- sound
MA Standards:
Foundational Skills: 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.
Watch Together: “Lions Jabber, Jig, Jog” (BTL clip)
ELA Focus Skills: Active Listening, Active Viewing, Phonological Awareness (Alliteration, Beginning Sounds), Vocabulary
Before You Watch
Tell children they are going to watch the Between the Lions video clip “Lions Jabber, Jig, Jog.” Set a viewing focus by asking them to listen to the beginning sound of the words in the title.
As You Watch
Pause to explain the words jabber, jig, and jog as you watch the video.
- In a very quick voice, explain that jabber means to talk in a very quick voice.
- Dance a jig as you explain the word.
- Run slowly in place as you describe the word jog.
After You Watch
Say the title, then have children repeat it after you. Say, Repeat the name of the video after I say it: “Lions Jabber, Jig, Jog.” Ask, What letter sound do you hear most? (/j/)
As You Watch the Second Viewing: Play the segment again and ask children to jabber and dance along with the lions.
English Language Learners: If English Language Learners are having trouble with the /j/ sound, partner them with native English speakers to practice saying together the words jabber, jig, and jog.
Educator Tip: Guided and independent letter, sound, and word practice continues to take place in center activities. If desired, you can set up the literacy center immediately after the direct instruction and repeat instruction before children work in the literacy center identifying letters.
