- “Peter Piper Paints” poem chart
MA Standards:
RF.PK.MA.2.c: Identify the initial sound of a spoken word and, with guidance and support, generate several other words that have the same initial sound.
Head Start Outcomes:
Language Development/Receptive Language: Attends to language during conversations, songs, stories, or other learning experiences.
Literacy Knowledge/Phonological Awareness: Identifies and discriminates between sounds and phonemes in language, such as attention to beginning and ending sounds of words and recognition that different words begin or end with the same sound.
PreK Learning Guidelines:
English Language Arts/Reading and Literature 8: Listen to, identify, and manipulate language sounds to develop auditory discrimination and phonemic awareness.
Word Play: Alliterative Sentence
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA focus skills: Vocabulary, Hear and recognize the beginning sounds in familiar words, Listening and Speaking, Phonological Awareness (Alliteration)
Display the “Peter Piper Paints” poem chart. Read the poem again, stressing the /p/ sound at the beginning of words. Then say the last line again: Peter Piper paints a pink and purple sky. Prompt children to say the sentence with you, emphasizing the /p/ sound at the beginning of the words. Then invite children to say the sentence faster and faster. Explain that sentences with lots of words beginning with the same sound are called “tongue twisters.” The faster you say them, the more mixed up your tongue can get!
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.