Today we will learn a fun rhyming game. Remember, when words rhyme they sound alike at the end.

Our game is called “Willoughby, Wallaby.” Listen as I say the rhyme.

[Say the rhyme slowly as you emphasize its rhyming words.]

Willoughby, wallaby, wee,

An elephant sat on me.

Willoughby, wallaby, woo,

An elephant sat on you.

What rhyming words did you hear? (wee, me, woo, you)

Now we will use our own names in the rhyme. Listen carefully as I use _____’s name.

[Say the rhyme again while inserting a child’s name. Example: “Willoughby, wallaby, wisa, an elephant sat on Lisa.” Keep in mind that a rhyming word may fit more than one child’s name. Examples: “wustin” rhymes with both Dustin and Justin; “werry” rhymes with both Mary and Kerry.]

Let’s try the rhyme and use each person’s name! I will begin the rhyme and you decide which name the word rhymes with.

[Say the first part of the rhyme with a word that begins with W and rhymes with a child’s name. Example: “Willoughby, wallaby, werry, an elephant sat on _____.” Before you say the name, ask children to determine which child’s name rhymes with “werry.” Continue until you’ve said the rhyme in a way that rhymes with each child’s name.]

Today we played a rhyming game. Whose name rhymes with _____? Whose name rhymes with _____?

Today we will practice counting in a different way. I am going to give each of you a group of circles (counters). Please count the circles to find out how many you have.

[Give each child a group of 10 counters. Encourage children to touch each counter as they count.]

I am going to say a number. Please put that many circles in a group. Let me show you how.

[Say the number three, and then count out three counters. Say out loud a number each time you move a counter. Place the three counters in a group.]

Now I have three circles in my group.

I needed three circles to make a group of three. I stopped counting when I got to three. I did not need the rest of the circles to make my group of three.

Now I will say a different number. Please count out that many circles. Say a number out loud each time you move a circle.

• [Begin with a small number.
• When all children have made the given group, invite them to say together the number of counters in their group.
• Then ask children to combine the used and unused counters.
• Give another number to count out.]

Let’s hold up five fingers. Please use the pointer finger on your other hand to point to two of the five fingers you are holding up. Let’s count out loud while we point to two fingers.

Now let’s keep holding up our fingers on one hand. Please use the pointer finger on your other hand to point to four of the five fingers you are holding up. Let’s count again out loud while we point to four fingers.

I said a number and each of you counted out the same number of circles. Did we need all of our circles for each group? (no) We also counted to a certain number of our fingers. Did we count all of the fingers on our hand? (no)

We are learning about our homes and how they are the same and different. Remember, a home is the place where someone lives. Today each of us will begin making a home with shoeboxes.

Each of the homes we make will be unique because we may have different ideas about what a home should look like.

Let’s talk about what our shoebox homes might look like.

• What color would you like your home to be?
• Will your home have windows?
• Will your shoebox home have doors?

Here are pictures of what a shoebox home might look like.

[Display pictures and describe characteristics of each home, including the roof.]

You can make your shoebox home to look the way you want. Our pictures offer some ideas.

You can use any of the art materials that have been set out for this activity. You can cover your home with paper or color it. You can draw doors and windows on your home and add anything else you’d like!

[Draw children’s attention to paper, markers, glue, tape, child-sized scissors, crayons, and any other supplies that they might be able to use. Children may wish to use paper to make a pitched roof. Make photos available. This activity can be continued on Day 5 and during center time if children need additional time. Help children decorate their homes as appropriate.]

Today we began making a home! We will share our homes when they are all finished. None of our homes is the same. Why are the homes different? (each of us has an idea of what a home should look like)

We are learning how to keep ourselves healthy. Who can remember a way we can stop germs from spreading? (wash hands, use a tissue when sneezing) Today we are going to talk about another part of our bodies that helps us keep healthy.

[Display a picture or model of teeth.]

• What body part is shown in this picture? (teeth)
• What do we do with our teeth? (eat, chew)

[Encourage children to pretend they are chewing food.]

Teeth are the hard white objects in our mouth that are used for biting and chewing. Some of our teeth are larger or have sharp edges for biting through food.

[Point to two front teeth and a sharp tooth in picture or model of teeth.]

Our teeth also help us to talk! Our teeth help our tongue and our lips make sounds.

Let’s say a sentence and pay attention to how our tongue touches our teeth when we talk. I will say the sentence. Then all of us can say the sentence together.

“Danny didn’t do the dishes.”

[Encourage children to say the sentence slowly so they can feel their tongue touching their teeth.]

Do you feel your tongue touch your teeth?

Our teeth help us eat. They help us make sounds when we talk. Teeth are an important part of our body. Let’s all show a big smile. Maybe we will see some teeth!