Word Play: Segment Sentences #1

  • chart paper
  • marker
  • sentence strip

MA Standards:

English Language Arts/Foundational Skills/RF.PK.MA.1: With guidance and support, demonstrate understanding of the organization and basic features of printed and written text: books, words, letters, and the alphabet.

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.

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).

Word Play: Segment Sentences #1

© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.

ELA Focus Skills: Sentence Segmentation, Word Recognition

Help children practice segmenting words in a sentence.

Print the sentence “The engine goes down the hill” on a long strip of paper.

  • Draw a vertical line between each word and leave an empty space between each word so that each is in its own “block.”
  • Glue the sentence strip to chart paper. Focus children's attention on the chart and explain that you want them to look at each word as you read the sentence. 
  • Read the sentence aloud, pointing to each word as you say it. Make your hand “hop” from word to word to exaggerate the space between each word.
  • Invite a volunteer to come to the chart paper. Hold the child’s hand and repeat the action as he or she says the words with you.
  • Explain that all the words together make a sentence. Say, A sentence is made of words. Each word has its own space.

Ask children if they recognize any of the words from the week. (engine, down)

English Language Learners: Whenever possible, demonstrate word meanings with gestures, facial expressions, or motions. For example, if children are unfamilair with the word space, explain that a space is an area that does not have anything in it. Put two books on the table with a space in between. Point to the space in between the books and say, There is a space in between the two books. Nothing is in the space. Have children repeat after you. Then review the space in between the words in the chart. 

Share on Facebook Share on Twitter Share on LinkedIn Email this page Share on Facebook Share on Twitter Share on LinkedIn Email this page