- marker
- sentence chart
- sentence strips
MA Standards:
English Language Arts/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).
English Language Arts/Foundational Skills/RF.PK.MA.3.c: Recognize one’s own name and familiar common signs and labels (e.g., STOP).
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.
Recite Together: “Mary, Mary, Quite Contrary”
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Concepts of Print, Phonological Awareness (Rhyme), Vocabulary
Educator Prep: Write each line of the Mother Goose rhyme “Mary, Mary, Quite Contrary” on a sentence strip and place the sentence strips in a sentence chart. Then write children’s names and the names of familiar flowers (roses, tulips, daisies, daffodils, petunias) on sentence strips. Add matching pictures of the flowers.
Tell children you are going to recite a poem to them.
- Point to each word as you recite “Mary, Mary, Quite Contrary.”
- Invite children to join you as you recite the rhyme again.
- When children are familiar with the rhyme, substitute their names for the name “Mary.” Substitute other flower names for “silver bells” and “cockle shells.”
Mary, Mary, Quite Contrary
Mary, Mary, quite contrary,
How does your garden grow?
With silver bells and cockle shells
And pretty flowers all in a row.