- name cards
MA Standards:
Speaking and Listening/SL.PK.MA.1a: Observe and use appropriate ways of interacting in a group (e.g. taking turns in talking, listening to peers, waiting to speak until another person is finished talking, asking questions and waiting for an answer, gaining the floor in appropriate ways).
Foundational Skills/RF.PK.MA.3.c: Recognize one’s own name and familiar common signs and labels (e.g., STOP).
Foundational Skills/RF.PK.MA.2: With guidance and support, demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Head Start Outcomes:
Social Emotional Development/Self-Regulation: Follows simple rules, routines, and directions.
Language Development/Receptive Language: Attends to language during conversations, songs, stories, or other learning experiences.
Literacy Knowledge/Phonological Awareness: Identifies and discriminates between separate syllables in words.
Literacy Knowledge/Print Concepts and Conventions: Recognizes print in everyday life, such as numbers, letters, one’s name, words, and familiar logos and signs.
PreK Learning Guidelines:
English Language Arts/Language 1: Observe and use appropriate ways of interacting in a group (taking turns in talking; listening to peers; waiting until someone is finished; asking questions and waiting for an answer; gaining the floor in appropriate ways).
English Language Arts/Reading and Literature 12: Listen to, recite, sing, and dramatize a variety of age-appropriate literature.
English Language Arts/Reading and Literature 8: Listen to, identify, and manipulate language sounds to develop auditory discrimination and phonemic awareness.
Greeting Song: “Clap a Friend’s Name” #2
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Name Recognition, Phonological Awareness
Sing “Clap a Friend’s Name” with children. Then explain that this time you are going to hold up a name card and when a child sees his or her name you want that child to shout out his or her name.
Hold up a name card and wait for the child to shout out her or his name.
- Say, Listen as I say Holly’s name slowly. Hol-ly.
- Then have the child clap the syllables with you as you repeat her name.
- Sing and clap one more time and have all children join in to count how many claps. Ask, How many times did we clap? Two! There are two parts in Holly’s name.
- Continue around the circle until you have clapped each child’s name.
Clap a Friend’s Name
Clap a friend’s name
Follow me.
One clap, two claps,
Or maybe three.
Copy, copy, copy me!
Adaptation: For children not yet recognizing their name in print, you can signal to them before calling out their names.