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.1: Participate in collaborative conversations with diverse partners during daily routines and play.
Speaking and Listening/SL.PK.MA.1a: Observe and use appropriate ways of interacting in a group.
Literature/RL.PK.MA.8.A: Respond with movement or clapping to a regular beat in poetry or song.
Head Start Outcomes:
Social Emotional Development/Social Relationships: Cooperates with others.
Approaches to Learning/Persistence & Attentiveness: Maintains interest in a project or activity until completed.
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 2: Participate actively in discussions, listen to the ideas of others, and ask and answer relevant questions.
Greeting Song: “Where Is?” #4
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
Tell children you are going to begin the day with the song “Where Is?” again. Have children sit in a circle.
Ask a volunteer to call out the name of one child in the group. Explain that the child whose name is called will stand up and the whole group will sing to that child. Say, The child standing will answer with “Here I am!” and then he or she will call out another name.
You may have to offer support if a child cannot remember the name of another child in the group. Have child name something about the child (wearing glasses) and you can respond with, I see <child's name> is wearing glasses, that was a good clue!
Continue to clap out the syllables in each name as you sing to begin to have children recognize there are 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.