On Day 2 we learned that words can be divided into parts. Remember, when we divide something we break it into smaller parts. What do we call each part of a word? (a syllable) We know that some words (names) have only one syllable. Other words have more syllables.

What words did we divide into syllables on Day 2? (our names)

Today we are going to divide our names into syllables again by clapping.

[Display the card with the two-syllable name of a familiar pet or character used on Day 2. Use the name that is divided into syllables.]

Remember, the name written on this card is _____. Let’s clap once for each syllable in _____.

[Lead children in clapping once for each syllable.]

Now we will practice clapping syllables for our own names.

[Call on each child, one at a time, to read his/her name card. Say the name again as you speak slowly and divide it into syllables. Lead children in clapping once for each syllable. Ensure that your claps are slow and deliberate to help children understand that each syllable gets one clap.]

Let’s learn more about the letter X.

[Display letter X card.

If a child(ren) whose name includes the letter X was identified on Day 2, invite the child(ren) to again pop up. Say the first name of the child(ren). Emphasize the sound of the letter X when you say the name.

Invite the child to show his/her name card so all children can see it. Encourage the child to point to the letter x in his/her name. Explain the location of the letter (beginning, end, or middle part of name).]

What is our word that ends with the letter X? (fox)

The letter X says /ks/, just like at the end of the word “fox.” /ks/, /ks/, fox. Let’s say that together: /ks/, /ks/, fox.

I have two pictures of things that end with the letter x. Remember, the letter X is most often found at the end of words, instead of at the beginning of words.

[Hold up one picture card and invite children to identify the animal/item in each picture. After children have an opportunity to guess or say the pictured animal/item, point to and say the word written at the bottom of the card. Example: “This word says box. The letter x is at the end of the word.” Repeat this procedure with a second picture card.]

Let’s think of some other words that end with the letter X and write them on our chart. Remember, the letter X says /ks/, /ks/.

[Help children by suggesting other words that end with x. Examples: wax, relax, mix, fix.

Invite one or more volunteer children to find the letter x in words on the chart. Children may point to the letter at the top of the chart and then find it in one of the words below.

Demonstrate and describe how to mark the uppercase letter X on your chart paper.]

We use two lines to make an uppercase X. The lines cross each other like this.

[Give each child his/her letter journal.]

Now we are going to write the letter X in our letter journal. Please write the uppercase (big) letter X in your journal. Write as much of the letter as you can.

Today we clapped the syllables in our names again.

We also learned that the letter X says /ks/, just like at the end of the word “fox.” We made the uppercase (big) letter X in our letter journal. Let’s say together the sound the letter X makes (/ks/).

We are learning how to compare groups. We know that groups are equal when they have the same number of items. Let’s use both of our hands and hold up two groups of fingers that are the same.

[Lead children in holding up two groups of two fingers and then two groups of four fingers. Use the words “same” and “equal” to describe the groups.]

Today we will practice comparing groups by dividing children in our classroom into two groups. We know that divide means to separate or break up something into smaller parts.

[Arrange two groups of children so that they are sitting in two lines parallel to each other.]

How many groups do we have? (two)

I am going to tap some children on the shoulder. If I tap you on the shoulder, please quietly stand up. When I have finished tapping some children on the shoulder, we can decide which group has more children standing. Let’s practice first.

• [Gently tap two children in one group, and five children in the second group.
• Ask: “Which group has more children standing? How do we know?” Invite children who are standing to sit down.
• After this practice, ask children to close their eyes as you quietly tap some more children to stand. After you have tapped a different number of children in each group, ask children to open their eyes.
• Ask: “How many children are standing in each group?”
• Ask: “Which group has fewer children standing? How do we know?” Remind children that when something has fewer, it has a smaller amount of something.
• In a final version of this activity, tap the same number of children in each group. Use the words “same” and “equal” to describe the two groups.]

Now let’s talk about a number we know. Yesterday we learned what number three looks like.

[Display a large numeral three card.]

Number three means that there are three of something. Let’s count the number of dots on the number three card.

[Invite children to count the number of dots.]

[Hold up four fingers.]

How many fingers am I holding up?

I am holding up four fingers. Let’s count them together.

[Point to each finger as you encourage children to count with you.]

Number four looks like this.

[Hold up a large numeral four card.]

The number four means there are four of something. Let’s count together the dots on the number card.

[Point to each dot on the numeral card as you count. Encourage children to count with you.]

The number four means there are four things! Please hold up four fingers. Let’s count them together.

[Display a large numeral two card next to a large numeral four card.]

Let’s compare the number two to the number four.

How is the number two similar to the number four? (both have straight lines)

How is the number two different from the number four? (number two has a curved line and number four does not have a curved line)

Today we practiced comparing groups and deciding which of two groups had more or fewer children standing. What are two groups called that have an equal amount? (same) We also learned what the number four looks like.

[Display picture of a home.]

What do we see in this picture?

We know that a home is a place where people live.

Homes are located in a neighborhood. Our neighborhood includes all of the places near our home. Let’s say together the word neighborhood: neigh-bor-hood.

There are different kinds of neighborhoods. Some neighborhoods have lots of places to go to. Some neighborhoods have only houses.

[Display book cover.]

We are going to read a book about a neighborhood. The book is called Places in My Neighborhood. Our book will tell us about some of the places that can be found in a neighborhood. The author of our book is Shelly Lyons. All of the pictures in our book were taken with a camera.

[As you read the book, pause to describe pictures and respond to children’s questions or comments.]

What are some places in your neighborhood? Tell us about them.

Each of us lives in a home that is in a neighborhood. Tomorrow we will learn more about places in a neighborhood.

We are learning how to keep our bodies healthy. Last week we learned that exercise keeps our muscles strong and healthy.

We exercised by running in place.

How did our bodies feel after we ran in place? (heart was beating faster, breathing faster)

Let’s run in place for one minute to see how our bodies feel. Remember, running in place means we stay in our personal space.

• How do our bodies feel now?
• How would our bodies feel if we ran for a long time? (tired)
• What should we do when our bodies get tired? (rest)

We rest by taking a break from what we are doing and relaxing our bodies. We gave our body a rest when we stopped running in place.

There are different ways we can rest our bodies. We can rest by sitting or lying down. This gives our legs and feet a break from holding up our body when we are standing or moving.

We can rest our bodies by taking a nap or lying quietly. We go to sleep when we take a nap. We rest our bodies every day in our classroom by taking a nap or lying quietly.

[Encourage children to describe how rest time works in your classroom. Examples: “When do we have rest time in our classroom?” “How do we know it is time to rest?” “What happens during rest time in our classroom?”]

Going to sleep can give our body a long rest. When we sleep, our eyes are closed and our mind and muscles are relaxed. We do not pay attention to what is going on around us when we are asleep. Our body takes a break from thinking and doing things.

We know how to pretend we are sleeping. Let’s all pretend to be sleeping.

• How does your body feel after you take a nap or sleep all night?
• It can take time for our body to wake up from a nap or from a long sleep. Do you usually wake up quickly or slowly from a nap or sleep?

[Encourage children to describe what happens when children end rest time in your classroom. Does everyone get off their cot quickly? Why not?]

Thinking and doing things for a long time can make us feel tired. We need to rest so our bodies stay strong and are ready to think and move. We can have trouble thinking and doing things if our bodies are tired. We can stay healthy by giving our bodies a rest during the daytime and by sleeping every night.

Our bodies can stay healthy and strong by taking a break from thinking and doing things. We call this break a rest. We have rest time in our classroom every day. Going to sleep gives our body a long rest. What is our body like when we sleep? (eyes are closed, do not pay attention to what is going on around us, muscles and mind are relaxed)