[Display book cover.]

Today we are going to read the book If You Give a Pig a Pancake again.

What is the book about?

Let’s listen carefully to the words as we read the book.

[As you read the book, highlight the /p/ sound and “-ig” each time it occurs. Example: “If you give a /p/-ig a pancake, she’ll want some syrup to go with it.”]

The last time we read this book we thought of other words we could make by changing the beginning sound in the word “pig.” We made the new word “w-ig.”

Let’s think of words we can make by changing the beginning sound of the word “pan.” I will make a list of the words we make. “Pan” is the first part of the compound word “pancake.”

[Write the word “pan” at the top of the chart and display the picture card of a pan.]

What is the beginning sound we hear in the word “pan”? (/p/)

We will have a new word if we take away the /p/ sound from the beginning of the word “pan” and put the /k/ sound in its place.

[Write the word “can” below the word “pan.”]

Our new word is “c-an.”

Let’s say together the word “can,” and then say together the beginning sound /k/.

[Display picture of a can.]

• What is the beginning sound we hear in the word “can”? (/k/)
• Which letter makes the /k/ sound? (c, k)

We made a new word by taking away the /p/ sound and putting the /k/ sound in its place! Let’s try another one.

We will have a new word if we take /k/ from the beginning of the word “can” and put /f/ in its place.

[Write the word “fan,” below the word “can.”]

Now our new word is “f-an.”

Let’s say together the word “fan” and then say together the beginning sound /f/.

[Display picture card of a fan.]

A fan is a thing we use to move air. Sometimes we use a fan to make a place cooler.

We made a new word by taking away the /k/ sound from the beginning of the word and putting the /f/ sound in its place!

[Display in a row picture cards of a pan, can, and fan.]

We changed the beginning sound of the word “pan” and ended up with the names of very different things. Look at our picture cards of a pan, can, and a fan.

What are some other words we can make if we take away the beginning sound of the word “pan” and put a new beginning sound in its place?

[As children think of new words, list them on the chart. Examples: man, ran, tan, van. Encourage children to emphasize the beginning sound of the word.]

Today we read the book If You Give a Pig a Pancake. Then we took away the beginning sound from the word “pan” and made new words!

We are learning a lot about how to make a chart. Today we will make a chart by working in pairs and measuring each other.

We will use a piece of paper to measure each other. We will find out how many pieces of paper tall our partner is. We know that the word height means how tall something or someone is. Let me show you how to measure someone’s height with a piece of paper.

[Demonstrate how to measure the volunteer with a piece of paper. Use the word “about” to indicate a child is close to the number stated. Say how many paper lengths the child is. Example: “(Child’s name) is about __ paper lengths tall.”]

Now we will measure our partner.

[Give each pair of children a piece of paper. Invite the pair to measure each other. Encourage children to tell about how many papers tall their partner measures. Write each measurement on an index card with the corresponding child’s name. Gather children into a group after they have finished measuring each other.]

Now we are going to look at the numbers on our cards and determine which number is the biggest. The biggest number is the tallest person in our group. The word tallest means the biggest height. Some of our numbers may be the same. Numbers that are the same are equal.

[Lay out index cards with numbers facing children. Say and point to the number on each card.]

Which number is the biggest? The card with the biggest number will be first at the bottom of our chart.

[Tape the card with the largest number at the bottom far right side of the chart.]

(Child’s name)’s card is now on our chart.

[Invite the child with the tallest measurement to color in the same number of sections above his/her card. See Be Prepared for other options.]

Let’s look at the cards that are left. Which number is the biggest out of the cards in our group of cards now? This card will go next to the first card on our chart. If we have numbers that are the same, they will both go under the same section on our chart.

[Continue to ask children to determine which numeral is the largest out of the remaining group of cards. Place each card to the left of the one before it. If any cards are equal place one card beneath the other under the appropriate section of the chart. As each card is placed at the bottom of the chart, invite the child whose name is on the card to color in the same number of sections above his/her card. See Be Prepared for other options.]

Now let’s present our information by talking about what we’ve learned.

• Who is the tallest in our group?
• Who is the next tallest in our group?
  [Repeat this question so children focus on descending order of the cards/ numerals.]
• Were any people the same height?

Today we made a chart that shows the height of each of us. We collected our information by measuring each other. Then we organized our information on our chart. Our chart presents our information on our heights.

[Display a teddy bear.]

Sometimes we give a name to our favorite things. Do any of your favorite things at home have a name?

Our teddy bear needs a name. The teddy bear belongs to our classroom. The teddy bear does not belong to one person only. Who should pick a name for our teddy bear? (all of us)

All of us can decide on a name for our teddy bear by voting. Remember, last week we voted on a game to play during outside time, and we voted on a book to read as a group.

Today we will each get to vote on one name for our teddy bear. Whichever name gets the most votes will be the winner. Our teddy bear can only have one name.

There are three name choices for our teddy bear. They are Honey, Berry, and Peanut. I will write the names on this chart to help us remember them.

[Say each name as you write it. Leave room for adding tally marks under each name.]

We are going to use a ballot to vote. A ballot is a piece of paper that lists our choices. Our ballots have three names written on them. We will be able to vote for the name we want for our teddy bear.

[Display a ballot. Point to and say the three name options. Emphasize the pictures to help children remember each name. Point to the boxes on the ballot. Then demonstrate how to vote by placing a sticker in one box. Display the ballot box when you describe it.]

Your choice is secret when you vote with a ballot. Your name does not go on the ballot. You do not have to tell anyone what name you voted for, if you do not want to.

Each of us will put our ballot in the ballot box after we vote with our sticker. A ballot box holds all of the ballots until it is time to count them. Remember, we need to think carefully about our choices before we vote on something.

[Help children mark their ballot with a sticker. Then invite children to place their ballot in the ballot box.]

Now we are going to count the number of votes for each name. I will take each ballot out of the box and look at which name is marked. Then I will put a mark under the same name on our chart. When I have finished putting a mark for each ballot, we can count how many votes there are for each name. The name with the most votes is the winner.

[Describe your steps with several ballots. When all ballots have been recorded, encourage children to help you count the number of marks under each name. Write the number of marks next to each name.]

Which name has the most votes?

Remember, the name with the most votes is the winner. (Name) had the most votes. Now our teddy bear has a name. We will call it ___!

Today we used a ballot and a ballot box to vote for a name for our teddy bear. Each person voted for a name. The name with the most votes won.

We are learning different ways to move our bodies. One of the ways we can move our body is to hop.

Who would like to remind us how to hop?

[Invite one or two children to demonstrate how to hop. Describe their actions.]

We hop by jumping with the same leg and foot. Let’s practice hopping on one leg and foot several times and then hopping on our other leg and foot several times.

[Encourage children to practice several hops with one leg and then with their other leg.]

Today we will learn how to skip. Skipping is similar to hopping.

When we skip, we hop and land on one foot and then we hop and land on our other foot. We move our body forward when we skip.

[Describe the movements in a skip while an adult or volunteer child demonstrates. Point out that the skipper is using one leg and foot to hop and then land on that foot. The skipper then uses the other leg and foot to hop and land. Draw attention to how the skipper’s body moves forward.]

Now it is our turn. There is a path for us to follow while we practice our skipping. Be sure to look ahead of yourself so you do not skip into someone else. (Child’s name) will be our leader. Don’t worry if you can’t skip at first. It takes time to learn how to skip.

[Encourage children to skip the length of one path and then walk to the adjacent path and skip (return) to their starting point. Continue practice as child interest or time permits.]

Skipping is different than hopping. How do our feet and legs move differently when we skip?