- beans
- flowerpot or window box
- name cards
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.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.
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” #9
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Active Listening, Name Recognition, Phonological Awareness (Segmenting)
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 teach them a new chant. Explain that you are going to pull two name cards from the flowerpot. Say, The first name I pull will clap the parts in the other child’s name. Then they will switch places. Demonstrate with two children.
- Pull a name from the pot and have the child stand up.
- Then pull another name from the pot and have that child stand up.
- As you recite the chant, state the names clearly so children can hear the parts. Say, Phil-ip, it’s your turn to clap the parts in Ad-ri-a-na’s name. Have him say the name as he claps. Then have the group tell how many parts Phillip clapped.
- Ask the children to switch roles. Say, Ad-ri-a-na, now it’s your turn to clap the parts in Phil-ip’s name. Have her say the name as she claps and then have the group tell how many parts she clapped.
Continue until all children have had a chance to clap a friend’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!
Social Emotional Tip: Help children build their self-confidence and sense of belonging by giving them opportunities to acknowledge that they are friends with another child.
Adaptation: If very young children have trouble clapping syllables, have them slap their thighs or stomp their feet.