[Arrange children sitting in a circle.]

Today we are going to make some more compound words. Who can tell us what a compound word is? (when we put two words together and they make a new word) Each of us will receive two word cards and a compound word card. The two word cards will make a compound word when you put them together.

[Give each child two component word cards and the corresponding compound word card.]

Take a look at your cards. I am going to invite each of you, one at a time, to show us your cards. When you show your cards, tell us the name of the picture on each card. If you aren’t sure what word the picture stands for, we will help you. Then you will put two of the word cards together. The two words will make a compound word. Let me show you first.

[Hold up two component word cards.]

This is a _____ and this is a _____.

[Place component word cards on the floor as you say them again. Hold up the compound word card.]

Together they make the compound word _____.

Let’s clap for each part of the new compound word.

[Lead children in clapping two times, once for each part of the new compound word, as you say the word together.

Place the two component word cards on the floor in front of you with the new compound word card below them.]

Now it is your turn to try!

[Call on each child, one at a time. As you move around the circle, follow the same procedure as described earlier. Continue until all children have had a turn.]

Let’s learn more about the letter C.

[Display letter C card.

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

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

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

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

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

What is our word that begins with the letter C? (creative)

The letter C says /k/, just like in the word “creative.” /k/, /k/, creative. Let’s say that together: /k/, /k/, creative.

I have two pictures of things that begin with the letter c. 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 cat. The letter c is at the beginning of the word.” Repeat this procedure with a second picture card.]

Let’s think of some other words that start with the letter C and write them on our chart. Remember, the letter C says /k/, /k/.

[Help children by suggesting other words that start with c. Examples: camel, coyote, caterpillar.

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

We use one line to make an uppercase C. The line curves around like this.

[Give each child his/her letter journal.]

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

Today we practiced putting two words together to make a new word. What is the new word called? (compound word)

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

Let’s try counting to 10 and tapping our knees at the same time. We will say a number each time we tap our knees. Where are our knees?

[Lead children in counting to 10 while tapping their knees each time they say a number.]

Today we are going to use dot cards and pennies to do a counting activity. I am going to put the dot cards on the table face down.

• When it is your turn, you get to pick a dot card. Then please count the dots out loud and say how many there are.
• After you’ve said the number, you may count the same number of pennies. You’ll keep those pennies next to the first dot card. You will have an equal number of pennies and dots. Remember, equal means they are the same.
• Then you will pick another dot card and do the same thing. You will count the dots on the second dot card out loud and say how many there are.
• Then you will count out the same number of pennies for your second dot card and put them next to the second dot card.

I will show you how to play before we begin.

• [Demonstrate how to pick a card and count the dots out loud. Say a number word each time you touch a dot with your finger. Leave the card face up on the table.
• Say “There are ___ dots on my card, so I need to count ___ pennies.” Count out the corresponding number of pennies. Put the pennies next to the card.
• Choose a second dot card. Count the number of dots out loud and then count out that many pennies. Put the pennies next to the second dot card.
• Guide children as appropriate in following the steps described above. After all children have had a turn, return the pennies and cards to their respective piles and play again if time allows.]

Today we practiced counting by choosing a dot card and counting the number of dots on the card. Then we counted the same number of pennies. We did this with two different dot cards.

Last week we began to talk about our grandparents and older people in our families. Remember, a grandparent is the parent of your mom or dad.

We looked at pictures of grandparents doing things with children and talked about our own grandparents or older family members.

[Display book cover.]

Today we are going to read a book about grandparents who live in different parts of the world. Our book is called Our Grandparents. It was written by Maya Ajmera, Sheila Kinkade, and Cynthia Pon.

[As part of reading the book, use your own words to describe illustrations.

After reading the book, use questions, such as the following, to engage children in a discussion:]

• What kinds of things were the grandparents in the book doing with their grandchildren?
• Do you do the same kinds of things with your grandparents or an older member of your family?

Today we read a book about grandparents. The book had pictures of people who live in different parts of the world. Grandparents and older family members in different parts of the world do many of the same things our grandparents do!

We are practicing how to move our bodies. We know that we balance our bodies when we walk, march, gallop, and hop. Remember, when we balance something, we keep it steady. We do not fall over when we balance our bodies.

Today we will practice balancing our bodies in different ways. We will stay in our personal space. We need to make sure there is enough space between each of us so we don’t bump into each other.

Let’s practice with a simple balance pose. Please stand on both of your feet.

[Encourage children to stand on both feet with arms in a relaxed position on the side. Encourage children to stand evenly on their two feet and to not shift their weight to one leg while standing on both legs.]

We have the weight of our body on both of our feet. We are balancing. Both of our legs and feet are balancing our body. Both of our legs and feet are holding the weight of our body. We are not falling over.

Now let’s balance our bodies on one leg and foot. We stood on one foot last week when we were practicing how to hop.

[Encourage children to stand on one foot.]

It is harder to stand on one foot than on two feet. Why?

[Point to the part of your body that is above the leg you are not standing on as you describe the following:]

Part of the weight of our body is above the leg we are not standing on. One leg does the “work” of two legs. We move (or shift) the weight of our body when we balance ourselves with different parts of our body.

When we practiced hopping last week, we learned that moving our arms a little bit may help us keep our body balanced. We can also put our hands a little bit to the side of our body to help us keep balanced.

Let’s stand on one leg and foot again. This time, pay attention to whether your hands or arms help you keep balanced.

[Encourage children to stand again on one foot.]

• Did you use your arms or hands to help you keep from falling?
• What did you do?

Let’s try to balance on different parts of our bodies. We will practice moving the weight of our body to different parts of our body so we do not fall over.

[You may want to create more space between children for the following actions.]

Listen carefully to the body parts I say. It is okay if sometimes we have a really hard time keeping our bodies balanced. We are practicing.

[Use as many of the following suggestions as time and children’s interest allow.]

• Two feet and two hands
• Two knees and two elbows
• One knee and one elbow (opposite knee and elbow)
• One foot and two hands
• One foot and one hand (opposite foot and hand)

Now let’s try to balance our bodies while listening to a song. The song is called “The Balancing Act.” Listen carefully to the song. The song will tell us how to move our bodies.

[Play Track six on Kids in Motion CD. You may wish to repeat the song if time and children’s interest permit.]

Today we practiced balancing our bodies in different ways. Our body stays steady when it is balanced. Our body does not fall over. We paid attention to how we can move (or shift) the weight of our body when we try to balance ourselves with different parts of our body.