[Divide children into two groups; one group in a line behind the first row of squares, and the second group in a row behind the second row of squares.]

We know how to say a word while dividing it into syllables. Remember, a syllable is a part of a word. We also know how to clap the syllables in a word.

Today we are going to play a fun syllable game! We will divide words into syllables and then hop the syllables in the same word. Use your listening ears as I tell you how to play.

• I will hold up an animal card and we will say the word together.
• Then we will say each of the syllables in the word.
• Next each pair of people standing at the squares will hop the syllables in the word as we say the word.
• Then a new pair of children will have a turn to hop the syllables in a different word.

Let me show you how to play.

[Hold up the animal syllable card “turtle.”]

This is the word “turtle.” Let’s say the word together.

Now let’s say the word as we say each of its syllables: “tur-tle.”

Now I will hop to the first box for “tur” and then into the second box for “tle.”

Now it is your turn to try!

[Continue the game as pairs of children follow the procedure outlined below:

• Hold up a picture of an animal with 1–3 syllables.
• Invite children to say the name of the pictured animal in unison.
• Then invite children to say each of the syllables in the name of the pictured animal in unison. Example: tur-tle.
• Finally, invite the first pair of children to hop the syllables as the other children say each of the syllables of the animal name. Then invite the next pair of children to take a turn with a different word. Continue until all children have had a turn to hop the syllables in a word.]

Today we played a fun syllable game. We divided words into syllables and then hopped the syllables in the same word.

We are learning what seven different numbers look like.

[Display numeral cards 1–7 in random order. Invite children to name each numeral. For each card, invite a different volunteer child to point to and lead all children in counting the number of dots on the card.

Encourage children to also hold up the corresponding number of fingers.]

Today we will compare groups with our number cards. This time we’ll include number card seven.

[Place numeral cards 1–7 in a stack on the floor in random order. Invite two volunteer children to each choose a card. After each child has chosen a card, invite each child to make a group of blocks that corresponds to the numeral on the card he/she chose. Encourage all children to determine which group has more (or fewer).

Call on different pairs of volunteer children to each choose a card as time permits.

Hold up eight fingers.]

How many fingers am I holding up?

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

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

Number eight looks like this.

[Hold up a large numeral eight.]

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

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

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

We are going to compare number eight to some other numbers we know. First let’s compare the number eight to number three.

[Display a large numeral three next to the numeral eight. Point to straight and curved lines on the numerals as they are described.]

• How are the numbers eight and three similar? (both have curved lines)
• How are the numbers eight and three different? (the curved lines in number eight are closed)

Now let’s compare number eight to the number six.

[Display a large numeral six next to the numeral eight.]

• How are the numbers eight and six similar? (both have curved lines)
• How are the numbers eight and six different? (number six has only one closed curved line)

Today we compared numbers and made groups that matched the amount on a number card we chose. We determined which group had more (or fewer) blocks. We also learned what another number looks like. What number did we learn about today?

We are learning many things about where we live. We each live in a neighborhood that may include other homes and places near our home. We know that our child development center is part of a neighborhood. Last week we made places from boxes and put our places on a map of our center’s neighborhood.

There are many different neighborhoods. Some of us may live in the same neighborhood, and some of us may live in a different neighborhood.

Let’s think about our different neighborhoods. I live in a neighborhood in (name of community).

[Discuss children’s neighborhoods and the community in which they are located. Compare 2–3 different neighborhoods children may live in. Example: “Adia lives in a neighborhood in (name of community), Cantrell lives in a neighborhood in (name of community), and Isabella lives in a neighborhood in (name of community). There are three different neighborhoods!”]

Many neighborhoods together make up a community. Our community is called (city, town, base, post, camp). A community is bigger than a neighborhood. There can be many neighborhoods in a community. (Name of your community) has different neighborhoods. Community is a big word. Let’s together say the word community: com-mu-ni-ty.

[Display paper that shows a simple drawing of your center. Point to drawing of center when it is described.]

Let’s pretend this piece of paper is the neighborhood where our center is located. Here is a drawing of our child development center.

[Point to and describe drawings of other places included in your representation of your center’s neighborhood. Then affix the piece of paper to a board or other vertical flat surface so all children can see it.

Display a piece of paper that represents another neighborhood in your community.]

Now let’s pretend this other piece of paper is a different neighborhood in our community. Remember, a community is made up of different neighborhoods.

[Describe the neighborhood depicted in your simple drawings. Example: “Some children in our room live in the neighborhood shown on this piece of paper. Adia lives here. Cantrell lives here. Does anyone else live in the neighborhood where Adia and Cantrell live?” Affix the piece of paper adjacent to (touching) the paper that represents your center’s neighborhood.

Display a piece of paper that represents a third neighborhood in your community.]

Here is a third piece of paper. We can pretend this piece of paper shows a different neighborhood in our community.

[Describe the neighborhood depicted in your simple drawings. Example: “Look at the drawing of a library on this piece of paper. There also are some houses. Isabella lives in this neighborhood. Does anyone else in our classroom live near Isabella?”

Affix the piece of paper adjacent to (touching) one or both of the sheets of paper that represent other neighborhoods in your community.]

There are ___ sheets of paper on our board that we are pretending are different neighborhoods in our community. Our center is in one neighborhood. Some of us live in the same neighborhood or in different neighborhoods. Our community has different neighborhoods.

Today we learned that neighborhoods make up a community. What is the name of our community?

We are learning ways to move our bodies. Today we will learn and practice how to throw a ball up in the air. The ball will go higher than our heads.

When we throw something, we use our hands and arms to move something through the air. Sometimes we use one hand and arm to throw something to someone else or to a specific place. People who play softball or baseball use one hand and arm to throw a ball.

Today we will use both of our hands and arms to throw a ball.

[Display picture of child throwing ball.]

• What is the child in this picture doing?
• What is she doing with her arms? (moving ball up into the air)

We are going to practice throwing a ball like the child in our picture. We will try to throw a ball straight up into the air.

Please watch me show how to throw a ball up in the air.

[Describe each of the steps as you demonstrate each:

• Hold the ball in front of you with one hand on each side of the ball.
• Lower the ball below your waist so that the ball almost touches your knees.
• Raise both hands/arms into the air and let go of the ball as it passes near your nose.]

What happened after I raised the ball past my nose? (let go of the ball)

It is time for you to try. Please stay in your personal space so we don’t bump into each other. We will throw our balls at the same time.

If your ball does not come down by you, stay in your personal space. You will be able to pick it up after all of the balls have come to the floor. Let’s try it together!

[Hand each child a ball. Remind children of the steps you demonstrated. Once all balls have landed, invite children to retrieve their ball. Repeat the activity multiple times so children become familiar with the actions.]

Today we practiced throwing a ball straight up in the air. We learned how to hold the ball, move the ball, and to let go so the ball goes straight up in the air.