Draw and Write Together: “Peter Piper Paints” #1

  • index cards (large)
  • magazine pictures or illustrations
  • marker 
  • “Peter Piper Paints” poem chart

MA Standards:

Foundational Skills/RF.PK.MA.1: With guidance and support, demonstrate understanding of the organization and basic features of printed and written text: books, words, letters, and the alphabet
Social and Emotional/EL.MH.DM.5.6: Explain how coping skills (such as perceiving situations as opportunities, taking action/exerting control where possible) positively influence self-concept.

Head Start Outcomes:

Literacy Knowledge/Alphabet Knowledge: Recognizes that the letters of the alphabet are a special category of visual graphics that can be individually named.
Language Development/Receptive Language: Attends to language during conversations, songs, stories, or other learning experiences

PreK Learning Guidelines:

English Language Arts/Reading and Literature 7: Develop familiarity with the forms of alphabet letters, awareness of print, and letter forms.

Draw and Write Together: “Peter Piper Paints” #1

© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.

STEM Key Concepts: Become aware of the different colors around them

ELA Focus Skills: Follow Directions, Letter Recognition, Speaking and Listening, Vocabulary

Educator Prep: Prepare word cards by drawing or glueing a small picture on a large index card. Then write the name of the picture in large lowercase letters under the picture. Prepare cards that have the letter "p" and cards that do not have the letter "p." (pickle, puddle, pom pom, polar bear, pocket/cat, basket, monkey, wagon, train, etc.) 

Display the magazine pictures and the “Peter Piper Paints” poem chart. Tape a blank card over the last word in each sentence. (penguin, pie, potato, sky)

  • Tell children that they will write a new version of the poem together by having Peter Piper paint four new things beginning with the letter "p."
  • Say, When I point my paintbrush towards you, it is your turn to find a word card that begins with "p," hold it up high and say the name of the object out loud.
  • Then show the child where to tape the word card on the chart. 
  • Demonstrate with a volunteer. Once the card is on the chart, read the sentence once and have children repeat.

​Repeat the process until the chart is complete. Then read the whole poem and have children repeat. Continue until all children have had a chance to add a word card. 

English Language Learners: Ask children to name a word in their home language that begins with the letter "p." If he or she cannot translate the word, ask his or her family member at pick-up time to translate the word so you can find a picture of the word, make a word card, and share it with the group the next day.

Peter Piper Paints
Peter Piper paints a picture of a penguin.
Peter Piper paints a picture of a pie.
Peter Piper paints a polka-dot potato.
Peter Piper paints a pink and purple sky.

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