We are going to play two games today. Our first game is a riddle game we’ve played before. Remember, a riddle is a fun way to ask a question. The game is called What is the Word?

(body-coda)

I will say the riddle and then say the word in two parts for our game. Then we will try to figure out the word. Let’s try our first word together.

This is something that is wet and falls from the sky. The two parts of the word are “rai-n.” What is the word?

[If the child identifies the word “rain,” continue Activity 1 with the procedure described below. If the child provides an incorrect response, or no response, move to Activity 2.]

[Use the following procedure: 

• Say a word riddle. 
• Say the word in two parts (body-coda). Be sure to pause briefly between the two parts. 
• Ask the child to determine the word. If the child is uncertain, repeat the two parts. Ask the child to repeat the two parts with you. Then invite the child to say the word independently. Example: “Listen as I say the word in two parts. The word I am thinking of is ‘rai-n.’ Please say with me the two parts of the word ‘rai-n.’ Now please say the two parts of the word together. What is the word?” 
• If the child needs more help, model the correct response. Example: “I am thinking of the word ‘sheep.’ If I put ‘shee’ and ‘p’ together, the word is “sheep.” Please say shee-p, sheep.” After the child responds, reinforce by saying “Yes, shee-p is sheep.]

Let’s figure out some more words. Remember, I will say the riddle and then say the two parts of the word. Then you can figure out the word I am saying.

(onset-rime)

Now we will play another game with words. We have played this game before.

[Display bag with animal pictures.]

I have a bag of animal pictures. I am going to take one picture out of the bag but not show you the picture. Please try to figure out what the picture shows after I say the name of the animal in a funny way. I’ll say the two parts of the animal’s name. Let’s try one together first.

[Pull a picture card from the bag, being careful not to show child the picture. Say the name of the animal as you emphasize the onset and rime segments of the word. Example: “b-ee.”]

What animal did I say?

[After the child has figured out the animal name you were saying, show him/her the picture of the animal. Repeat the name of the animal, giving emphasis to the two sound segments.]

[Use the following procedure:

• Pull a picture card out of the bag, being careful not to show child the picture.
• Say the onset and rime segments of the animal name. Be sure to pause between the two segments.
• Ask child to determine the word. If the child is uncertain, repeat the task emphasizing the onset and rime. Say “Let’s try again. My picture is of a /b/-ee. Now you say those sounds and then put them together. What is it?”
• If the child needs more help, model the correct response. Show the child the card and say “This is a picture of a bee. My funny word was /b/-ee. When you put the two parts together, it makes the word bee. Now you say the word: /b/-ee, bee.” “Here is a card for you to hold.”]

Today we played a game called What is the Word? We listened to the two parts of a word and then figured out the word I was saying. We also figured out what animal picture I pulled out of a bag after I said the name of the animal in a funny way.

(body-coda)

Child completes independently (no assistance)

Child completes with your assistance

• You repeat body and coda, emphasizing the two components

Child does not blend body and coda at this time

(onset-rime)

Child completes independently (no assistance)

Child completes with your assistance

• You repeat onset and rime, emphasizing the two components

Child does not blend onset and rime at this time

This animal is fluffy and says “Baa, baa, baa.”
The two parts of the word are “shee-p.” What is the word?

This is something we build with.
The two parts of the word are “blo-ck.” What is the word?

This animal is small and squeaks.
The two parts of the word are “mou-se.” What is the word?

You can sit on this at circle time.
The two parts of the word are “ru-g.” What is the word?

This animal barks.
The two parts of the word are “do-g.” What is the word?

This is something we drink out of.
The two parts of the word are “cu-p.” What is the word?

This animal can sometimes have horns.
The two parts of the word are “goa-t.” What is the word?

This is something you wear on your feet to keep them warm.
The two parts of the word are “so-ck.” What is the word?

This animal is big and has very large antlers.
The two parts of the word are “moo-se.” What is the word?

You might wear this when it is cold outside.
The two parts of the word are “coa-t.” What is the word?

This animal might be found in a forest habitat.
The two parts of the word are “dee-r.” What is the word?

You might wear this on your feet in the snow.
The two parts of the word are “boo-t.” What is the word?

[Place children in pairs. Give each pair of children one provided chart.]

Today we will work with a partner again to make our own charts. We know that a chart can be used to organize and present information.

You and your partner will get three different colors of beads in one cup. Each cup will have a different number of beads. Some of you may have more yellow beads, purple beads, or orange beads.

We will collect information before we organize our charts. We will collect information by sorting our beads by color. We know that when we sort, we put things into certain groups. Let me show you.

[Gently pour out a cup of beads in front of you. Sort the beads into groups by color, inviting children to help name each color as you sort.]

Now I have three groups of beads. First I want to count the number of beads in each group. Then I will determine which group has the fewest beads and which group has the most beads. We know that when a group has the most of something, it has more than any other group. When a group has the fewest of something, it has the smallest amount. I am collecting information when I sort and count the three groups of beads.

[Encourage children to help as you count each group of beads aloud. Point to each bead as it is counted. When you finish counting a group, say again the number of beads in the group.

Display a chart.]

This chart is similar to the chart we used yesterday. I will put the three colors of our beads along the bottom of the chart.

[Point to each of the three spaces.]

The color of the group with the fewest number of beads will go in the first section.

[Point to the far left section.]

The color of the group with the most beads will go in the last section.

[Point to the far right section.]

I will put the beads in a line above their color on the chart.

Which group has the fewest number of beads?

Now I will color the first section at the bottom of the chart the same color as the group with the fewest beads.

The (color) group has the fewest beads. What color should we use for the first section at the bottom of the chart?

[Color the far left section of the bottom of the chart.]

Now I will line up the group of beads that has the fewest above the first section I colored.

[Line up beads, one above the other, above the first colored section of the chart. Encourage children to count each bead with you as you place it above the first colored section.]

Let’s look at the two remaining groups of beads. Which group has the most beads?

Now I will color the last section at the bottom of the chart the same color as the group with the most beads.

The (color) group has the most beads. What color should we use for the last section at the bottom of the chart?

[Color the far right section of the bottom of the chart.]

Now I will line up the group of beads that has the most above the last section I colored.

[Line up beads, one above the other, above the far right colored section of the chart. Encourage children to count each bead with you as you place it above the far right colored section.]

We have one group of beads left. This group has more beads than the first group of beads, but fewer beads than the last group of beads. This group will go in the middle of the chart.

Which color should we put in the middle section at the bottom of the chart?

[Color the middle section of the bottom of the chart.]

Now I will line up the group of beads that goes in the middle section of the chart.

[Line up beads, one above the other, above the colored section of the chart. Encourage children to count each bead with you as you place it above the colored section.]

Let’s look at the chart.

What can you tell us about the groups of beads?

The first group has the fewest beads, the next group has more beads than the first group, and the last group has the most beads. We can see this on the chart because each line of beads gets taller as we move across the chart. Now it is your turn to organize your beads.

[Give each pair of children a cup of beads and a purple, yellow, and orange crayon. Observe as children work in pairs to sort the beads by color, count the number of beads in each group, color the appropriate sections of the chart, and line up the beads above the corresponding color. Share with children that the order of colors at the bottom of their chart may be different than their neighbor’s color order. Make sure children color before lining up the beads, so the beads do not move around during coloring.]

Today we worked with a partner to make a chart about beads. We collected information by sorting the beads by color and then counting the number of beads in each group. Then we used the chart to organize our information. What information did we learn by making our chart? (how many beads were in each group, which group had the fewest beads, which group had the most beads)

Today we will play a game we’ve played before. When we play this game, we freeze! What does it mean to freeze? (stop what we are doing and hold our body in the position it is in)

How do we play The Freeze Game?

When we played the game before, we danced slowly to a slow song and danced quickly to a fast song. Let’s try it again!

[Play a fast song and encourage children to dance quickly. Then play a slow song and encourage children to dance slowly. Intermittently turn off the music and encourage children to freeze in place.]

Now let’s change the game a little bit. This time when we hear fast music, we will dance quickly. When we hear slow music, we will dance slowly. When the music stops, look at me and do what I am doing. If I have one hand in the air, you put one hand in the air. If I have my hands on my knees, you put your hands on your knees. Let’s try it!

[Play a fast song and encourage children to dance quickly. Then play a slow song and encourage children to dance slowly. Intermittently turn off the music and encourage children to freeze in place. Encourage children to do what you are doing. Examples: waving one hand in the air or putting your hands on your hips. Continue as long as time permits.]

Today we played The Freeze Game again. We paid close attention to what we were expected to do and remembered new rules.

• How did we know what to do during the game? (listen to music, look at adult)
• Why did we need to pay close attention? (because the music changed, because we needed to pay attention to what we needed to do when the music stopped)

[Arrange children in a circle facing inward.]

Yesterday we pretended to be different people. Today we will pretend to be different animals! Who can remind us of what it means to pretend? (act as if something is true or real when it is not)

If we pretend to be a cat, does that mean we really are a cat?

No! We are just acting like cats!

Today we are going to play a game like Duck, Duck, Goose.

• Have you ever played Duck, Duck, Goose before?
• How does it work?

Our game today will be a little different. Let me show you.

[Demonstrate the game with another adult as you describe it. If you are using this activity in a large group, you may want to choose two children at a time to pretend to be animals in order to decrease the waiting time for children.]

We play the game in a circle just like Duck, Duck, Goose.

• One person will walk around the circle and choose someone to be an animal. The person will tap on the shoulder the person he/she chose to be an animal.
• The person who is chosen to be the animal will stand up and pretend to be an animal. We can pretend to be any animal we’d like.
• The person pretending to be an animal can use a voice to sound like the animal, a facial expression that looks like the animal, and even move his/her body like the animal.
• You can tell us what animal you are pretending to be or you can ask us to guess.
• After the chosen person has pretended to be an animal, he/she can walk around the circle and choose someone else to pretend to be an animal. We will each have a turn!

[Start the game. It is fine if children wish to repeat pretend animals. It also is fine if a child does not want to be a pretend animal; encourage the child to remain in the circle and watch what happens. Make sure every child gets an opportunity to be a pretend animal.]

What sorts of body movements, voices, or facial expressions did we make when pretending to be an animal?