- blocks
- box of illustrations that show many /b/ action words and a few illustrations that do not
- build
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:
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.
Word Play: Action Words
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Alphabet Awareness, Fine Motor Skills, Letter Formation
Say the word build and ask children to tell you what they think it means. Allow children to build something with the blocks as they define the word.
Explain to children that when you build something, you do something—you do an action. Say,
- Many words are action words, such as jump. Everyone jump! You are doing the action of jumping!
- With children, make a list of verbs that begins with the /b/ sound. (build, bat, bite, bounce, buzz, bake, bump, babble, bang, beat, bowl, break) Act out some of the actions.
Draw attention to the box of illustrations. Tell children to name the action happening in each illustration as they pull it out of the box, and then perform the action. Have children take turns pulling out illustrations and acting out the words.
Educator Tip: Guided and independent letter, sound, and word practice continues to take place in center activities. It is helpful to set up the literacy center immediately after the direct instruction and repeat instruction before children work in the literacy center identifying letters.