RHYMES/FINGERPLAYS/SONGS/MUSIC POSSIBILITIES

Sylla-beats

Teacher Talk

“Ma-ry-Kath-er-ine has 5 syllables. “Ro-ber-to has 3 syllables.”

Instuctions

Ask children to count along with you as you clap the beats (or syllables) in their name, one clap for each syllable.

Observation/Assessment

Breaks words down into syllables

Make New Friends

Instructions

Sing these favorite songs often throughout the day and week.

“Make New Friends”

“The More We Get Together”

“Good Morning”

Observation/Assessment

Listens to stories, rhymes, fingerplays, and songs

Other Rhymes/Fingerplays/Songs/Music Possibilities

·  Consider any of the following recorded selections:

- “If You’re Happy and You Know It”

- “We Are Family” from Pure Disco by Sister Sledge

- “Circle of Friends” from Circle of Friends by Parachute Express

-“You’ve Got a Friend in Me” from Disney’s Toy Story Soundtrack

- “I Wanna Be a Friend of Yours” by Capitol Sings from Kids Songs for Grownups

- “That’s What Friends Are For” by Joanie Bartels from Adventures with Family and Friends

- “Family Tree” by Tom Chapin from Family Tree

- “Friends Forever” by Greg and Steve from We All Live Together, Vol. 5

- “Friends Forever” from Winnie the Pooh’s Friends Forever

- “Alerta Sings Children’s Songs” and “Songs for the Playground” by Suni Paz

- “Positively Singable Songs” by Ronno

- “World Playground” by Putumayo

RHYMES/FINGERPLAYS/SONGS/MUSIC POSSIBILITIES

A Revel of a Good Time

Materials

classical music – Mardi gras masks – crowns – scarves – vests

Teacher Talk

“Sir Nathan, may I have this dance?” “Lady Megan is turning in circles.”

Instructions

Tell the children that the class will be having a special dance. Explain that these dances were called revels or balls in medieval times and that people liked to dress up in fancy costumes to attend. Make the costume options available for children to choose. After everyone has chosen what to wear, turn on the music. Encourage children to dance alone, in pairs, and in small groups. Have children try to imitate each other’s movements. Try dancing in lines facing each other like people did in the castle hills.

Helpful Hints: Some children do not like to put on masks. Help them feel comfortable with their decision and encourage them to be a part of the activity by choosing another costume piece (crown, scarf, or vest).

Observation/Assessment

Moves to the musical beat

Freely explores space while dancing

Who’s that Underneath that Crown?

Materials

Crown

Instructions

Sing this song, adding your own tune. Identify different children as you sing.

Who’s that Underneath that Crown?

Who’s that underneath that crown?

Who’s that underneath that crown?

I see Margaret underneath that crown!

Margaret is underneath that crown.

Other Rhymes/Fingerplays/Songs/Music Possibilities

·  Sing “One Little, Two Little, Three Little Knights” to the tune of “Bumpin’ Up and Down in My Little Red Wagon.”

·  Listen to and repeat Gregorian chants.

·  Say the rhyme, “Humpty Dumpty.”

·  Explore any of the following recordings:

- “William Tell Overture” by Telarc

- “Queen’s Goodnight” by Signum

- “Courts, Kings, and Troubadours” by Medieval

- “Renaissance Music” by Fine Tunes

- “Music for a Medieval Banquet” by Classical Express

RHYMES/FINGERPLAYS/SONGS/MUSIC POSSIBILITIES

Clean-up Song

Instructions

Every classroom needs a clean-up song that serves as a notice to transition from independent, self-selected activities to other kinds of activities. Using the same song every time creates a classroom ritual that helps children accept the transition and serves as an auditory cue for children whose first language is not English. Sing the Clean-up Song.

This Is the Way We Wash Our Clothes

Instructions

Sing this song to the tune of “Here We Go ‘Round the Mulberry Bush” as children wash clothes in the Dramatic Possibilities area.

This Is the Way We Wash Our Clothes

This is the way we wash our clothes, wash our clothes, wash our clothes,

This is the way we wash our clothes, so early in the morning.

Other Rhymes/Fingerplays/Songs/Music Possibilities

·  Support the idea that we all make messes, and we are all responsible for cleaning them up. Use any of the following musical sections as clean-up songs:

-  “Heigh Ho” from Snow White by Disney

-  “Don’t Worry, Be Happy” from Simple Pleasures by Bobby McFerrin

-  “Hakuna Matata” from The Lion King Soundtrack by Disney

·  Sing “Whistle While You Work” from Disney’s Snow White as children are working on activities.

·  Sing “The Three Little Kittens” as children sort socks and mittens in the Math/Manipulatives area (see page 169).

RHYMES/FINGERPLAYS/SONGS/MUSIC POSSIBILITIES

Musical Math-The Ants Go Marching

Materials

A recording of “The Ants Go Marching” such as “Ants” from Ants by Joe Scruggs (Shadow Play Records)

Teacher Talk

“Everyone has lined up with a partner-marching two by two.”

Instructions

Begin by inviting the children to march to the music in a single-file line. When the verse ends, partner ants together in pairs to march “two by two.” At the end of every verse, children change formation to reflect the new marching numbers. Practice this once or twice before trying it with the music or be prepared to pause the music as children figure out the math.

Helpful Hints: Give the children a chance to figure out the math before offering your help. Be patient-there is no hurry. Sometimes, the number of children in the group and the number of ants marching won’t work out (there will be some ant left and not enough to make a new group). Encourage the children who are left over to participate as the audience until the next verse.

Caterpillar Metamorphosis

Teacher Talk

“We have learned about how caterpillars turn into butterflies. Now, we are going to be caterpillars and change into butterflies ourselves.”

Instructions

Say and act out the fingerplay.

Caterpillar Poem

A caterpillar crawled to the top of a tree.

“l think I’ll take a nap,” said he.

So under a leaf he began to creep.

To spin a cocoon;

Then he fell asleep.

All winter he slept in his cocoon bed,

Till Spring came along one day and said,

“Wake up, wake up, little sleepyhead.

Wake up, it’s time to get out of bed.”

So he opened his eyes that sunshiny day.

Lo! He was a butterfly, and he flew away!

Observation/Assessment

Recites and acts out fingerplays

(two fingers crawling up on the other arm) (two fingers creeping down underneath the other hand)

(wrap one hand over the other hand)

(place both hands on the side of the face and close the eyes)

(wrap one hand over the other hand, again)

(move the fist out of the wrapped hand slowly) (pop the fingers out) (flapping the arms up and down)