[Hold up one piece of paper with the word “share” written on it and another piece of paper with the word “cooperate” written on it.]

I have two words. This is the word “share.” This is how the word “share” looks when it is written.

What does it mean to share? (when we share we might split up an item, play with an item together, or take turns with an item)

This is the word “cooperate.” This is how the word “cooperate” looks when it is written.

What does it mean to cooperate? (work together)

Please look closely at these two words. There are letters in each of the words “share” and “cooperate.” A letter is a special mark used to make words. Words are made of letters.

[Say and point to each word, moving your hand and arm from left to right.]

The word “cooperate” is longer than the word “share.” The word “cooperate” has more letters. Some words are short and some words are long. Longer words have more letters in them. Shorter words have fewer letters in them. When something has fewer, it has a smaller number of something.

There are many letters in the alphabet. The alphabet contains all the letters we use to write words. This is the alphabet.

[Display the alphabet. Draw children’s attention to some of the letters.]

Do you see any letters you know?

[Encourage children to point to a letter(s) they recognize. Say the letter.]

Each of us has letters in our name. We spell our name when the letters are put together in a certain way. Some of us may have the same letters in our names, but the letters are in a different order. Things are set up a certain way when they are in order.

Today we are going to look carefully at our own names.

We are going to use letters to practice spelling our names. Each of us will get a cup of letters. The letters in your cup are the same as the letters in your name. Let me show you my cup.

[Pour out your cup of letters on the table.]

I have the letters of the name “Oscar” in my cup. This is Oscar the Grouch’s name! We are going to practice spelling our names by putting the letters in the same order as they are on our paper.

[Place the letters in the name “Oscar” in front of you. One by one, place the letters in the correct order. Discuss how you are able to determine the correct order of letters:]

• The first letter in the name is an uppercase letter. Uppercase letters are the big letters of the alphabet. This uppercase letter looks like a circle. It is the letter O. Can you help us find this letter?

[Point to the first letter in the name “Oscar” on the paper. When the matching letter is found, place it below the same letter on the paper.]

Now let’s find the first letter in our own name. Remember, it’s an uppercase letter so it will be a big letter.

[Point to the first letter in each child’s name on his/her name paper. Encourage each child to find his/her first letter and place it below the same letter on their name paper.]

You worked hard to find the first letter of your name!

• The second letter in the name “Oscar” is a lowercase letter. It is smaller than the first letter in the name. Lowercase letters are the small letters of the alphabet. This lowercase letter is curved like a snake. It is the letter s. Can you help us find this letter?

[Point to the second letter in the name “Oscar” on the paper. When the matching letter is found, place it below the same letter on the paper. Invite children to help you match the remaining letters in the name as you say each letter name.]

Look! The letters from my cup are in the same order as the letters on my paper. We spelled the name “Oscar.” Now we can read the name.

[First point to the name on the paper as you say it aloud. Then point to the name spelled in cutout letters as you say it aloud.]

Now we can do the same thing with the remaining letters in our own cup. We have already found the first letter of our name. Now we will find the rest of the letters. Pour out your letters and match them, one at a time, to the letters on your paper.

[Observe children as they match the letters and place them under the letters on their paper. Help as necessary.]

Today we learned about letters and the alphabet. There are many letters in the alphabet. Some words are longer than others because they have more letters in them. We practiced spelling our name by putting the letters in the correct order. How are our names the same? (they all have letters, each name is a word, some letters might be the same) How are our names different? (the letters are different and/or in a different order)

Yesterday we worked with groups of four or five shapes. How many things are in a group of five? (five)

Today we will look at some groups of items again and decide how many are in the group. We played a game like this before. It’s called The Hiding Game.

When we want to find out how many of something there are, what do we do? (count) Sometimes we can also look at a small group and be able to tell how many without counting.

[Place 1–5 similar items on a tray. Use items that children are interested in, such as animal counters or plastic insects. Ask children to say how many there are. Try this with different amounts from 1–5.]

Now we will try to remember how many items there are after I have hidden them.

[Place 1–5 similar items on a tray for a few seconds. Then cover the items with the box.]

How many items am I hiding?

[After children have said how many, uncover the items so that they can be seen. Invite children to count the items to check their answer. After they’ve checked their answers say, “Yes, there are ___ items.” Or, if an incorrect number of items was identified, say “We found there were actually ___ items when we counted them.” Repeat this task several times, leading children in counting the number of similar items on the tray after children have said how many.

Use words, such as “more” or “fewer,” to compare the number of items in the group. Example: “This group has more items than the last group.” Continue with different numbers of items arranged in different ways.]

Now, let’s count how many boys/girls are in our group today. Each time I point to a person, we will say a number. Count with me!

[Point to, or lightly touch the shoulder of, each boy/girl as you count.]

Today we looked at groups of items and determined how many were in each group. We can sometimes look at a small group and be able to tell how many without counting. We are learning a lot about number words and counting.

[Display Solving a Problem poster.]

We are learning how to solve problems. Sometimes we have a problem when we want to play with a toy someone else is using. We can have a problem when someone does something mean. There are different kinds of problems.

Our poster can help us remember how to figure out a solution to a problem. We know that a solution is something we do to solve a problem.

[Point to first and second pictures when discussed below.]

• What problem is shown in this picture? (a child took the ball another child was using)
• This picture shows the child thinking about some solutions. What solutions is the child thinking about? (getting angry, sharing)
• When we have a problem it is good to think of solutions. Why do you think it is good for us to think about different solutions? (because we need to decide which solution might work best; we may want to try a different solution if our first solution doesn’t work)

[Point to third picture.]

This picture shows the child thinking about what would happen if different solutions were used. The child is thinking about whether a solution would be safe and whether a solution would be fair.

• Why is it important to think about whether a solution is safe? (we do not want anyone to get hurt)
• Why is it important to think about whether a solution is fair? (everyone should get a turn or be able to participate; other people should not feel bad about the solution)

I have some cards that show solutions we can use. Let’s look at the cards together and talk about some solutions

[Display each card as it is discussed. Use the following guide to discuss each card:]

• The words on our card say _____. What is happening in this picture?[If discussion of what is happening does not include attention to the problem, ask: “What do you think was the problem?”]

• When is another time we could use this solution?[Discuss other situations where the solution might be used.]

Today we talked about some ways to solve problems. We learned it is important to think of different solutions and to decide what solution is best to use.

Yesterday we learned about some tools that artists can use to create art. Remember, a tool is an item that helps us do something. Who remembers one of the tools we learned about yesterday? (paintbrush, sponge, straw) Each tool can help an artist create a different kind of art.

Some artists use paper as a tool. Artists may draw or paint on paper to create art.

We used paper yesterday to create art. Today we will learn about different kinds of paper.

[Display smooth paper, such as finger paint paper. Pass around samples and encourage children to feel, not simply touch, the paper.]

Some paper may be smooth. When something is smooth, it is slick and you can move your hand easily across it.

[Display rough paper, such as recycled paper or homemade paper. Pass around samples and encourage children to feel the paper.]

Some paper may be rough. When something is rough it is bumpy. Something that is rough is not smooth.

• What do you think paint would look like on smooth paper?
• What do you think paint would look like on rough or bumpy paper?

[Use the same paintbrush and the same type and color of paint to make several brush strokes on rough and smooth papers. Encourage children to describe differences they may see in the paint put on two types of paper.]

We can also create art on something called canvas. Canvas is a kind of strong cloth.

[Display an unframed canvas.

Pass around the unframed canvas for children to feel. Also pass around a piece of paper.]

Canvas feels different than paper. Canvas is much stronger than paper.

Is the canvas smooth or rough? (rough)

[If time permits, provide each child with a paintbrush, paint, and both smooth and rough paper (one each). As children paint, draw their attention to what the paintbrush feels like on rough and smooth paper, and to what the paint looks like on each type of paper.]

Today we learned there are different types of paper we can use to create art. We also learned about canvas. We felt each type. Do rough and smooth types of paper look the same when we put paint on them?