- beans
- flowerpot or window box
- name cards
- sentence strips and chart
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.
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.
Greeting Song: “Where Is?” #14
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Name Recognition, Follow Directions, Phonological Awareness (Rhythm and Repetition)
Educator Prep: Fill the flowerpot or window box with beans and half-bury the name cards in the beans.
Tell children you are going to sing “Where Is?” again. Hold up the window box full of name cards and say, This time each of you will pull a name card out of the window box and then place the name card in the chart. When you see someone put your name in the chart, stand up slowly as if you are growing like a seed.
Pull one name card out of the window box to choose a child to start, then “replant” that card. Have that child pull a name card and place it in the chart. Encourage the child whose name card was chosen to “grow” out of his or her spot and stand up tall. Continue the routine.
- Sing the first line and tell the child to respond by singing, “Here I am! Here I am!”
- Sing the third line and tell the child to respond by singing, “Very well, thank you! Very well, thank you!”
- Change the lyrics of the last line and sing instead “Now pick a name. Now pick a name.” Have the child pick a card from the window box and repeat the routine. Continue until all name cards have been picked.
Where Is?
(sung to the tune of “Where is Thumbkin?”)
(Educator:)
Where is <name of child>? (Hold up child’s name card)
Where is <name of child>?
(Child stands up and sings:)
Here I am!
Here I am!
(Educator:)
How are you today, <name of child>?
How are you today, <name of child>?
(Child:)
Very well, thank you!
Very well, thank you!
(Educator:)
Now pick a name.
Now pick a name.
Adaptation: For groups with very young children or children who do not yet recognize their name in print, you might want to give them direct acknowledgement before you sing the song to them. For example, say, Get ready Tamara, we will be singing to you next.
Social Emotional Tip: Interactions with and response to other children helps the child build positive relationships.