[Display letter Y card.]

What is the name of this letter?

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

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

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.”]

We know a lot about numbers. We know that a number tells us how many.

Today we are going to read a book that will help us practice counting. It is a silly story. The book tells about farm animals and fish that take a trip to a lake while their farmer is taking a nap!

[Display book cover.]

Our book is called Click, Clack, Splish, Splash: A Counting Adventure. Our book was written by Doreen Cronin. It was illustrated by Betsy Lewin.

What do we see on the cover of our book?

[Support children in identifying the duck, fish, and bucket. Children may show interest in the fish tail that is partially visible at the top of the bucket.]

[Read the book, using your own words to expand on the text and help children comprehend the story. The following may be especially helpful to children:

• Point out the tank full of fish on the page with the napping farmer.
• Point to and say the numeral shown on each page. Lead children in counting the number of corresponding items on each page, such as one farmer, three buckets, seven pigs. Point to each item as you count with children. (Individual mice and sheep may be especially difficult for children to see without your pointing.)
• Point out the typewriter on the page with five cows typing a note. Draw attention to the note (Gone Fishing) on the page that shows nine mice putting the note on a door.
• Ask children what they think is in the buckets being carried by the pigs.
• Point out that we are counting backwards when the fish are put into the lake.
• On the last page, emphasize the farmer is looking at his empty fish tank. The farm animals took the fish to the lake while he was taking a nap. Where are the fish now? (in the lake)]

I am going to write the numbers 11, 12, 13, 14, and 15 on our paper.

What is similar about each of these numbers? (they each have two numbers together, they each begin with number one)

These numbers all begin with the number one. They are also each made up of two numbers.

[Display large numeral cards 1–20 in order.]

The last number I wrote on our paper is number 15.

[Point to the large numeral card 15.]

Let’s count to 15 on the number cards.

[Lead children in counting to 15 as you point to each numeral card.]

We know that after means something happens (or comes) later than something else. What number comes after the number 15? It is the number 16!

[Point to the large numeral card 16.]

Let’s count to 16 on the number cards.

[Lead children in counting to 16 as you point to each numeral card.]

• What two numbers do we see in the number 16? (one, six)
• What number comes after the number 16? It is the number 17!

[Point to the large numeral card 17.]

Let’s count to 17 on the number cards.

[Lead children in counting to 17 as you point to each numeral card.]

What two numbers do we see in the number 17? (one, seven)

[Continue the above procedure until you get to numeral 20. Point to each large numeral card as it is discussed.]

Today we learned more about numbers. We read a book about farm animals that took fish to a lake while their farmer took a nap! We counted everything that was in our story. We even counted backwards! We also talked about numbers all the way to number 20.

[Display book cover.]

Yesterday we read a book called Be Careful and Stay Safe. What is one thing we can do to stay safe at home or somewhere else?

Today we are going to talk about some pictures of children in different situations. Some of the situations are safe. Other situations are not safe. Remember, safe means we do not get hurt or sick or get into danger.

[Display a “thumbs up.”]

This is a “thumbs up.” We learned that giving a “thumbs up” is a way to give someone a compliment.

Today we will use a “thumbs up” when we see a picture of a child doing something that is safe.

[Display a “thumbs down.”]

This is a “thumbs down.” A “thumbs down” is a way to say we don’t like something.

Today we will use a “thumbs down” when we see a picture of a child doing something that is not safe.

[Display each picture, one at a time. Encourage children to give the picture a “thumbs up” or a “thumbs down.” Engage children in a discussion of how the pictured child is doing something that is safe or not safe:

• If safe: What helps keep the child(ren) safe in this situation? (car seat, helmet)

  

• If unsafe: What might happen to the child(ren)? (could get hurt) What should be done to help keep the child(ren) safe? (wear a helmet when riding a bike, walk on the side of the road with an adult, sit in a shopping cart)]

Today we looked at pictures of children in some situations that were safe and in some situations that were not safe. Have you ever seen a child in a situation like one we talked about today? Tell us about it.

[Display chart and point to the different types of lines as you describe each, especially in the question below.]

We are learning how artists may use lines to create their art. We have made straight lines, curvy lines, and zigzag lines. Yesterday we made thick lines and thin lines.

Is a thin line wider than a thick line? (no, a thin line is narrower than a thick line)

Today we are going to look at how lines can be placed in different ways in art. When we place something, we put it somewhere.

One way a line may be placed (put) is up and down. Up goes toward the sky or ceiling. Down goes toward the ground or floor. We can place (put) a line that goes up and down by starting at the bottom and moving up. Or we can place (put) a line that goes up and down by starting at the top and moving down.

Please watch me put lines that go up and down on my paper. I’m going to put a dot on the paper to show where to start my line.

[Place a dot at the top of your chart paper and move your marker in a straight line down. Describe your action. Then place a dot at the bottom of your chart paper and move your marker up. Describe your action. Emphasize each line’s vertical placement with the words “up and down.”]

Let’s pretend we are using a paintbrush to create lines that go up and down. We will use our imaginations. We think of new or pretend things when we use our imagination.

[Invite children to make vertical (up-and-down) lines in the air with their hand. Start a line at the bottom, moving up. Start a line at the top, moving down. Demonstrate and describe the process.]

We can also place (put) a line from side to side. Please watch me make lines that go from side to side. I’m going to put a dot on the paper to show where to start my line.

[Draw a start dot on one side of your chart paper and move your marker in a straight line to the other side. Describe your action. Then place a dot at the other side of your paper and move your marker to the opposite side. Describe your action. Emphasize each line’s horizontal placement with the words “side to side.”]

Let’s use our imaginations again to pretend we are putting a line from side to side in our art creation.

[Invite children to make several horizontal (side-to-side) lines in the air with their hand. Start each line on a different side. Demonstrate and describe the process.]

There is another way we can put a line in our art. We can place a line as a diagonal. Remember, a diagonal line is a straight line that goes from corner to corner. We used a diagonal line when we made triangles from a square. I’m going to put a dot in one corner of the paper to show where to start my line.

[Draw a start dot at one corner of your paper and move your marker diagonally to the opposite corner.]

Let’s pretend we are putting a diagonal line in our art.

[Invite children to make several diagonal lines in the air with their hand. Start each line in a different corner. Demonstrate and describe the process.]

We placed a straight line in three different places in our pretend work of art. We placed a line up and down, side to side, and in a diagonal.

• Could we put a curvy line from side to side in our art? (yes)
• Could we put a zigzag line up and down in our art? (yes)

[Demonstrate and describe each of the above options.]

Let’s find out how lines are placed in two of the paintings we have looked at this week.

[Display the two pictures of paintings, one at a time, and encourage children to find and describe line placements. Use questions, such as the following, to guide discussion:]

• Where did the artist place lines in this painting? (up and down, side to side, diagonal)

  

• What did the artist make with the lines?]

  

[Follow-up prompts, if needed: “What is the painting about?” “How do the lines help show something?”]

Today we talked about how artists can place lines in their art. We can put lines up and down, side to side, and in a diagonal in our own art.