- word card build
MA Standards:
English Language Arts/Foundational Skills/RF.PK.MA.2.c Identify the initial sound of a spoken word and, with guidance and support, generate several other words that have the same initial sound.
Head Start Outcomes:
Literacy Knowledge/Phonological Awareness Identifies and discriminates between sounds and phonemes in language, such as attention to beginning and ending sounds of words and recognition that different words begin or end with the same sound.
PreK Learning Guidelines:
English Language Arts/Reading and Literature 8 Listen to, identify, and manipulate language sounds to develop auditory discrimination and phonemic awareness.
English Language Arts/Reading and Literature 9 Link letters with sounds in play activities.
Word Play: Alliteration (/b/)
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Letter Recognition, Phonological Awareness (Alliteration, Beginning Sounds), Word Recognition
Display the build word card. Track the letters in the word as you read it aloud. Ask, What sound do you hear at the beginning of the word build? Yes, the word build begins with the /b/ sound. Then have children listen to the following sentence:
Benny Beaver’s beach ball bounced.
Ask, What did you notice about the beginning sounds of most of the words? (begin with /b/) Repeat the sentence slowly, emphasizing the beginning sound of /b/. Prompt children to say the sentence with you. Then challenge them to repeat it three times, faster and faster. Remind them that the faster you say a tongue twister, the more mixed up you can get!
Take It Further: Help interested children make up more alliterative sentences of their own, with real or made-up words.
Adaptation: You may wish to have very young children say the alliterative sentence slowly with you and not do the tongue twisting, which might become frustrating for some.