[Display book cover. Pause briefly between the /p/ and /ig/ sounds when you offer the two parts of the word “pig.”]

We have fun reading this book. I am going to say the two parts of one word from the title of our book. Please try to figure out the word. The two parts of the word are “p-ig.” What is the word? (pig)

On Day 2 we changed the beginning sound of the word “pig” to make a new word. Our new word was “wig.” We know the words “pig” and “wig” mean different things. We wrote the words “pig” and “wig” on our chart.

[Display chart created on Day 2. Point to and say the words “pig” and “wig.”]

Let’s say the two words on our chart.

• What beginning sound do we hear in the word “pig”? (/p/)
• What beginning sound do we hear in the word “wig”? (/w/)
• What sounds do we hear at the end of the words “pig” and “wig”? (/ ig/)

[Write the three new words on the chart as you introduce them below.]

Let’s make some more words by changing the beginning sound of the word “pig.”

We can try the /b/ sound. What word can we make by using the beginning sound of /b/ instead of the /p/ sound of the word “pig”? (big)

Let’s say the word “big” together.

[Emphasize each of the sounds: b-ig. Invite children to repeat the word several times and to pay attention to its sounds.]

Do the words “pig” and “big” mean the same thing? (no!) We made a totally new word by using the /b/ sound at the beginning of our word.

Now let’s try the /d/ sound. Today we will learn the letter D says /d/. What word can we make by using the beginning sound of /d/ instead of the /p/ sound of the word “pig”? (dig)

Do the words “dig” and “pig” mean the same thing? (no!) We are getting good at making new words by using a different beginning sound of the word “pig”!

Let’s learn more about the letter D.

[Display letter D card.

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

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

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

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

[If a child has the letter d somewhere else in his/her name, point to the name and to the letter d on the list of children’s first names so all children can see the name and the letter d.]

What is our word that begins with the letter D? (dance)

The letter D says /d/, just like at the beginning of the word “dance.” /d/, /d/, dance. Let’s say that together: /d/, /d/, dance.

I have two pictures of things that begin with the letter D. 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 dog. The letter d 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 D and write them on our chart. Remember, the letter D says /d/, /d/.

[Help children by suggesting other words that begin with d. Examples: disappointed, dinner, disgusted, dairy.

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

We use two lines to make an uppercase D. We begin by making a straight line up and then a curved line.

[Give each child his/her letter journal.]

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

Today we made new words by changing the beginning sound of the word “pig.” The new words are on our chart. Let’s say them together. What sounds do we hear at the end of the new words we made? (/ig/)

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

We are learning how to split a whole group of items into two parts.

Today we are going to play our hula-hoop game again. We will practice splitting a group of children into two parts during the game. Remember, when we split something, we divide it into smaller parts. This time we will change the game a little by using our number cards.

[Lay two hula-hoops on the floor and display large numeral cards 1–6.]

We will need a group of six children to play the first round of the game.

[Invite a group of six volunteer children to stand next to the hula-hoops. Encourage the remaining children to remain seated on the floor.]

Let’s count the number of children in our group before we begin the game.

[Encourage all children to count together the group of six children as you gently tap each on the shoulder.]

We have six children in our whole group. We know a whole group contains all of something.

Now we will play some music. The group of six children will dance around the hula-hoops when the music is played. Each child in the group of six needs to stand in one of the hula-hoops when the music stops. You can stand in either hula-hoop. Let’s try it.

[Play music and invite the group of six children to dance around the hulahoops. Turn off the music and encourage the group of children to split themselves between the two hula-hoops.]

Our whole group of six children is split into two smaller parts. This time when we count the number of children in each part, we will find the number card that matches the number of children in the part.

• How many children are in the first hula-hoop?
• Who would like to find the number card that matches the number of children in the first hula-hoop?

[Invite a volunteer child who is in the first hula-hoop to find the matching numeral card and hold it up as he/she stands in the first hula-hoop.]

How many children are in the second hula-hoop?

[Invite a volunteer child who is in the second hula-hoop to find the matching numeral card and hold it up as he/she stands in the second hula-hoop.]

We have ___ children in one hula-hoop, and ___ children in another hula-hoop.

How many children do we have all together?

[Encourage children to count both groups of children all together as you gently tap each of the six on the shoulder.]

We still have six children! Who would like to find the number card that matches the number of children all together?

[Invite a volunteer child, who is sitting on the floor, to find the matching numeral card and hold it up in front of both groups of children.]

Now we will try the game again with a different number of children.

[Choose a group of seven volunteer children for the second round. Follow the above procedure.]

Today we played a game with hula-hoops again. We used the hula-hoops to practice splitting a group of children into two parts. We also used our number cards to show the number of children in each hula-hoop and the number of children all together.

[Begin the activity by sitting and reading a newspaper, preferably from your community.]

• What I am doing? (reading, looking at a newspaper)
• Why do people read a newspaper? (to learn about things)

A newspaper gives us something called news. News is information about things that have happened and will happen in our community, our country, or other places in the world. It is important to know what is happening in our community and world.

A newspaper is one way we can get news. Magazines, television, radio, and the Internet are other ways to get news. We can use the Internet to get news on a computer, a tablet, or a cell phone.

Have you ever watched the news on television or a computer with an adult in your family? What was it like?

I am going to read a news article from this newspaper. An article gives us information about one thing that has happened or will happen.

[Explain to children how articles are organized or placed in the newspaper.

Choose a short, simple article that is easy for young children to understand and would pertain to children’s interests. The article can be about something in your community or the world. Children may be interested in sports or something happening at your library or a weatherrelated article. Read the article, stopping to discuss information learned.]

Let’s think about the article we just read.

• What was our article about?
• What did the article tell us?
• How could the information in the article be important for someone to know?

Today we learned there are many ways people can get the news. The news is information about things that have happened or will happen in our community, our country, or other places in the world. We also looked at a newspaper and listened to an article about _____.

We are learning different ways to keep safe. Today we will talk about staying safe when we ride from one place to another place.

How did you get to our center today? (car, van, truck)

Most of us came to our center in some sort of car or truck. Most of us ride in cars or trucks almost every day. It is important to protect ourselves when we are riding in cars or trucks. Protect means we keep something safe from harm. There are rules we should follow to keep everyone safe in cars. Remember, a rule keeps us safe.

Let’s look at some pictures and talk about ways to stay safe when we ride in a car or truck.

[Display the pictures described below and use the suggested text to share information and engage children in discussion:

• Adult using seat belt: What is the person in this picture doing? (putting on seat belt) Seat belts keep our bodies from moving and getting hurt if the car or truck has to stop suddenly or gets in an accident. Should everyone wear a seat belt? (yes!)
• Child sitting in back seat: Young children should sit in a back seat. There is a lot of glass and usually airbags in a front seat. Airbags come out if the car or truck hits something. The airbags can protect a grownup but airbags could hurt a child in a front seat. The glass could break into pieces and cause harm.
• Child in car/booster seat: Young children are not big enough for regular seat belts. Car seats and booster seats hold children’s bodies safely in a car. Does the car seat in this picture look like the car seat you sit in? How is your seat different (or the same)?
• Children engaged in activities: What are the children in this picture doing? The person driving the car or truck needs to concentrate on driving. The children in our picture are doing quiet things. What are some things the driver might do if people in the car make a lot of noise or move around? (look at the people making noise or moving around, take eyes off the road and other traffic, not hear or see other cars and trucks)]

Today we talked about important rules for staying safe in cars or trucks. Why should an adult fasten our seat belt or make sure our seat belt is fastened?