marching band on our CD.

[Play a few minutes of marching band music as you lead children around the room. It is not necessary or expected that children stay in a straight line while marching.]

Today we pretended to play a musical instrument. We marched in a pretend marching band around our room! Do you think it would be fun to be a musician in a marching band?