- apple
- banana
- plant
MA Standards:
Foundational Skills/RF.PK.MA.2: With guidance and support, demonstrate understanding of spoken words, syllables, and sounds (phonemes).
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).
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.
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.
Sing Together: “Apples and Bananas”
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Phonological Awareness, Vocabulary
Tell children you are going to teach them a silly song about apples and bananas.
- Explain that the song is silly because the beginning sounds of the word apples changes each time and the ending sound of the word bananas changes each time. Say, Listen as I sing it once without stopping.
- Sing the song slowly emphasizing the change in each word.
- When you have sung it through once ask children to join in. Sing one line at a time until children feel comfortable with the sound changes. Then sing it all together . . . and try not to laugh too hard at mix-ups!
Apples and Bananas
I like to eat, eat, eat apples and baynanas.
I like to eat, eat, eat apples and baynanas.
I like to ate, ate, ate ay-ples and bay-nay-nays.
I like to ate, ate, ate ay-ples and bay-nay-nays.
I like to eat, eat, eat ee-ples and bee-nee-nees.
I like to eat, eat, eat ee-ples and bee-nee-nees.
I like to ite, ite, ite i-ples and by-ny-nys.
I like to ite, ite, ite i-ples and by-ny-nys.
I like to ote, ote, ote oh-ples and bo-no-nos.
I like to ote, ote, ote oh-ples and bo-no-nos.
Adaptations: If children have a difficult time changing all the sounds, you may want to focus on changing only one sound each round, for example, for the first round change only the sounds in the word apple, for the second round change only the sounds in the word banana, and for the third round, change only the sounds in the word eat. Add on sounds as children get comfortable with each step.