- name cards
MA Standards:
Foundational Skills/RF.PK.MA.3.c: Recognize one’s own name and familiar common signs and labels.
Speaking and Listening/SL.PK.MA.1a: Observe and use appropriate ways of interacting in a group.
Head Start Outcomes:
Language Development/Receptive Language: Attends to language during conversation, songs, stories, or other learning experiences.
Literacy Knowledge/Print Concepts & 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/Language 5: Listen to and use formal and informal language.
Mathematics/Data Collection and Analysis 15: Recognize one’s own name and familiar common signs and labels (e.g., STOP).
Greeting Song: “Where Is?” #2
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
Begin the day by singing “Where Is?” to each child.
Give each child a name card. Ask children to hold up their name card when they hear you sing their name. Tell children you want them to sing the response (Here I am!) as they hold up their name card.
Invite all children to sing along with you.
As you sing each name, clap the syllables to begin to get children aware of listening to different parts of a word.
Where Is? (version A)
(sung to the tune of “Frère Jacques”)
(educator)
Where is <child’s name>?
Where is <child’s name>?
(child/ren)
Here I am. (There he/she is.)
Here I am. (There he/she is.)
(educator)
We are glad that you are with us.
So glad that you are with us.
Smile and wave.
And now sit down.