[Display letter W card.]

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

Letter W says /w/, just like in “weight.” /w/, /w/, weight. Let’s together say /w/, /w/, weight.

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 more about how to measure things. This week we measured items with our hands and with a ruler.

We know that when we measure with our hands, the number of “hands long” can be different because our hands are different sizes.

Measuring with a ruler is better than measuring with our hands because typical rulers are always the same size.

We learned that the length of a typical ruler from one end to the other is one foot. We also learned that we can find the size of things with inches.

[Display a ruler.]

Where can we find one inch on this ruler?

[Place one finger on the numeral one and another finger on the numeral two on the ruler.]

The length of the space on a ruler from one number to the next number is called an inch.

We know that we can use the inches on a ruler when our ruler doesn’t end up exactly at the end of the item we are measuring. Let’s measure the length of our table using feet and inches.

[Measure the table length using a ruler. Count as you move the ruler. After measuring the last full foot, say the number of feet. Then explain you will measure the rest of the table in inches. Measure the remaining length using inches. Point to each inch as you count how many inches in the remainder of the table length. When you are finished, say aloud the measurement.]

How long is our table? It is about ___ feet and ___ inches.

We also know how to measure things that are smaller than one foot.

Let’s together measure the pencil (or block).

[Measure the pencil (or block) by lining up the ruler with the bottom of the pencil. Encourage children to count the number of inches together. Restate the number of inches when you are done counting. Example: “Our pencil is about ___ inches long.”]

We had fun this week learning more about measuring. Why is measuring with a ruler better than measuring with our hands? (typical rulers are always the same size, hands are different sizes)

We are learning about different kinds of uniforms worn by helpers in our community.

Today we will read a book called Clothesline Clues to Jobs People Do. It was written by Kathryn Heling and Deborah Hembrook.

[Display cover of book and point to the clothesline.]

A clothesline is a place where people can hang clothes to dry. The clothing on the clothesline in our book will give us clues about the job a person does. A clue is something that helps us find an answer to a question.

What is a job? (something someone does to help a community or country be a healthy and safe place to live)

[As you read the book, invite children to try to figure out each person’s job based on the clothesline clues. After a job is revealed, discuss how items on the clothesline help a person do his/her job. Example: The carpenter wears safety glasses to protect her from pieces of wood that may get in her eyes as she is working.]

Today we read a book that gave us clues about different jobs people do. People wear different things to do different jobs. Which job in the book would you like to do?

We are learning about healthy foods. Yesterday we made pretend pizzas with healthy foods. What was your favorite topping on your pretend pizza?

Today we are going to use our food picture cards to help us remember the five kinds of healthy foods. We will each get five picture cards because there are five types of healthy food.

[Give each child a set of five picture cards on craft sticks (see Be Prepared).]

Each of us has one picture card for each type of food.

• Please hold up your picture of a banana. A banana is a fruit. Let’s tap our knee with our picture of a fruit.
• Now let’s hold up our picture of green beans. Green beans are a vegetable. Let’s each hold upside down our picture of a vegetable.
• Let’s hold up our picture of chicken. Chicken has a lot of protein. Let’s use our hand to gently wave in the air our picture of a food that provides protein.
• Please hold up your picture of bread. Bread is made from grain. Let’s twirl our picture of food made from grain.
• Let’s hold our picture of cheese. Cheese is a dairy item. Let’s place our picture of a dairy item between the palms of our hands

Now let’s place each of our food cards in front of us.

I am going to say a riddle for each of our five different types of foods. Remember, a riddle is a fun way to ask a question. Wiggle your picture card that answers the riddle.

• I am a fruit. What am I? (banana) Wiggle your fruit picture card!
• I am made from grains. What am I? (bread) Wiggle your grain picture card!
• I am a vegetable. What am I? (green beans) Wiggle your vegetable picture card!
• I am a dairy food. What am I? (cheese) Wiggle your dairy picture card!
• I am a food that provides protein that helps our muscles, bones, and other parts of our body grow and stay strong. What am I? (chicken) Wiggle your protein picture card!

[If time permits:]

Let’s use our picture cards as we sing a new song! Our song is called “Five Healthy Foods.”

[Teach the adjacent song. Encourage children to wiggle the appropriate picture card as they sing about each type of food.]

Today we used our food picture cards to help us remember the five types of healthy foods. Healthy foods are fun!