[Display letter H card.]

What is the name of this letter?

[Point to the uppercase letter H on the letter card.]

Am I pointing to the uppercase or to the lowercase letter H?

Now let’s spend some time with our book.

[See Week 3, Day 3 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 say book title. Engage children in describing what they remember about the book:
  • What is our book about?
  • Who were the main characters in our book?
  • What happened first? What happened next?
• Remind children that reading a book is a good way to learn new words. Point to and say words introduced on Day 1 that are listed on the Words We Understand chart. Invite children to talk about what they recall about each of the words. Remind children of the meaning of each novel word.
• Point to where to begin to read on the first text page of the book. Pause during reading to briefly define words identified for today’s session. Use the following approach:
  • Read the sentence with the novel word. Repeat the novel word.
  • Repeat the sentence in which the word is used.
  • Define the novel word and connect the definition to the book.
• After the book reading, engage children in a discussion of each novel word targeted for today with one or more of the following strategies (plus writing the word on the chart):
  • Ask children to describe a picture related to the word.
  • Define a word without naming it and ask children to identify the word.
  • Encourage children to think about a novel word in another context.
• Encourage children to connect the book information to their own experiences. Below are some examples:
  • “Our book today was about worms. Have you ever seen or touched a worm? What was it like?”
  • “Our book today talked about roots. Roots are part of a plant that grow into the dirt. Have you ever seen the root of a plant? What was it like?”
  • “Today we talked about the word squeeze. We squeeze something by pressing things very close together. What kinds of things have you squeezed? How about a tube of toothpaste? How about a package or bottle of ketchup? Show us how you squeeze something.”]

[Arrange children in a circle.]

Let’s count to 20 as I move around the circle. I will tap each of you as we count together. When we reach number 20, we will start our counting again with number one.

[As you move around the circle, lightly tap each child while counting to 20 in unison. Then start over again if more than 20 children are present.]

[Display each numeral, ask “What number is this?” and wait for children to tell you the numeral name. Display the numerals out of order if you anticipate children will be able to identify out-of-order numerals. Otherwise, display all or most numerals in order.]

Now I am going to hide one of our number cards behind a piece of paper. Then I will say something about the number I have hidden. We will try to determine the number that is hidden. We can use our number list to help us.

[Display a number list for reference.

• Hide a numeral card behind a piece of paper.
• Give children hints about the number that comes before or after the hidden number. Examples: “The hidden number is the number that comes after number __.” “The hidden number is the number that comes before number __.” Point to the numerals you mention on the number list. Example: If you say “I am the number that comes before number seven,” point to the numeral seven on the number list.
• Ask children what numeral they think is hidden.
• Ask children to describe how they know.

Continue hiding and describing each numeral. Do this activity with numerals 1–10 in, or out of order, as suggested above.

If time permits:]

We are going to practice finding which number is more by looking at our number cards.

[Line up large numeral cards in order, where children can see each. Also, display the number chart used yesterday.]

We can use our number chart to help us. We know that a number chart has numbers from 1–10 on the bottom. There are dots for each number in the rows above.

Let’s practice finding the number that is more by using our number cards and number chart. Remember, as we follow the numbers across on our number chart, each number stands for a larger amount.

[Point to numbers from left to right across the bottom of the number chart as you describe how numbers get larger.

Cross-reference numerals on the number chart and the numeral cards. Point to each. Example: “Here is a number two on our number card, and here is a number two on our number chart.”]

[As you ask the following questions, point to the large numeral cards lined up. Encourage children to use the number chart, if needed.]

• Which number is more: one or two? How do we know?
• Which number is more: five or four? How do we know?

Now we are going to find the number that is less. Remember, less means fewer of something.

• Which number is less: three or four? How do we know?
• Which number is less: six or five? How do we know?

Today we practiced our numbers by figuring out which number was hidden and by finding a number that was more or less than another number.

Today we are going to learn about an emotion that may make us feel yucky inside. Watch me carefully to see if you can guess what I may be feeling.

[Furrow your brow while wrinkling your nose and sticking out your tongue.]

What do you think I am feeling?

I am feeling disgusted. We often feel disgusted when we see or think something is awful. We may say something is gross when we feel disgusted! There are many things that may make us feel disgusted.

Each of us may feel disgusted by different things. I feel disgusted by _____.

Does the same thing make you feel disgusted?

We might feel disgusted by some kinds of foods that other people really like. You might feel disgusted by an animal that I really like. We are all different, and it is okay if we are not disgusted by the same thing.

Show us your disgusted face!

Does everyone’s face look the same when we feel disgusted?

Let’s remember our five senses and think of some things that may make us feel disgusted.

• What is something you think smells disgusting (or gross)? (trash, certain kinds of food, diaper, etc.)
• What is something you think tastes disgusting (or gross)? (certain kinds of food)
• What is something you think feels disgusting (or gross) when you touch it? (slime, sand, paint, etc.)
• What is something you think looks disgusting (or gross)? (trash, dirty diaper, old food, etc.)
• Do you think something can sound disgusting (or gross)? What would it be?

Let’s look at some pictures of things that may or may not make us feel disgusted.

Each time I hold up a picture, please make a disgusted face if the item in the picture makes you feel disgusted. Then we will talk about what about the picture makes you feel disgusted. If the picture does not make you feel disgusted, we can talk about what you think or feel about the picture.

[Hold up each picture, one at a time. For each picture:

• Encourage children to make a disgusted face if the item in the picture makes them feel disgusted.
• Ask several children who feel disgusted by the item in the picture to tell why they feel disgusted.
• Ask several children who do not feel disgusted by the item in the picture to tell what they think or feel when they look at the picture.
• Encourage children to listen to and respect different feelings about the same thing. The feeling of disgust is our reaction to something and not a characteristic of something.]

Today we talked about an emotion that may make us feel yucky inside. What is it called? (disgusted) We do not all feel disgusted by the same things. Why? (each of us is different)

We are learning about differences in music. Yesterday we moved scarves to show how music can be louder and quieter, and faster and slower.

Today we will talk about another type of difference in music. Please listen to me clap to a nursery rhyme. The nursery rhyme is “Mary Had a Little Lamb.”

[Clap the beat as you sing the first verse of “Mary Had a Little Lamb.” See dots with the accompanying words for a guide to the beats. Repeat the first verse of the rhyme with your claps.

Invite children to clap with you as you sing the rhyme.]

We are clapping the beat of our nursery rhyme. A beat is a regular part or sound in music we sing, play, or listen to. The beat of music can be fast or slow.

Let’s listen for the beat in some music played by a marching band. I will clap the beat of the music. Please clap with me.

[Play a brief portion of Track 11 of The Military Band: Salute to the Services CD. Clap to the beat of the music in a pronounced and deliberate manner all children can see.]

We use clapping to learn about syllables. Today we are using clapping to learn about the beat of music. Now let’s use rhythm sticks to help us pay attention to the beat of music.

[Display two rhythm sticks. Demonstrate their use by tapping them gently together to the beat of “Mary Had a Little Lamb” as you sing the rhyme. Then distribute two rhythm sticks to each child. Urge children to tap the sticks gently together.

Play a brief portion of Track 11 of The Military Band: Salute to the Services CD. Lead children in gently tapping together their rhythm sticks to the beat.

If time and child interest permit, help children pay attention to the pace of a beat by leading children in gently tapping their rhythm sticks to a brief portion of the following song: Track 15 of The Military Band: Salute to the Services CD. At the conclusion of the music segment, ask children how the second piece of music was different from the first piece (second piece is faster).]

Today we focused on the beat of music. We learned that a beat is a regular part or sound of music we listen to, sing, or play. We clapped and tapped rhythm sticks to help us pay attention to the beat of music. A beat can be fast or slow.