Phonological awareness, Letter knowledge
Children will identify the new word made after taking away the final sound from a word and adding a different final sound. Children also will understand the name and sound of the letter J.
Review:
Concentrate
Be Prepared: Prepare a chart with the words “bat,” “hid,” “tub,” and
“run” listed across the top.
Today we are going to play another game with ending sounds. We will play this game by taking away the ending sound from a word and adding a new ending sound. When we do this, we will make a new word.
[Display chart.]
We will use a chart to help us make new words. Let’s look at the four words at the top of our chart.
[Point to and read each word listed at the top of the chart. Pause between the two parts of the word.]
Please listen carefully as I say the first word on our chart: ba-/t/. I’ll say it again: ba-/t/.
What word am I saying? (bat)
Now we will take away the ending sound from the word “bat” and add a different ending sound to make a new word. The ending sound in the word “bat” is /t/. Let’s take away the /t/ sound from the word “ba-/t/” and add the ending sound /g/.
[Write the word “bag” on the chart below the word “bat.” Point to the final sound of each word as it is explained.]
Please listen to the new word: ba-/g/. We took away the ending sound /t/ from the word “bat” and added the new ending sound /g/. Our new word is bag.
Let’s try our next word. Listen carefully as I say the word: hi-/d/.
What is the word? (hid)
Now let’s take away the ending sound from the word “hid” and add a different ending sound to make a new word. The ending sound in the word “hid” is /d/. Let’s take away the /d/ sound from the word “hi-/d/” and add the new ending sound /m/.
[Write the word “him” on the chart below the word “hid.” Point to the final sound of each word as it is explained.]
Please listen to the new word: hi-/m/. We took away the ending /d/ sound from the word “hid” and added the new ending sound /m/. Our new word is him.
Let’s try some more.
[Continue the above procedure for children to make a new word by taking away the final sound of a word and adding a different final sound. Offer as many of the following words as possible, depending on time and child interest:]
| bat | hid | tub | run |
| bag | him | tug | rub |
| bad | hip | tuck | rug |
| back | hit | rut |
Let’s learn more about the letter J.
[Display letter J card.
If a child(ren) whose name begins with the letter J 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 J when you say the name.]
Maybe someone in our group has the letter j somewhere else in their name. The letter might be in the middle or at the end of their name. It will be a lowercase j, and it will look like this.
[Point to the lowercase j on the letter card.]
Pop up if you have the letter j somewhere else in your name (not at beginning).
[If a child has the letter j somewhere else in his/her name, point to the name and to the letter j on the list of children’s first names, so all children can see the name and the letter j.]
What is our word that begins with the letter J? (jungle)
The letter J says /j/, just like at the beginning of the word “jungle.” /j/, /j/, jungle. Let’s say that together: /j/, /j/, jungle.
I have two pictures of things that begin with the letter J. I wonder what they could be?
[Hold up one picture card and invite children to identify the item in the picture. After children have an opportunity to guess or say the pictured item, point to and say the word written at the bottom of the card. Example: “This word says jet. The letter j 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 J and write them on our chart. Remember, the letter J says /j/, /j/.
[Help children by suggesting other words that begin with j. Examples: jump, jacket, journal, jog.
Invite one or more volunteer children to find the letter j 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 J on your chart paper.]
We use one line to make an uppercase J. We begin by making a straight line down and then the line curves at the bottom.
[Give each child his/her letter journal.]
Now we are going to write the letter J in our letter journal. Please write the uppercase (big) letter J in your journal. “Journal” begins with the letter J! Let’s together write as much of the letter as you can.
Today we played another ending sound game. We figured out the new word made after taking away the final sound from a word and adding a different final sound.
We also learned that the letter J says /j/, just like at the beginning of the word “jungle.” We made the uppercase (big) letter J in our letter journal. “Journal” also begins with the letter J. Let’s say together the sound the letter J makes (/j/).
Extra support
If children are unsure of the final sound of the new word, say the word as you enunciate clearly the final sound of the word. Then ask the child to repeat the word with you while enunciating clearly the final sound.
If children need additional support in determining the final sound of a word, clap as you say the final sound. Example: swim; clap when you say the /m/ sound.
Use one or both of the remaining picture cards to help children understand and practice the sound of the target letter.
Enrichment
Some children may be interested in your demonstrating and describing how to make a lowercase j. Example: “A lowercase j is made with a straight line that curves at the bottom and then a small dot.”
Prepare four index cards with the words “bat,” “hid,” “tub,” and “run” listed on each. Provide paper, chart used in today’s activity, and writing utensils. Invite children to copy the word(s) on a sheet of paper and draw a picture of the item. Encourage children to write and draw pictures of other words listed on the chart that have a different final sound.
Play another final sound game. Give each child a *picture card and invite them to find another child with a picture card that has the same final sound. Example: If you have six children, use three sets of picture cards with different final sounds. Example: bread, cloud, mop, sleep, chalk, beak. After children have found their match, try it again with different picture cards.
*Printables provided
Number knowledge
Children will understand how to count the number of items left after they subtract.
Review:
Let’s count to 20 together. Let’s clap our hands each time we say a number. How many times will we need to clap? (20)
[Lead children in clapping and counting to 20.]
Today we will practice subtracting by playing a game. We will each get 10 circles (counters).
[Give each child 10 counters.]
Please count your group of 10 circles to be sure you have 10.
[Observe children as they point to each counter as they count them.]
We will use one die for our game. Each of us will have a turn to roll the die and count the number of dots on the die. Then we will subtract the same number of circles from our group of 10. Remember, when we subtract, we take away.
I will go first. Please watch how I play the game.
[Roll the die and count the number of dots on the face of the die. Then subtract the same number of counters from the group of 10.]
How can I find out how many circles are left in my group? (count the number of circles left)
Please help me count the number of circles I have left.
[Lead children in counting the number of counters left as you point to each one.]
How many circles do I have left in my group? I have __ circles left after I subtracted __ circles.
Now it is your turn to try!
[Encourage children take turns as they follow the above procedure. Help, if necessary. After all children have had a turn, ask the following questions:]
Today we practiced subtracting by rolling a die, counting the number of dots on the die, and then subtracting the same number of circles from our group. How did we find out how many circles we had left in our group? (we counted them)
Extra support
If children need additional experience with counting larger groups of items, have them start with a smaller group of counters.
Enrichment
After they’ve subtracted, invite children to look at their remaining counters and determine how many counters they would have left if one more counter was subtracted.
Provide two baskets of Legos®. In the first basket, place Lego® pieces with six or more sections. In the second basket, place Lego® pieces that have 1–4 sections. Invite children to choose a Lego® from the first basket and a Lego® from the second basket. Encourage children to subtract the number of sections on the smaller Lego® from the number of sections on the larger one. This can be done by snapping the smaller Lego® to the larger Lego® and counting the sections that are not covered.
Practice subtracting groups throughout the day. Example: “Sofia was playing with three dolls. She shared one doll with Marco. How many dolls does Sofia have left?”
Good health practices
Children will understand the importance of going to a health care provider to stay healthy.
Froggy Goes to the Doctor by Jonathan London
New:
Language / Literacy
We are learning how to stay healthy. Today we will learn how going to a doctor (or clinic) can help us stay healthy.
A doctor makes sure we are growing the way we should and helps us feel better when we are sick. Doctors have special training to help people stay healthy.
Have you ever been to a doctor’s office (or clinic)? Tell us about it.
Sometimes we go to a doctor when we do not feel well. A doctor finds out what is making us sick and helps us get better. Sometimes a doctor gives us medicine to help us feel better. A doctor might take an X-ray to see if our bones are hurt. An X-ray is a picture of part of the inside of our body. A doctor can tell us what to do to feel better.
We are going to read a book about going to a doctor.
[Display book cover.]
Our book is Froggy Goes to the Doctor. The author is Jonathon London and the illustrator is Frank Remkiewicz.
[After you read the book ask questions, such as the following:]
Sometimes we go to the doctor when we are not sick. In our book, Froggy was not sick. He went to the doctor for a checkup. In a checkup, a doctor makes sure we are growing the way we should and that we are healthy.
Let’s think about the times we went to the doctor either when we were sick or when we went for a checkup.
Today we read a book about Froggy and his visit to a doctor. Doctors help us stay healthy. A doctor can help us feel better when we are sick. A doctor can also do a checkup to make sure we are growing the way we should.
Extra support
In the discussion of the book, describe pertinent book pages to help children recall the story. Point to and describe illustrations.
Enrichment
Ask children who have been to a doctor to tell whether their doctor did similar or different things than the doctor in the book.
Explain that a checkup is also called a physical examination.
Create a doctor’s office in the housekeeping center. Provide materials, such as latex gloves, masks, bandages, clipboards, old X-ray films, stethoscope, eye chart, old hospital gowns, exam and waiting room, and other items to promote health-related play.
If a family member of a child in your setting is a health care provider, invite him/her to talk with children about keeping people healthy.
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Understanding Time
Social Studies
Skill and Goal
Concepts of time
Children will understand some of the games played by pioneer children.
Materials
Needed
Key
Concepts
Review:
Also
Promotes
Self-Regulation
We are learning what it was like to live long ago. Last week we read a book about how a little girl named Laura traveled across the prairie with her family. The family built a house with logs.
Laura’s dad was called Pa. Pa liked to play the fiddle. Remember, a fiddle is a musical instrument. It is also called a violin. The family had fun times together when Pa played his fiddle.
Today we are going to learn about some of the fun things that pioneer children did together. Pioneer children liked to play games, just like we do. Remember, a pioneer is one of the first people to explore or settle a new country or area.
We will play several games that pioneer children played. Maybe Laura and her sister Mary played some of these games, too.
[Describe how each game is played. If you are able to set up several games, invite children to rotate from game to game.]
Today we played some games that children played long ago. Which game was your favorite?
Scaffolding Tips
Extra support
Some children may benefit from reminders of waiting patiently for their turn and/or carefully watching others play the game to see how it works (Self-Regulation Weeks 6 and 7).
Enrichment
Center Activity
Set up additional games popular in an earlier period for children to try. Examples: checkers, spinning tops, balls and cups (tie a small ball to a cup with yarn and invite children to try to swing the ball so that it lands in the cup), jacks, and tic-tac-toe.
Family Child Care
Encourage families to play at home their child’s favorite game(s) from today’s options.