We are learning how to put together two different sounds to make a word. We know a beginning sound is the first sound we hear in a word. On Day 2 we put different beginning sounds with the rest of a word. We added the /f/ sound to the beginning of “ox.” What word does this make?We are learning how to put together two different sounds to make a word. We know a beginning sound is the first sound we hear in a word. On Day 2 we put different beginning sounds with the rest of a word. We added the /f/ sound to the beginning of “ox.” What word does this make?

Today we will practice putting together two different sounds to make a word. Let’s start with this sound: an. Let’s say together the sound “an.”

[Use the following steps to help children practice blending the sounds listed below, beginning with “an”:

• say again the rime (an) and invite children to repeat the sound
• say the initial sound (onset) of one of the words listed below the rime, and invite children to repeat the initial sound only (example: /p/)
• blend the initial sound and the remaining sounds, emphasizing its two parts (example: p-an)
• invite children to repeat the word (pan)

After helping children practice blending sounds with the “an” rime, introduce the “ill” rime and use the above steps to help children blend different beginning sounds (onsets) as shown below.]

Let’s learn more about the letter L.

[Display letter L card.

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

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

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

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

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

What is our word that begins with the letter L? (letters)

The letter L says /l/, just like at the beginning of the word “letters.” /l/, /l/, letters. Let’s say that together: /l/, /l/, letters.

I have two pictures of things that begin with the letter L. 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 lion. The letter l 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 L and write them on our chart. Remember, the letter L says /l/, /l/.

[Help children by suggesting other words that begin with l. Examples: library, like, living, life.

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

We use two lines to make an uppercase L. We begin by making a straight line down and then a line across.

[Give each child his/her letter journal.]

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

Today we practiced putting together two different sounds to make a word.

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

We are learning how to split a whole group of items into two parts. We know that when we split something, we divide it into smaller parts.

Today each of us will practice splitting a whole group of circles (counters). We will use our part-part-whole mats.

[Give each child a part-part-whole mat and five counters: three counters of one color and two counters of a second color.]

We each have five circles of two different colors. Let’s put our circles in the whole-section of our mat and then count our circles to make sure each of us has five.

[Lead children in counting the number of counters as they point to each one. Say again the number five when you finish counting.]

Now we are going to split our whole group of five circles. Let’s put the three (color) circles in the first part-section of our mat and the two (color) circles in the second part-section of our mat.

[Provide sufficient time for children to move their counters. Help as appropriate.]

Let’s count all of our circles in our two part-sections to be sure we still have five circles. We will not pay attention to the different colors when we count our circles.

[Count on as you lead children in counting the two parts together.]

Now we are going to try it again a different way. Let’s again put our five circles in the whole-section of our mat.

[Provide sufficient time for children to move their counters. Help as appropriate.]

This time we will split our circles by putting one circle in the first part-section of our mat and four circles in the second part-section of our mat. We will not pay attention to the colors of our circles.

[Observe children as they split the counters into two parts. Help if appropriate. Then count on as you lead children in counting the two parts. Say again the number five when you finish counting.

Provide each child with eight counters: four of one color and four of a second color.]

Now we each have eight circles. Let’s put our circles in the whole-section of our mat and then count our circles to make sure we have eight.

[Lead children in counting their counters as they point to each one. Say again the number eight when you finish counting.]

Let’s split our group of circles. Please put three (color) circles in the first part-section of your mat. Then please put the rest of your circles in the second part-section of your mat.

[Provide sufficient time for children to move their counters. Help as appropriate.]

We had eight circles in the whole-section of our mat. Now the circles are in the part-sections of our mat. Three of our (color) circles are in one part-section of our mat.

• How many circles do we have in the second part-section of our mat? (five)
• How many circles do we have all together on our mat? (eight)

Let’s count our circles to make sure each of us has eight.

[Count on as you lead children in counting counters in the two part-sections together. Say again the number eight when you finish counting.]

Today we practiced splitting groups of circles.

• Did we pay attention to the color of our circles when we counted? (no)
• Was it hard to not pay attention to the color of your circles when you counted them?

[Begin the activity by holding an American flag.]

What is this?

This is the American flag. Each country in the world has a flag. I am holding the flag for our country. Our country is the United States of America.

• What do you see on our flag? (colors, stripes, stars, etc.)
• Where can we see the American flag in our community? (child development centers, schools, homes, post offices, etc.)

The American flag stands for our country’s land and people. When we see this flag, we know that it stands for the United States.

[Hang the flag in a place that is visible to all children.]

We are going to read a book called F Is for Flag. Our book was written by Wendy Cheyette Lewison. This book will tell us some important things about the American flag.

[As you read the book, pause to describe pictures. Point to the flag on each page. ]

Many people salute the flag. One way we can show respect for our country is to salute our flag. Showing respect for something means we think highly of it.

[Demonstrate how to salute the flag by placing your right hand over your heart. Invite children to salute the flag.]

People also can show respect for their country by flying their country’s flag. People fly a flag by putting it at the top of a pole or hanging it on a building, like a house, so the flag can move in the air.

[Point to 2–3 flags in the book being flown.

If there is insufficient time for the following activity, consider using it as an additional center activity.]

We are going to draw a picture of the American flag.

What colors should we use to draw our flag?

[Give each child a piece of paper. Be sure each child has red, white, and blue crayons. Children should not be expected to include the precise number of stars and stripes. Children also should not be expected to make an accurate rendition of the American flag. It is okay if younger children wish to make scribbles with the red, white, and blue crayons.]

Today we learned about the American flag. We read a book that described each part of the flag. We even made our own flags!

[Display children’s flags in the classroom.]

We are learning different ways to move our bodies. Usually we use our legs, feet, and sometimes our hands to move our body from one place to another place. Today we are going to move our bodies without using our legs or our feet!

How can we move from one place to another place without using our legs or our feet?

Today we will move our bodies by rolling. We roll something by turning it over and over. We can roll our bodies by lying flat on the ground or floor, putting our legs close together and our arms to our sides, and turning our body over and over.

• Have you ever rolled your body on the ground or floor?
• What was it like?

[Invite a volunteer child to demonstrate as you describe rolling.]

Let’s talk about each part of rolling our bodies.

• We lie on the floor or ground.
• We put our legs together.
• We put our arms at our sides or against our chest.
• We turn our bodies over.

• What do our eyes see when we lie on our backs? (the sky, the ceiling)
• What do our eyes see when we lie on the front of our body? (the floor, the ground)

Let’s all practice rolling from the back of our body to the front of our body. First we lie on our back, and then we roll so we are lying on the front of our body. We will roll one time.

[Invite children to lie on the floor or ground. Provide sufficient spacing between children. Remind children to put their legs together and their arms at their sides or against their chest. Request that children roll one time, from their back to their front.]

Now let’s roll from our front to our back. Try to move your body in the same direction you used for moving from your back to your front.

[Remind children to keep their legs together and their arms by their sides or on their chest. (See Extra Support tips)]

Let’s roll twice. We will lie on our backs, roll to our front, and roll one more time to our backs. Let’s move our bodies in the same direction each time we roll.

[If time and space permit, invite children to do several consecutive body rolls. Take turns if space is limited.]

Today we moved our bodies from one place to another place without using our feet or our legs. We rolled our bodies on the ground. There are lots of ways we can move our bodies.