We are learning about syllables. What is a syllable? (part of a word) We know how to divide our names into syllables. Today we will divide other words into syllables.

I have a basket of items from our classroom. I am going to pull an item from the basket and write its name on our chart. I will write the name of the item so we can see its syllables.

[Pull one item from the basket and say its name. Write the word on a chart with a dot(s) between each syllable. Example: cray-on. Say the name again as you speak slowly and divide it into syllables while clapping once for each syllable.

Lead children in first saying the word and then clapping once for each syllable. Ensure that your claps are slow and deliberate to help children understand that each syllable gets one clap.]

Now we will see what else is in our basket!

[After you pull an item from the basket, encourage children to first say the name of the item in unison. Then write the name of the item on the chart with a dot(s) between each syllable. Say the name again as you speak slowly and divide it into syllables while clapping once for each syllable. Then, encourage children to join you in clapping the word’s syllables. Remember to use slow and deliberate claps. Continue with remaining items as time permits.]

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

[Display letter P card.]

Does anyone know the name of this letter?

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

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

This is an uppercase P.

We can also write the letter P like this

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

This is a lowercase p.

We are learning about patterns. Remember, we used shapes to make patterns. We know that a pattern is something that repeats itself.

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

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

Let’s all say the word “pattern.”

[Invite a volunteer child to point to the letter p in the word “pattern.”]

Let’s look at the very first letter of our name. Pop up if you have the letter P at the beginning of your name. Remember, names begin with an uppercase (big) letter.

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

If no one in the group has a first name beginning with the letter P, say “No one popped up because no one has a name that starts with the letter P.” 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 P.

If a child indicates there is a letter P 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 p that appears somewhere else in a child’s name.]

Today we clapped the syllables in the names of some things in our classroom.

We also learned about the letter P. What is a word that begins with the letter p? (pattern)

Yesterday we practiced making simple patterns. We know that a simple pattern uses two things that repeat themselves.

Today we are going to make a bracelet with beads using a simple pattern. Have you ever made a beaded bracelet?

[Give each child a pipe cleaner and a handful of beads representing two different colors.]

We are going to make a pattern with two different colors of beads. Please watch as I show you.

I have (color) beads and (color) beads. I will start the pattern with a (color) bead. What color of bead should come next in the pattern?

[Demonstrate by stringing the pipe cleaner with six beads using a simple ABAB pattern.]

Now each of us can make the same pattern with our beads!

[Observe (and help if necessary) as children recreate the pattern you made on their own pipe cleaners. Example: “Which color will come next in the pattern?”

Encourage children to extend the pattern by adding 6–8 more beads. When they have finished, say the pattern together as children point to the beads. Close the pipe cleaner to form a bracelet for each child to keep.]

Today we practiced making simple patterns by making bracelets with beads.

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 a game we’ve played before. We will play Sleeping, Sleeping, All the Children Are Sleeping.

Remember, in the Sleeping, Sleeping game we pretend 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.

[Encourage children to lie in a sleeping position. Begin singing the song as children pretend to sleep. Each time the children pretend to wake up, encourage them to stand up and pretend to be the named animal. Try this 2–3 times.]

Now we will play the game a little differently. This time we will use colored circles with animal pictures on them.

[Display each circle as you describe it.]

I have a red circle with a tiger on it and a blue circle with a fish on it. When I hold up the red circle, we will act like tigers. When I hold up the blue circle, we will act like fish. I also have a yellow circle with nothing on it.

When I hold up the yellow circle I will choose a different animal each time. Let’s try it!

[Encourage children to lie in a sleeping position again. Begin singing the song as children pretend to sleep. Each time the children pretend to wake up, hold up one of the circles and encourage children to act like the pictured animal. Try not to say what the animal is, however. Encourage children to look at the visual cue. When you hold up the yellow circle, say any animal you wish except a tiger or a fish. Try this 2–3 times.]

This time I am going to remove the pictures from the circles (or use the side without the animal picture). Each time I hold up a circle, we need to act like the animal that was on the circle before I removed the animal picture.

• We need to remember the animal that was on each circle.
• What animal was on the red circle? (tiger)
• What animal was on the blue circle? (fish)
• What animal was on the yellow circle? There was no animal on the yellow circle!
• I will choose a different animal each time.

Let’s try it!

[Encourage children to lie in a sleeping position again. Begin singing the song as children pretend to sleep. Each time the children pretend to wake up, hold up one of the circles and encourage children to act like the animal that was previously on the circle. When you hold up the yellow circle, say any animal you wish except a tiger or a fish. Try this 2–3 times. Play as long as time permits.]

Today we again played Sleeping, Sleeping, All the Children Are Sleeping. We changed the rules of the game.

• What parts of our body did we use to pay close attention during this game? (eyes, ears)
• During the game we moved like animals. What things changed during the game? (moved like different animals each time, used colored circles)
• What would happen if we didn’t watch or listen carefully during the game? (we wouldn’t know which animal to pretend to be)

Yesterday we learned how the parts of a plant help the plant to live and grow. We know that a plant is a living thing that grows in soil or water.

[Display picture of a plant used on Day 1. Point to parts as you describe each.]

We know that plants get water and nutrients with their roots. The nutrients and water travel up the stem to the leaves. Plants use sunlight to make food in their leaves.

Let’s go outside to find some plants! We will take our science journals so we can draw plants that we see.

[Take children outside to find and explore plants. Encourage exploration with questions such as the following:]

• Where are the leaves on the plant?
• Does this plant have a stem?
• Do we see any seeds?
• Can we see the roots of the plant?
• Where are the roots? (in the soil)

Today we looked for plants outside and talked about their parts. Please tell us about a plant you found!