- name cards
MA Standards:
English Language Arts/Speaking and Listening/SL.PK.MA.1a: Observe and use appropriate ways of interacting in a group (e.g., taking turns in talking, listening to peers, waiting to speak until another person is finished talking, asking questions and waiting for an answer, gaining the floor in appropriate ways).
Head Start Outcomes:
Social Emotional Development/Self-Regulation: Follows simple rules, routines, and directions.
Language Development/Receptive Language: Attends to language during conversations, songs, stories, or other learning experiences.
Literacy Knowledge/Print Concepts and 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/Reading and Literature 12: Listen to, recite, sing, and dramatize a variety of age-appropriate literature.
English Language Arts/Foundational Skills/RF.PK.MA.3.c: Recognize one’s own name and familiar common signs and labels (e.g., STOP).
Greeting Song: “Show Us Something You Can Do” #7
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Creative Movement, Name Recognition, Phonological Awareness
Have children sit in a circle. Hold up a child’s name card and encourage the child to read it aloud. If needed, prompt a response by tracking your hand below the child’s name, left to right, and begin to sound out the name: A-a-n-n-a. . . Yes! Annabel!
Chant the first verse with the class and then ask the child to do a motion. If he or she is uncertain about what to do, prompt by asking a question or making a suggestion, for example, Annabel, I know you can jump real high.
Prompt the rest of the children to do the same motion rhythmically as they chant the second part of the verse. Continue until each child has a chance to lead a motion.
Show Us Something You Can Do
Hello, <name of child>. How are you?
Show us something you can do. (child does a motion)
This is what <name of child> can do. (group copies the motion)
We can all do it, too!
Adaptation: Add photos or stickers to name cards for very young children to help them recognize their name cards.
English Language Learners: If English language learners have difficulty understanding the words in the song, pair them with strong English speakers who can pantomime words or concepts.