We are learning about the different sounds in a word. We know how to make a different word by changing the beginning sound of a word. Remember, the first sound we hear in a word is called the beginning sound.

Today we will make up words in a different way. Let me show you.

Listen carefully to what I say: “ox.” Let’s say “ox” together: “ox.” Now I’m going to add the sound /f-f-f-f/ to the beginning of “ox.” Listen carefully: “f-f-f-f . . . ox, f-f-f-f . . . ox, f-f-f-f-ox.” We made the word “fox” by adding /f-f-f-f/ to “ox.”

Let’s together say the “f-f-f-f” sound. What is our new word? (fox) Let’s try another one!

[Use the following steps to help children practice blending the sounds listed below, beginning with ox:

• say the rime (the vowel and consonants that follow it) and invite children to repeat the sound (example: ox)
• say the initial sound (onset) of one of the words listed below the rime and invite children to repeat the initial sound only (example: /b/)
• blend the initial sound (onset) and the remaining sounds of the word (rime), emphasizing its two parts (example: b-ox)
• invite children to repeat the word (box).]

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

[Display letter L card.]

Does anyone know the name of this letter?

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

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

This is an uppercase L.

We can also write the letter L like this.

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

This is a lowercase l.

We are learning about many letters of the alphabet. We have letters in our name. L is a letter of the alphabet.

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

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

Let’s all say the word “letters.”

[Invite a volunteer child to point to the letter l in the word “letters.”]

Let’s look at the very first letter of our name. Pop up if you have the letter L 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 an L at the beginning of their name. If there are children whose name begins with the letter L who do not stand, point to the letter L on their name card. Compare the letter L in their name as you hold the letter L card next to their name card.

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

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

Today we put together the two sounds of a word.

We also learned about the letter L. What word begins with the letter l? (letters)

We are learning how to split a whole group of items into two parts. We know that when we split something, we divide it into smaller parts.

Today each of us will practice splitting a whole group of circles (counters). We will use our part-part-whole mats.

[Give each child a part-part-whole mat and five counters.]

We each have five circles. Let’s put our circles in the whole-section of our mat and then count our circles to make sure we all have five.

[Lead children in counting the number of counters as they point to each one. Say again the number five when you finish counting.]

Now we are going to split our whole group of five circles. Let’s put three circles in the first part-section of our mat and two circles in the second part-section of our mat.

[Provide sufficient time for children to move their counters. Help as appropriate.]

Let’s count all of our circles in our two part-sections to be sure we still have five circles.

[Count on as you lead children in counting the two parts together.]

Now we are going to try it again a different way. Let’s again put our five circles in the whole-section of our mat.

[Provide sufficient time for children to move their counters. Help as appropriate.]

This time when we split our circles we are going to put one circle in the first part-section of our mat and four circles in the second part-section of our mat.

[Observe children as they split the counters into two parts. Help if appropriate. Then count on as you lead children in counting the two parts. Say again the number five when you finish counting.

Provide each child with seven counters.]

Now we each have seven circles. Let’s put our circles in the whole-section of our mat and then count our circles to make sure we have seven.

[Lead children in counting their counters as they point to each one. Say again the number seven when you finish counting.]

Let’s split our group of circles. Please put three circles in the first part-section of your mat. Then please put the rest of your circles in the second part-section of your mat.

[Provide sufficient time for children to move their counters. Help as appropriate.]

We had seven circles in the whole-section of our mat. Now the circles are in the part sections of our mat. Three of our circles are in one part-section of our mat.

• How many circles do we have in the second part-section of our mat? (four)
• How many circles do we have all together on our mat? (seven)

Let’s count our circles to make sure each of us has seven.

[Count on as you lead children in counting counters in the two part-sections together. Say again the number seven when you finish counting.]

Today we practiced splitting groups of circles. We counted the two parts together to make sure we had the same number of circles as our whole group of circles.

Today we are going to read a book that will help us talk about what other people may be thinking or feeling. We know that a feeling is also called an emotion.

Our book is about a boy named Peter. The title of our book is Peter’s Chair. It was written and illustrated by Ezra Jack Keats.

[Display book cover.]

What do you think our book might be about?

[Follow-up prompt, if needed: “What is the boy looking at?”]

[Read the book, pausing to describe illustrations directly related to the text and respond to children’s questions.

After reading the book, return to each of the pages described below. Display the page’s illustration when you talk about it.]

Let’s talk about what Peter may be thinking or feeling about having a new baby sister.

[Peter’s mom asked him to play quietly because there is a new baby in the house:]

• How do you think Peter felt when his mom asked him to play quietly because there is a new baby in the house? Why?
• What do you notice about Peter’s face? (frown)

[Peter’s dad painted the high chair:]

• What do you think Peter felt or thought when he saw his dad painting his high chair pink for his baby sister Susie? Why?

[Peter decided to run away with his chair:]

• Why do you think Peter ran away with his chair? (so his parents could not paint it pink)
• How do you think Peter felt when he took his chair, his dog Willie, and some other things outside? What do you think Peter was thinking?

[Peter and his dad painted Peter’s chair pink:]

• Peter did not want his little chair to be painted pink. But after he spent some time outside, he came back to the house and told his dad he’d like to help paint his little chair pink for Susie.
• Why do you think Peter changed his mind about painting his little chair pink for Susie? (it was too small for him to sit in)
• Have you ever changed your thinking or feeling about something? What happened?

Peter had many different thoughts and feelings about having a new baby sister. We can better understand Peter and his situation when we think about what has happened, his feelings, and his thoughts. One of the things we learned is that people may change their ideas about something.

We are learning about a forest. Remember, a forest is a habitat covered with trees and other plants.

• What is something green that can be found in a forest? (leaves, plants, etc.)
• How about something brown? (trees, sticks, soil, etc.)

Today we will learn about some of the animals that live in a forest.

[Display six pictures of forest animals where they can be seen by all children.]

These are pictures of some animals that live in a forest. Let’s see how many we know.

[As you point to each animal, ask if children know its name. Then point to the name on the picture and say the animal’s name.]

The six animals shown in our pictures are just some of the animals that can live in a forest. There are many other types of animals in a forest.

Let’s talk about some of the characteristics of the animals in our pictures.

[Invite children to describe specific parts of each animal or animals you think would be of greatest interest. Examples:

• What color is the tail of the chipmunk?
• What do you think the tail would feel like?]

We are going to make a class book. Each one of us can make one page of our book.

Each of us can choose what forest animal we want to draw on our page. We can also write the name of the animal on our page. Let’s write as much of the name as we can. I will help you.

When we are done drawing, I will staple the pages together to make a book. Each of us will have a special page in our class book about the animal we chose. Each of us will be an illustrator of our class book!

[If children are unable to write the animal’s name, encourage them to tell you the name of the animal as you write it on the line. Children may use the displayed picture of the animal as a guide as they draw. The activity is not intended to promote copying the displayed pictures.

As children finish their pages, show them how you combine their work to make a class book. Place the book in the library center for children to read and enjoy.]

Today we learned about some animals that live in a forest habitat. We also made a class book about forest animals. Our class book is in the library center so we can read and enjoy it!