We are learning to pay attention to the sound we hear at the end of a word. We know it is important to say the parts of a word slowly, so we can hear the sound at the end of a word.

[Place letter cards B, L, N, R, and T on the floor or table in front of children.]

Let’s practice paying attention to sounds at the end of some words. Each of us will get a picture card. Each picture card ends with one of these sounds: /b/, /l/, /n/, /r/, or /t/.

[Point to each letter as you say its sound. Encourage children to repeat the letter sound after you say the sound.]

We will figure out the sound at the end of the word on our picture card. Then we will place our picture card on the letter that makes the sound we hear at the end of the word. Let’s first do one together.

[Clearly say the two parts of the word—body and coda—when you ask children to say the sound they hear at the end of a word. Pause briefly between the two parts. Display the picture card “cub.”]

This is a picture of a “cub.” A cub is a baby animal. We need to concentrate on the word “cub.” Listen carefully to the sound we hear at the end of the word “cub.” Cu-b.

What sound do we hear at the end of the word “cu-b”? (/b/)

Which letter makes the /b/ sound?

I will place the picture of a cub on the letter B because the letter B makes the /b/ sound. We hear the /b/ sound at the end of the word “cu-b.”

Now we will each try to figure out the sound at the end of the word shown on our picture card.

[Give each child a picture card. Say the name of his/her picture card as you give it to him/her. Example: “This is a picture of a cra-b.” One at a time, ask children to say the name of the picture card as they enunciate the body and coda. Then encourage children to enunciate the final sound. Invite children to place their card on the appropriate letter card. Continue until all children have had a turn.]

Let’s learn more about the letter Y.

[Display letter Y card.

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

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

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

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

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

What is our word that begins with the letter Y? (yoga)

The letter Y says /y/, just like at the beginning of the word “yoga.” /y/, /y/, yoga. Let’s say that together: /y/, /y/, yoga.

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

[Hold up one picture card and invite children to identify the item in each 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 yogurt. The letter y 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 Y and write them on our chart. Remember, the letter Y says /y/, /y/.

[Help children by suggesting other words that begin with y. Examples: yes, you, yawn, yum.

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

We use three lines to make an uppercase Y. We begin by making two small slanted lines and then a straight line down.

[Give each child his/her letter journal.]

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

Today we played a game with picture cards. Each of us figured out the ending sound in the name of our picture card and then placed our picture card on the letter card that makes the same sound.

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

[Arrange children sitting in a circle.]

Today we will learn more about numbers. Remember, a number tells us how many. Let’s look at some numbers on our cards.

[Display large numeral cards 1–20 in sequence. Point to and say each numeral.]

We are going to play a game with a beach ball with numbers on it.

[Display beach ball.]

Let’s look at some of the numbers that are on our beach ball.

[Point to and name several numerals on the beach ball.]

We will gently toss the beach ball to each other as we play our game.

When we catch the beach ball, we will say the numbers that are under each of our hands. If we aren’t sure of the names of the numbers, we can ask our neighbor or use our number cards to help.

Then we will say which of the two numbers is the most.

I will show you how to do it.

[Demonstrate by gently tossing the beach ball up and catching it. Show children the numeral under each hand. Say both numeral names out loud. Then say the numeral that is the most.]

Now I am going to gently toss the beach ball to someone else. If you catch it, please say the number under each of your hands. Then please say the number that is the most.

[Encourage children to gently toss the beach ball to another child after they have named both numerals and said which numeral was the most. Continue the game, making sure all children have a turn.]

Today we played a number game with a beach ball. When we caught the beach ball, we said the number under each hand. Then we said the number that was the most. Let’s gently toss the beach ball around the circle as we count to 20. Each time someone catches the ball, we will say a number as we count!

[Display some play coins and bills.]

What are these? (coins, dollars, money)

These are coins and paper money. A coin is a small round piece of metal money. Paper money comes in different amounts. There are one dollar bills, five dollar bills, ten dollar bills, and bills for larger amounts of money.

• Have you ever used coins or dollar bills to buy something or watched someone use money to buy something?
• What happened?

[Encourage children to discuss their experiences with coins.]

People use money to buy things they need or want. They buy food to eat at a store or restaurant, they buy clothes to wear, and people pay for a place to live in. These are ways that people can spend money. We spend money to get things we need or want. We give money and we get something we need or want.

People who buy things are sometimes called consumers. Their name does not change. Mr. Williams is not called Mr. Consumer when he buys something. He is still Mr. Williams. When Mr. Williams buys food and clothes and other things, he is also a consumer.

How do people get money? (work, a gift from someone)

Today we are going to read a book about a family that lived long ago. Our book will tell us how the family made money and how the family used the money it made.

[Display book cover.]

Our book is called Ox-Cart Man. It is written by Donald Hall and illustrated by Barbara Cooney.

[After reading the book, ask questions, such as the following, to strengthen children’s understanding:]

• How did each family member help make things the man took to market?
• What did the man do with the coins he got for selling the things he took to market? (bought a kettle, needle, knife, and candy; and put the rest in his pocket)
• What do you think the man did with the coins he had left in his pocket? (some ideas: bought food, clothing, and other things the family needed to live)
• What did the family do during winter and spring? (made more things to sell, grew more food to sell)

The pioneer family in our story today worked hard to make things to sell at the market. The money they made at the market helped them to buy the things they needed to live. We are a consumer when we buy things.

Who remembers the song “Head, Shoulders, Knees and Toes”? Let’s sing the song together!

[Say or sing “Head, Shoulders, Knees and Toes.” Lead children in touching each body part as you say or sing the song.]

What did we do with our hands when we sang our song? (touched different parts of our body)

Each part of our body has a name. Our bodies have many parts. Today we will play a body part game.

I will touch a body part and say its name. Then we can all touch the same part on our body and say its name. Let’s first think about body parts on the top part of our body.

[Use your hands to indicate the top part of your body. Begin at your waist and move your hands upward.]

[Touch each body part on your own body as you discuss it. Encourage children to touch the same body part on their own body and say its name.]

• The first body part we talked about in our song was our head. We do many things with our head. Let’s move it from side to side.
• Our eyes are part of our head. What do we do with our eyes? (see)
• Our mouth is also part of our head. What do we do with our mouth? (eat, taste, breathe, talk) What part of our body do we use to chew the food we put in our mouth? (teeth)
• The food we chew with our mouth goes to our stomach. Our stomach is inside our body. We cannot touch or see our stomach. But we can point to the area of our body where our stomach is located inside us. Sometimes we call this our belly
  [Encourage children to point to general location of their stomach.]
  Have you ever eaten so much food that your stomach felt full?
  Our mouth also tells us when we are thirsty. Where does water and other things we drink go? (stomach)
• Our nose is part of our head. What do we do with our nose? (smell, breathe) We breathe with our nose and mouth. We use our lungs when we breathe. We have two lungs inside our body. We cannot see or touch our lungs. We know that our lungs move the air we breathe into the blood that flows through our body.
  Let’s take a deep breath through our nose so our lungs fill with air.
• We touched our shoulders when we sang our song. Let’s move our shoulders up and down.
• We use our arms, hands, and fingers to do many things. What is something we can do with our arms, hands, and fingers? (throw, catch, pick up things, hold and move a crayon or pencil, etc.) Let’s pretend we are drawing or writing with our hand.

Now let’s think of some body parts on the bottom part of our body.

[Use your hands to indicate the bottom part of your body. Begin at your waist and move your hands downward.]

• Our biggest body parts are at the bottom of our body. They help us run, jump, and walk. What could they be? (legs)
  Let’s run in place using our legs. When we run our heart beats very fast. We know that our heart pumps blood to different parts of our body.
  Can we see or touch our heart?
• When we sang our song we touched our knees. How do our knees help us when we march? Remember, marching is like walking but our knees are raised much higher and our arms swing back and forth. Let’s march in place as we watch our knees bend.
• Our feet and toes are at the very bottom of our body. We could not use our legs to run, jump, or walk without our feet and toes. We touched our toes in our song. Let’s wiggle our toes. Now let’s move one foot back and forth.
  We use our legs, knees, feet, and toes when we do many things. Let’s use our legs, knees, feet, and toes by jumping!

Today we talked about some different parts of our body. We cannot see or touch some parts of our body. Our body parts help us do many things!