- sentence chart
- sentence strips (cut into word cards)
- marker
- fifth
- first
- fourth
- second
- third
MA Standards:
English Language Arts/Foundational Skills/RF.PK.MA.2.b With guidance and support, segment words in a simple sentence by clapping and naming the number of words in the sentence
Head Start Outcomes:
Literacy Knowledge/Phonological Awareness Identifies and discriminates between words in language.
PreK Learning Guidelines:
English Language Arts/Language 4 Engage in play experiences that involve naming and sorting common words into various classifications using general and specific language.
Word Play: Segment Sentences #4
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Counting, Phonological Awareness (Segmenting), Word Recognition
Help children practice segmenting words in a sentence. On a word strip, write the sentence “Then along came a coyote.” Display the strip. Remind children that a sentence is made up of words. Tell children you are going to help them count the words in this sentence.
- Track the words as you read the sentence aloud: Then along came a coyote.
- Tell children that you are going to read the sentence again, but this time you will cut the strip after each word. Read the sentence, cutting after each word. You should have five separate pieces of the strip. Place them in the sentence strip chart, leaving a space between each one.
- Say, Now I want you to clap each time I read a word.
- Then count with children and ask, How many words are in the sentence?
- Repeat with other sentences from the story or have children make up sentences.