[Display letter R card.]

What is the name of this letter? What sound does the letter R make?

Letter R says /r/, just like in the word “relax.” /r/, /r/, relax. Let’s together say /r/, /r/, relax.

Now let’s spend some time with our book.

[See Week 3, Day 5 of Language/Literacy for a description and examples of how to approach today’s book reading. Key aspects are summarized below:

• Display book cover. Explain that we have read our book two times this week. Each time we read the book we learn something new. Point to and say title of book. Engage children in describing what they remember about the book:
  • What is our book about?
  • Who were the main characters in our book?
  • What happened first? What happened next?
• Point to and say the names of author and illustrator. Point to where to begin reading.
• During the reading, pause on pages that include a word defined in the prior two readings of the book. Ask or remind children what the word means. Also pause during the reading to define the 2–3 words identified for today’s session, using the following approach:
  • Read the sentence with the novel word. Identify the novel word.
  • Repeat the sentence in which the word is used.
  • Define the novel word and connect the definition to the book.
• After the book reading, write the 2–3 words targeted for today on the chart and engage children in a discussion of each word, using one or more of the following strategies:
  • Ask children to describe a picture related to the word.
  • Define a word without naming it and ask children to identify the word.
  • Encourage children to think about a novel word or phrase in another context.
• Explain that different types of things happened in our book. Facilitate a discussion of children’s interpretations of events and/or characters in the book, especially events or characters related to one or more words defined this week. See Week 3, Day 5 for examples.]

We are learning to find the number that is one more than another number. We know the number that is one more than another number is the number after that number.

Let’s imagine that we have five frogs. Each frog has a number on its back. The first frog has number one on its back. The second frog has number two on its back. The third frog has number three on its back. The fourth frog has number four on its back.

What number would the next frog have on its back?

Number five is one more than number four!

We also are learning how a number chart can help us find the number that is one more than another number.

[Display a number chart.]

Let’s look at our chart with numbers and dots.

• What number is one more than three?
• What number is one more than five?
• What number is one more than nine?

We read a book called The Very Hungry Caterpillar by Eric Carle to help us learn more about one more.

The caterpillar in our book ate many things in the book. We read that on Wednesday the caterpillar ate through three plums.

[As you ask the following questions, display the corresponding page in the book and lead children in counting the items.]

• How many is one more than three?
• We read that on Thursday the caterpillar ate through four strawberries. How many is one more than four?

[Display the line of numbers used on Day 4.]

We also played a game this week. We chose a number from a basket and then placed a beanbag on the number that was one more than the number we chose from the basket. Let’s practice our game again.

[Invite a volunteer child to choose a numeral card from the basket. Encourage the other children to determine which numeral is one more than the numeral chosen. Invite the volunteer to place a beanbag on the numeral that is one more.]

We also know how to figure out which of two numbers is more.

[Hold up small numeral cards two and eight.]

I am holding up two numbers. Which number is more? Use the number chart if you need help. Let’s try two more numbers.

[Continue comparing two different numerals as children determine which one is more. Compare numerals four and nine, numerals one and five, and numerals seven and 10.]

This week we practiced finding the number that is one more than another number. We also determined which of two numbers was more.

[Arrange children sitting in a circle around a large floor rug or open area. Give each child the geographic characteristic he/she made in Week 20.]

We are learning about the characteristics of our community’s geography. Last week we made different types of characteristics we can find in our community. Please look around our circle at the different things we made.

[Name the categories of geographic characteristics children made: bridges, railroad tracks, etc. If there are many different forms of water, consider combining these into one category (water) for efficiency in the activity’s song singing described below.]

We will take turns placing our characteristic on the rug/floor. We can pretend the rug/floor is our community. Please take your characteristic to the place in our pretend community (rug/floor) where you think it should go. Then we will sing the song together about the characteristic.

Listen carefully as I sing the song.

[Sing the song as you hold up a geographic characteristic made by a child. Example: “A bridge in our community, community, community. A bridge in our community, yes, that’s what we will find!”]

Our first characteristic is a bridge. If you made a bridge, please stand up!

Let’s each place our bridge on the rug/floor. We can place our bridge wherever we would like on the rug/floor.

[Invite all children who made a bridge to place it on the rug/floor and then sit down.]

Now let’s sing our song. We can sing about a bridge in our community!

[Lead children in singing the song about a bridge in their community. Continue choosing one type of geographic characteristic made by children and inviting all children who made the specific type of characteristic to place it on the rug/floor. Sing the song using the name of the characteristic.]

Today we sang a song about the geography of our community. We can find many things in a community!

Yesterday we practiced jumping. Remember, when we jump, our body leaves the floor (or ground) for a short time and comes down to the floor (or ground). We land on both of our feet. Let’s all jump forward once and then backward once. Remember to stay in your personal space.

Today we will practice jumping over the two pieces of string that are on our floor. Each of us can try to jump over the string without our feet touching the string. We will take turns. We will jump forward.

[Point to the two lines of string.]

We can put our toes next to one of the strings and then jump forward.

[Demonstrate jumping over the string.]

[Provide each child an opportunity to jump over the string. Provide as many turns as time permits.]

Let’s make our jumping practice a little harder. I am going to move the string farther apart. Then each of us can try to jump over both pieces of string.

[Provide each child with an opportunity to jump. As time and interest allows, continue to move the string pieces further apart.]

Today we practiced jumping and landing on our feet. We practiced jumping over two pieces of string on the floor. We moved the string so we had to jump further.