On Day 2 we played a game called What is the Word? We listened carefully to two parts of a word and then figured out the word.

Today we will play the game by using riddles instead of picture cards. Remember, a riddle is a fun way to ask a question. I will say a riddle and then say the two parts of the word. Then we will work with a partner to try to figure out the word. Let me show you.

This is something on our face we can use to smell things. The two parts of the word are “no-se.” What is the word?

It is a nose. We solved the riddle!

Now we will sit next to our partner and take turns. We know that the words “take turns” begin with the letter T!

[Arrange children so they are sitting next to a partner.]

If it isn’t your turn but you know the answer to the riddle, show a big smile instead of saying the answer out loud!

[One pair at a time, say a riddle before saying the two parts of the word. Pause briefly between the two parts (body and coda). Provide quiet time and encourage the pair of children to discuss the riddle and solve it together by figuring out the word. Then say the word by blending its two parts. Continue until each pair has a chance to solve a riddle.]

Let’s learn more about the letter T.

[Display letter T card.

If a child(ren) whose name begins with the letter T 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 T when you say the name.]

Maybe someone in our group has the letter t somewhere else in their name. The letter might be in the middle or at the end of their name. It will be a lowercase t and it will look like this.

[Point to the lowercase t on the letter card.]

Pop up if you have the letter t somewhere else in your name (not at beginning).

[If a child has the letter t somewhere else in his/her name, point to the name and to the letter t on the list of children’s first names so all children can see the name and the letter t.]

What are our words that begin with the letter T? (take turns)

We took turns when we played our game today!

The letter T says /t/, just like at the beginning of the words “take turns.” /t/, /t/, take turns. Let’s say that together: /t/, /t/, take turns.

I have two pictures of things that begin with the letter T. I wonder what they could be?

[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 table. The letter t is at the beginning of the word.” Repeat this procedure with a second picture card.]

Let’s think of some other words that begin with the letter T and write them on our chart. Remember, the letter T says /t/, /t/.

[Help children by suggesting other words that begin with t. Examples: turtle, ten, two, touch.

Invite one or more volunteer children to find the letter t 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 T on your chart paper.]

We use two lines to make an uppercase T. We begin by making a straight line up and then another line across.

[Give each child his/her letter journal.]

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

Today we played our What is the Word? game again. We solved a riddle by listening carefully to the two parts of a word.

We also learned that the letter T says /t/, just like at the beginning of the words “take turns.” We made the uppercase (big) letter T in our letter journal. Let’s say together the sound the letter T makes (/t/).

This animal waddles and says “Quack, quack, quack.”
The two parts of the word are “du‑ck.” What is the word?

You can wear this on your head.
The two parts of the word are “ha-t.” What is the word? (hat)

This animal says “meow” and looks like its parents when it is born.
The two parts of the word are “ca-t.” What is the word?

This number comes after the number five.
The two parts of the word are “si-x.” What is the word?

This is hard, white, and is in your mouth.
The two parts of the word are “too-th.” What is the word?

You might eat this on a special occasion.
The two parts of the word are “ca-ke.” What is the word?

When you play with this toy, you might change its clothes.
The two parts of the word are “do-ll.” What is the word?

This shines brightly in the sky and helps plants to grow.
The two parts of the word are “su-n.” What is the word?

This animal looks like its parents when it is born and says “Oink, oink, oink.”
The two parts of the word are “pi-g.” What is the word?

This has a title and an author. It is fun to read!
The two parts of the word are “boo-k.” What is the word?

You can wear a sock and shoe on this.
The two parts of the word are “foo-t.” What is the word?

This can ring and rhymes with “shell.”
The two parts of the word are “be-ll.” What is the word?

We are learning how to measure things. Remember, we measure something to find out its size. What did we use yesterday to measure the length of our table and some other things? (our hands)

There are different ways we can measure the size of something. Today we will measure the size of items with Unifix^® cubes. Each of us will put our cubes together to make a measuring tool. We know that a tool is something that can help us do something. The tool we make today will help us measure things.

[Display the measuring tool you prepared.]

This is what a measuring tool will look like after the cubes are connected. Let’s each make a measuring tool by snapping together our cubes.

[Demonstrate and lead children in connecting their 10 cubes. Count aloud each cube as you connect it to another cube to help children see the tool consists of 10 cubes. Example: one cube, two cubes, three cubes, etc. Help as necessary. Invite children to place their measuring tool on the table.]

We count when we measure things. Our counting tells us how big something is. Yesterday we found out how many hands we could put on our table and on some other things in our classroom.

Today we will count cubes on our measuring tool to find out how big something is. We will find out if something is “two cubes long” or if something else is “three cubes tall.” We will use our tools to measure length and height. We know that length means how long something is.

What does height mean? (how tall or short something is)

I will show you how we can use our connected cubes as a measuring tool.

• [Choose and say the name of an item from the basket. Place the item flat on the table so all children can see it.
• Put the end of your measuring tool at one end of the item chosen from the basket. Point to and count cubes on your tool beginning at the end that is next to the end of the item. Stop counting cubes when you reach the end of the item.
• Explain that when we get to the end of the item we are measuring, we stop at the cube that is closest to the end of the item.
• Explain that (item you selected from the basket) is ___ cubes long. Count cubes aloud again while pointing to each. Emphasize the last cube counted. Repeat that the item is ___ cubes long.
• Repeat the measuring demonstration with an item from the basket that can stand up on the table. Explain that you are measuring height. Hold your measuring tool next to the standing item and count cubes beginning at the bottom. Encourage children to count with you. Emphasize that the item is ___ cubes tall.

Now each of us can choose one item from our basket. Please choose any item you’d like and measure it by counting the cubes on your tool. When you have finished measuring your item, tell us how many cubes it is.

[Encourage children to touch and count each cube. You may need to remind children to stop counting cubes when they get to the end of the item they are measuring. Help if necessary, keeping in mind that children will concentrate better if there is not a lot of talk. After all children are done measuring, invite them to say how many cubes long or tall their item is. Continue as time allows.]

Today we practiced measuring with a tool made of Unifix^® cubes. We snapped the cubes together and measured the size of each item by counting cubes. We found out how many cubes tall and how many cubes long things are.

We are learning about the jobs done by some helpers in our community. Today we will talk about the uniforms worn by some helpers.

Many helpers wear a uniform. A uniform is clothing worn by members of the same group. Many people wear uniforms. In some schools, children wear the same type of clothes. In some restaurants, workers wear the same type of shirt or vest. These are types of uniforms.

A uniform worn by community helpers lets people know who they are. If we see someone wearing a police uniform, we know the person is a police officer.

Today we will look at some uniforms we might see community helpers wearing.

[Display available uniforms. Invite children to touch and compare the uniforms. Guide discussion of uniforms by asking questions, such as the following:]

• How are the uniforms the same or different in color?
• How does the clothing feel? (stiff, soft, heavy, light, etc.)
• Are the sleeves the same length?
• Are there parts of the uniform that look or feel different? (patches, belts, covers, etc.)

[If possible, invite children to try on different parts of the uniforms and describe how they feel. Encourage exploration of different types of uniforms as time permits.]

Today we looked at and felt different kinds of uniforms worn by community helpers. What is your favorite part of a uniform?

We are learning about healthy foods to eat. We know it is important to eat different kinds of healthy foods.

Here are pictures of some of the healthy foods we have talked about.

[Display the five pictures of different groups of foods, one at a time. For each picture, ask children if they remember the names of some of the foods. Point to and repeat the name of food items identified by children. It is not necessary to review each of the foods shown in each picture.]

What do you think it means to be a picky eater?

A picky eater wants to eat only certain things. A picky eater does not want to eat or try other kinds of food. You may remember our story about Frances. She wanted to eat only bread and jam. Frances was a picky eater until she realized it is important to eat different kinds of healthy foods.

Today we will read a story about a goat who was a picky eater. His name is Gregory. At the beginning of our story, Gregory wanted to eat only certain kinds of food. Gregory’s parents wanted him to eat things that goats eat. Goats like to eat cans, shoes, magazines, boxes, clothes, and old tires. Gregory did not want to eat goat food. Gregory’s mom and dad thought Gregory was a terrible eater.

[Display book cover. Point to items in the illustration as described below.]

The title of our book is Gregory, the Terrible Eater. It was written by Mitchell Sharmat.

Let’s look at the cover of our book. Here is Gregory, in the center of our cover.

• What is sitting in front of Gregory? (bottles, cans, containers)
• There are small pictures above Gregory’s head. These pictures tell us what Gregory was thinking about. What are some of the things shown in these pictures? (carrots, fish, a green vegetable)

[Read the book, pausing to describe illustrations and respond to children’s questions or comments.]

How was Gregory a picky eater at the beginning of our story? (he wanted to eat only healthy food that people eat; he did not want to eat things that goats eat)

At the beginning of our story, Gregory said that the food goats eat is revolting. Revolting means something is disgusting. We know that disgusted is a word that says how we feel. We can feel disgusted when we see something that we think is gross. Gregory thought goat food was disgusting.

• Was Gregory a picky eater at the end of our story? (no)
• What kinds of things was Gregory eating at the end of our story? (everything: goat food and people food)

Gregory started eating small amounts of goat food. He liked what he ate. Then he ate some other things that goats like to eat. He liked eating those things too. He kept eating more and more things that goats eat. He even ate a sewing basket and necktie! These were things in his house that his parents did want him to eat.

Gregory helped us understand what it means to be a picky eater. Gregory also helped us learn what we can do to eat things we might not want to eat. If there are healthy things we do not want to eat, we can try eating a small amount of the healthy food. We might decide we like the food and want to eat more and different healthy things.