More Investigator Club Songs, Chants, Rhymes, and Games 1-59927-451-5 978-1-59927-451-5

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More InvestiGator Club ® Songs, Chants, Rhymes, and Games More InvestiGator Club ® Songs, Chants, Rhymes, and Games Contents

A, B, C, Tumble Down D...... 1 Add One More ...... 2 Animals ...... 3 The Bear Went Over the Mountain ...... 4 Betty Botter Bought Some Butter ...... 5 Boom, Bang! ...... 6 Bringing Home a Baby Bumblebee ...... 7 © Robert-Leslie Publishing © Robert-Leslie The Carpenter’s Tools ...... 8 The Caterpillar ...... 9 Chick, Chick, Peep, Peep ...... 10 Chuck Says (Version 1) ...... 11 Chuck Says (Version 2) ...... 12 Daisies ...... 13 Day at the Beach ...... 14 Did You Ever See a Gator? ...... 15 Dilly Builds with One Hammer ...... 16 The Farmyard ...... 17 Five Little Ducks ...... 18 Five Little Fingers ...... 19 Five Little Pumpkins ...... 20 Frog, Frog, Gator ...... 21 Frosty the Snowman ...... 22 Great Auntie Lu Loves to Paint ...... 23 Here Is a Beehive ...... 24 Hide and Seek ...... 25

My House My Clock Mix aPancake Mirror, MirrorontheWall Mary Wore aRedDress Mary HadaLittleLamb Manny, MayI? Little Turtle Little PigsSing-Along Little MissMuffet Like anAnimal Letter HokeyPokey Jump orJiggle Jack Sprat Jack andJill Itsy BitsySpider It’s intheBag! InvestiGator ClubTheme Song If You’re HappyandYou KnowIt I Spy The ICanSong I CanDoItMyself How MuchWood Would aWoodchuck Chuck? How AmIFeeling? Rain, GoAway Pat-a-Cake Over intheMeadow Our Snowman Open, ShutThem Ocean Shell Ocean Clues Name theAnimals ......

......

. . . .

......

49 48 46 45 44 43 42 40 36 35 34 32 31 30 29 28 27 26 58 56 55 54 53 52 51 50 39 38 37 57 47 41 B

© Robert-Leslie Publishing Red Light, Green Light ...... 59 Relaxing Flowers ...... 60 Room Riddles...... 61 Rub-a-Dub-Dub ...... 62 Say and Touch ...... 63 Seven InvestiGators ...... 64 Sippity Sup...... 65 The Squirrel ...... 66 Statues ...... 67 Stop, Drop, and Roll ...... 68 The Storm...... 69 The Sun ...... 70 Ten Little Fingers ...... 71 This Is the Way ...... 72 This Land Is Your Land ...... 73 This Little Light of Mine ...... 74 © Robert-Leslie Publishing © Robert-Leslie Three Little Kittens ...... 75 Twinkle, Twinkle, Little Star ...... 76 Wading in the Water ...... 77 What Am I? ...... 78 What Is It? ...... 79 Where Is Thumbkin? ...... 80 Which One Does Not Belong? ...... 81 Who’s Got the Seed?...... 82 Who Took a Cookie from the Cookie Jar? ...... 83 The Wind ...... 84 You’re a Grand Old Flag ...... 85 Zoned for Bees ...... 86 1

Listen to and understand conversations, stories, songs, finger plays, poems. Use verbal ordinal terms. Investigate position of objects.

Objectives • • • Rhyme . D

. Then play an Z to A And can’t see me. down D, A, B, C, tumble cupboardThe cat’s in the

picture. aboutTalk the position of the blocks. Ask which letter is on top? Bottom? Which block will tumble down first? Second? Third? Have children stack alphabet blocks as shown in the Say the alphabet together from children have and alphabet the of letters Say game. alphabet letter the hear they when ground the to down tumble gently together. say the following nursery rhyme Finally, A, B, C, Down Tumble D

communicate meaning. communicate to phrases simple and words single Use ELL: vocabulary. spoken varied and complex increasingly Use More InvestiGator Club Songs,Chants, Rhymes,and Games

• • • • • • • add theletter R, M,S,Q,J, and addonemorethingthatbelongs.For example,ifyousay that gotogether. Childrenhavetotellwhytheygotogether Play alisteninggame.Explainthatyouwillnamesomethings More One Add fall, spring,winter carrots, ham,apple duck, cat,bird circle, square,triangle umbrella) raincoat, boots,rainhat five, ten, two red, blue,green childrenmightsay W.

Here are some groups touse: Herearesomegroups

(numbers; one) (animals; dog)

(colors; yellow)

(seasons; summer)

(food; bread)

(shapes; rectangle)

(what youneedonarainyday; letters ofthealphabet and

Listen for different purposes. Understand complex and varied vocabulary. Combine onset and rime to form a word with pictorial support. magazine pictures of a rabbit, frog, duck, dog, bird, and fish Objectives • • • Materials • Poem/Rhyme

What are What

(six)

(Stand perfectly still.) perfectly (Stand (Squat down and waddle.) and down (Squat fins.) like sides at hands (Flap (Leap forward.) (Leap place.) in (Run wings.) like flap and arms (Extend (Hop in place.) in (Hop

child,

fish? frog? duck?

rabbit? dog? a

bird?

good a

a a

like like like

like like

this? How many animals did I name? How many animals

hop jump walk run fly swim

still

you you you you you you be

Have children recite the rhyme with you. Say each animal animal each Say you. with rhyme the recite children Have still

Can Can And As Can Can Can Can

so children can move like the animal. so children can from the rime: names, isolating the onset Say these animal combine the /f/ /ish/. Ask children to /d/ /og/, /d/ /uck/, find a picture for each word? sounds to make words. Can they Tell children to listen carefully as you recite “Animals” and to as you recite “Animals” children to listen carefully Tell reading the all the animals you name. After try to remember poem, ask: they? to ask children up its picture again. Then name as you hold after each line rhyme again, pausing briefly stand. Recite the Animals

and balance when moving. when balance and control, proficiency, Show activities. musical various in Participate More InvestiGator Club Songs,Chants, Rhymes,and Games form acircleandsingwithyouaseachchildmoveslikebear. (to thetuneof“For He’saJollyGoodFellow”). Havechildren Teach childrenthesong“The BearWent OvertheMountain” Mountain the Went Over Bear The Was allthathecouldsee. The othersideofthemountain, The othersideofthemountain, The othersideofthemountain, To seewhathecouldsee. To seewhathecouldsee, To seewhathecouldsee, The bearwentover themountain, The bearwentover themountain, The bearwentover themountain, they move. Here are some ideas: to name other animals and the ways Continue the activity by inviting children 5. 4. 3. 2. meadow. The The The The

snake rabbit horse eagle

galloped flew hopped slithered

over

out

through across the

trees.

the

bushes.

sand.

Listen to and understand conversations, stories, songs, finger plays, poems. Notice beginning letters in familiar words.

Objectives • • Rhyme

Bought a bit of better butter. So she bought better butter some Better than the bitter butter, And she put it in her batter And her batter was not bitter. So ‘twas better Betty Botter If I put it in my batter, It will make my batter bitter. But a bit of better butter Will make my batter better. Betty Botter bought some butter, But, she said, the butter’s bitter.

the letter at the beginningthe letter at the have children Then of the words. with you. recite the rhyme Teach children the rhyme “Betty Botter Bought Some Butter.” Butter.” “Betty Botter Bought Some children the rhyme Teach about the Talk chart the first line of the rhyme on paper. Write rhyme fun to say as you can hear and make the /b/ sound that to help you circle that sound. Call on children you emphasize Betty Betty Botter Bought Some Butter

gong and drum (optional) drum and gong instruments. musical with Experiment sounds. language new Use ELL: vocabulary. varied and complex Understand More InvestiGator Club Songs,Chants, Rhymes,and Games sound effectswithagonganddrum. to saytherhymewithyou.Somechildrenmightenjoyadding share whattheyknowaboutthunderstorms.Then invitethem identify whatismakingthenoise.Afterreciting,askchildrento “Boom, Bang!”Askchildrentolistenforcluessotheycan Tell childrenthatyouwillsayarhymeaboutweathercalled Bang! Boom, Clippety, clappety, clump! Zoom, zam,zoom,zam! Rumpety, lumpety, bump! bang! Boom, bang,boom,

A thunderstormbrings! noises What wonderful And swishesandzings! Rustles andbustles

Listen to and understand conversations, stories, songs, finger plays, poems. Move and dance to music.

Objectives • • Song

(Hold hands up to show they are clean.) (Wipe hands on shirt.)(Wipe (Open up hands to look at “mess.”) (“Squish” bee between palms of hands.) (“Squish” bee between palms (Shake hands as if just stung.) (Cup hands together as if holding bee.) (Cup hands together as if holding Now my mommy won’t be mad at me! my mommy be so proud of me? Won’t I’m wiping off the baby bumblebee I’m squishing up a baby bumblebee. Ooh! It’s yucky! I’m wiping off the baby bumblebee. I’m squishing up the baby bumblebee. my mommy be so proud of me? Won’t I’m bringing home a baby bumblebee. Ouch! It stung me! a baby bumblebee. I’m bringing home my mommy be so proud of me? Won’t

the song with you. with song the Write the words to “Bringing on Home a Baby Bumblebee” Write makes to name the sound a bee Invite children chart paper. words children the the sound. Teach and then demonstrate perform to them invite Then song. the to actions the model and Bringing Home a Baby Bumblebee

Oral Language Card 37 Card Language Oral vocabulary. spoken varied and complex increasingly Use poems. plays, finger songs, stories, conversations, understand and to Listen More InvestiGator Club Songs,Chants, Rhymes,and Games

pictures of each tool before you begin. you before tool each of pictures show and tools new with verses add Then in. join to children Invite hand. other the with circle a in handle the moving and hand one with knob imaginary the grasping by drill hand a pantomiming Bush,” Mulberry “The of tune the to song the on drill a of picture the Show paper. chart on Tools” Carpenter’s “The to words the Write Tools Carpenter’s The 5. 4. 3. 2. As hedrillsaholeforme. The carpenter’sdrillspinsroundand Round andround,roundround. The carpenter’sdrillspinsroundandround, The carpenter’spliersgrabandbend. The carpenter’shammergoestap,tap. The carpenter’ssawgoesforwardandback. The carpenter’stapemeasureswood. Oral Language Card 37. Card Language Oral Sing Sing

Play

Listen to and understand conversations, stories, songs, finger plays, poems. Combine onset and rime to form a word with pictorial support.

Objectives • • Finger

(Spread fingers and look into hand. (Spread fingers and look into Move hands in flying motion.) (Shake left fist with right hand.) (Wrap right hand over left fist.) (Wrap (Move index finger of left hand in crawling motion.) of left hand in crawling (Move index finger day. So he opened his eyes that sunshiny He was a butterfly—and he flew away! Lo! up, wake up, little sleepy head “Wake up, it’s time to get out of bed.” Wake bed, All winter he slept in his cocoon and said, Till spring came along one day a nap,” said he. “I think I’ll take creep So under a leaf he began to cocoon, and he fell asleep. spin his To to the top of a tree. A caterpillar crawled

/h/ /ead/. Show a bed and a head. Build words from the rhyme. Have children listen to these word parts: /l/ /eaf/. Say the whole word as you show a picture of a leaf. Have children say these word parts and blend them to make words: /b/ /ed/, Write the words to “The Caterpillar” on chart paper. Caterpillar” on chart the words to “The paper. Write childrenTeach the words and model the actions. invite them to performThen with you. the finger play The Caterpillar

More InvestiGator Club Songs,Chants, Rhymes,and Games 6. 5. 4. 3. 2. 1. To playthegame: around themandidentifywherethesoundsarecomingfrom. The objectofthisgameistohavechildrenlistensounds Peep Peep, Chick, Chick, and havingchildrenlistenidentifyyourlocation. carefully andpointinthedirectiontheyhearchick. location intheroomandpeepsoftly. chick bysaying,“Peep, peep!” practice calling thebabychicksaying,“Chick,chick.” Oral LanguageCards46 chicken. Showpicturesofachickandhenusing Repeat thegameseveraltimes,movingtonewlocations With theireyesstillclosed,motherhensshouldlisten Have themotherhensclosetheireyesasyouwalktoanew The teacherwillpretendtobethebabychick.Imitate Children will pretend to be mother hens. Have them Explain thatachickisbabychickenandhenmother and 47.

huckStick Puppet Listen to and understand conversations, stories, songs, finger plays, poems. C assorted tools (screwdriver, screws already set in a block of wood, hand sander and a block of wood, pliers and wire, roller and paint tray, wrench and a pipe) Objective • Materials • • Game

tell children about his tool belt have children pantomime the actions. actions. the pantomime children have pipe,

the sand the wood, paint turn the screw, the

A plumber might use a wrench to fix a faucet faucet a fix to wrench a use might plumber A Chuck Stick Puppet tighten and and

Then have Chuck and children play a game. As Chuck gives have Chuck and children Then as directions, such wall, if necessary. Model the actions with the tools Have the and some of his special tools. Then show how some real they how explore and tools the observe children As work. tools use them. which household helper might work, talk about example: For sink. a on Chuck Says

© Robert-Leslie Publishing 12 Game • • • Materials • • • Objectives Chuck Stick Puppet Stick Chuck 5–12 Cards Vocabulary 4 3, Cards Language Oral between orientation terms Understand the difference English. ELL: Listen to and understand parts. body of relationship and location, name, of awareness Develop

More InvestiGator Club Songs,Chants, Rhymes,and Games

and legs in vertical, horizontal,anddiagonalpositions. and legsinvertical, Practice orientationwiththisgame,havingchildrenshowarms • • • • withthese: Begin part. each Hold uptheappropriate “Chuck Says”usingstatementsthatincludebodyparts. Have the ontheirownbodies. parts Havechildrenpointtothe to reviewthenamesofbodyparts. Use Chuck Says (Version2) Says Chuck

Chuck saysblinkyoureyes. Chuck saysshakeyourleg. Chuck sayswiggleyournose. Chuck saystouchyourtoes. Oral Language Cards 3 Chuck StickPuppet Vocabulary Card Vocabulary and leadchildreninagameof 4 and Vocabulary Cards 5–12 as you focus on on focus you as

Associate number concepts, vocabulary, quantities, and written numerals. Identify plants as living things.

Objectives • • Rhyme was one. I picked one, and then there done, One blue daisy—now we’re almost were none. I picked it too, and then there were three. I picked one, and then there a shoe, Three pink daisies growing in were two. I picked one, and then there daisies growing in the sun, blue Two growing by my door, Five yellow daisies were four. I picked one, and then there white daisies growing by a tree, Four

the end of each verse. the end of each Write the numerals 1–5 on the board. Point to the appropriate to the appropriate on the board. Point the numerals 1–5 Write rhyme. the in mentioned is one each as numeral their Have children pretend the rhyme “Daisies.” children Teach after they “pick” it. bending down each one fingers are flowers, at the rhyming number words may also enjoy supplying They Daisies

Develop pincer control. pincer Develop poems. plays, finger songs, stories, conversations, understand and to Listen activities. and tasks in Participate

More InvestiGator Club Songs,Chants, Rhymes,and Games

Play Recite thisfingerplaytohelpchildrenquietdown: Beach the at Day day atthebeach! Oh whatfunonthis as I As highastheycan. Friends buildingcastles Friends siftingsand. Friends findingseashells. on rockswithacrash. Ocean wavesbreaking Kick feetandsplash Ocean breezeblowing

stretch

they’ll

reach.

arms

high

(Pretend topickupshells.) another.) (Place onehandontopof (Pretend tosiftsand (Stretch arms up.) through fingers.) (Clap hands.) (Kick feet.) (Sway arms back and forth.)

Dilly Stick Puppet Listen to and understand conversations, stories, songs, finger plays, poems. Explore moving in space. Recognize and blend two phonemes into real words with pictorial support.

Objectives • • • Materials • Song

. Set out go move in different ways: left and move in different Dilly Stick Puppet Go this way and that? Go this way and that way, And that way and this way, Did you ever see a gator Go this way and that? a gator, Did you ever see a gator? A gator, Did you ever see a gator

Show a picture of a green traffic light and explain that it means the word: /g/ /o/, to go. Blend the sounds to make children say the letter sounds pictures of a bow and a toe. Let for each word. Teach children the song “Did You Ever See a Gator?” (to the Ever See a Gator?” “Did You children the song Teach repeat the song, Ever See a Lassie?”). As you tune of “Did You have the right, forward and backward, up and them down. ShowHave children another. one from apart arms-length an stand to how like Dilly. explore moving Did Ever See You a Gator?

© Robert-Leslie Publishing 16 Song • Materials • • • Objectives Movement CD Movement and Music Dilly’s words. into syllables Combine English. understand and to Listen ELL: poems. plays, finger songs, stories, conversations, understand and to Listen

More InvestiGator Club Songs,Chants, Rhymes,and Games with thenamesofothertools. children tosaythelastpart: Point toDilly’shammer. ofthewordandask Saythefirstpart andhammeringforeachverse. singing their heads.Then play“DillyBuildswithOneHammer”again, and so on. For the fifth hammer, children might suggest nodding(both fistsonthefloor),threehammersandafoot), other palm. Ask children how they might show two hammers thefirstverseofsong,poundingonefistinto singing the Sit onarugwhereeachchildcanstretchout.Leadchildrenin Hammer One with Builds Dilly Then shebuildswithtwo. Dilly buildswithonehammer, One hammer, onehammer. Dilly buildswithonehammer, ham +(mer)=hammer. Repeat

Play

Listen for different purposes. Listen to and understand conversations, stories, songs, finger plays, poems. Develop pincer control.

Objectives • • • Finger (Clasp fingers, palms (Point to fourth(Point finger.) (Point to index finger.) (Point (Point to little finger.) (Point (Point to thumb.) (Point (Point to opposite thumb.) opposite to (Point (Point to middle finger.) (Point apart to form “barn.”)

night.”

“Good

says, “Oink.”

farmer grunts,

the pig

at the end of the day, In the farmyard politely say, All the animals The Then the barn is locked up tight And “Moo.” The cow says, The pigeon, “Coo.” cluck, cluck.” The hen, “Cluck, The horse, “Neigh.” my food today.” “Thank you for “Quack,” says the duck.

Lead children in a finger play about the farmyard. Lead children in The Farmyard

from aset. from 1–5 objects subtracting for problem word a verbal Make play. dramatic in Engage

More InvestiGator Club Songs,Chants, Rhymes,and Games Only fourcameback.Oneduckwasmissing. to showwhathappened,suchas, On anotherday, letchildrenmakeupsimplewordproblems the rhymeagain. ofthefiveducklingsasyouchant Let childrenactouttheparts er duckquackloudlytogetallherducklingsreturn. returning eachtime,untiltherearenoducks.Then havemoth Say theversebelow. Repeattheverse,havingonelessduck FiveDucks Little But onlyfourlittleduckscameback. “Quack, quack,quack.” Mother ducksaid Over thehillandfaraway. Went outoneday Five littleducks Five ducksswamaway. -

Play

Listen to and understand conversations, stories, songs, finger plays, poems. Associate number concepts, vocabulary, quantities, and written numerals.

Objectives • • Finger

fingers and and fingers thumb.) finger.) finger.) finger.) fingers.) (Wave goodbye.) (Wave (Hold up middle middle up (Hold (Hold up all all up (Hold (Hold up index index up (Hold (Hold up four four up (Hold (Hold up ring ring up (Hold

street.

the

done.

alone.

be.

own.

are thumb.

not

down its can a

we is

as on

they’re now one

walking

happy

now go This

standing

‘cause

fingers

fingers finger fingers, fingers.

little bye-bye

little little little little

Five Wave Three Four One Two

say each number. Teach children the following finger play “Five Little Fingers.” finger play “Five Little Fingers.” children the following Teach to perform invite children Then separately. Show each action with you. the finger play on the board. Perform the numerals 1–5 theWrite finger play one more time, pointing to the as you appropriate numeral Five Little Fingers Five

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Play the voicesforpumpkinsasrhymeisrecitedagain. andfifthinline. Then, havevolunteersbe second, third,fourth, On anotherday, lineupfivepumpkins. Talk aboutwhichisfirst, out androllthemtogetherasthepumpkinsaway. line isrecited.Childrencanclaptheirhandswhenthelightgoes having childrenraisefingersononehandaseachpumpkin’s might bealittlescary. Then readtherhymeasafingerplay, Listen tofindoutwhatthingshappenthepumpkinsthat FivePumpkins Little And “Oo-oo!” The The The The The Five

fifth fourth third second first little the

five one

one

pumpkins went one

one

little said, said,

said,

the said,

said,

pumpkins

“Oh “I’m

wind

“But sitting

“Let’s

“There

my, ready

and we

run, it’s

don’t rolled

out

are for a

getting

and gate,

went some

witches care.”

out

run,

late.” of the

fun.”

and

sight. in

light,

the

run.”

air.”

Listen for different purposes. Understand and follow directions. Participatein games, outdoor and play, exercise.

Objectives • • • Game

If the gator is not able to do this, he or she becomes “it” for able to do this, he or she becomes If the gator is not the child tagged should If the gator does tap the “it” child, sit in the center of the circle. Then the gator becomes “it” the Then sit in the center of the circle. can’t leave until child in the middle for the next round. The or she is replaced. another child is tagged and he the next round and play continues. the next round and play continues.

in the gator’s spot. in the gator’s spot. • • In this game, children sit in a circle facing each other. One child child One other. each facing circle a in sit children game, this In walks “it” is who child the As circle. the around walks and “it” is children and lightly taps the heads of other around, he or she is someone When “gator.” a or “frog” a are they whether says “it” around the circle. they get up and try to chase the gator, sit down “it” before he or she is able gator’s goal is to tap The Frog, Frog, Gator

compound word. compound a from aword Delete songs. in Participate

More InvestiGator Club Songs,Chants, Rhymes,and Games snowflake (snow___),andfootprint(foot___). snowball (snow___),tiptoe(tip___),grandmother(grand___), Ask childrentofinishtheword.Say: words, sayingthewholeword,thenonlyfirsthalf. of twosmallwords: Then saytheword he dancesaround. Sing thesongtogether, lettingchildrenpretendtobeFrosty as Frosty the Snowman Frostythe just thesameasyouandme. And thechildrensayhecouldlaughandplay thesnowmanwasaliveashecouldbe, Oh, Frosty he begantodancearound. For whentheyputitonhishead, old silkhattheyfound. There musthavebeensomemagicinthat how hecametolifethatday. He wasmadeofsnowbutthechildrenknow thesnowmanisafairytaletheysay.Frosty and twoeyesmadeoutofcoal. With acorncobpipeandbuttonnose thesnowmanwasajolly,Frosty happysoul, snowman snow and , explainingthatthewordismade man . Introducenewcompound

corncob (corn_____),

Listen to and understand conversations, stories, songs, finger plays, poems. ELL: Develop a vocabulary of object names and English phrases. Oral Language Card 19

Objectives • • Materials • Song - Point out the differ the out Point

Oral Language Card 19. Card Language Oral to cut. Great Auntie Lu loves to sculpt. Great Auntie Lu loves to draw. Great Auntie Lu loves It looks like so much fun! 2. 3. 4. paint, to loves Great Auntie Lu to paint. to paint, loves Loves to paint. Great Auntie Lu loves

Activity text Show Activity text Show Then draw. used to paint, cut, sculpt, and that are materials ent singinglead children in Auntie Lu Loves to the song “Great Bush”). Mulberry (to the tune of “The Paint” Great Auntie Lu Loves to Paint

Develop pincer control. pincer Develop poems. plays, finger songs, stories, conversations, understand and to Listen

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Play Here Is a Beehive a Is Here Perform thissimplefingerplaytohelpchildrenquietdown: Perform One, two,three,four, five! Out ofthehive. Soon theycomecreeping sees! Where nobody Hiding inside Where arethebees? Here isabeehive.

(Unlock fistsslowly.) (Pretend tolookaroundfor (Make abeehivewithfists.) beehive.) (Try toseeinsidethe them.)

Oral Language Cards 14, 23, 39 20, 21, 19, 17, Use increasingly complex and varied spoken vocabulary. Identify objects inthe environment. Describe relative position from different perspectives.

Objectives • • • Materials • Game It was hiding under I found the bear!

Hide and Seek one at a time, have children look for the objects in the room. have children look for the objects one at a time, say where they should name it and they find the object, When as they found it, such on top of the bookcase, Marcy’s lunch box.. beside the chair, In advance, hide objects in the room. As children join you in objects in the room. As children In advance, hide photographsthe circle, show puzzle, crayons, scissors, of a children Let fork. a and ball, soccer bear, stuffed drum, toy paint, the objects. help you name As you hold up the photographs play “Hide and Seek.” Then

© Robert-Leslie Publishing 26 Game • • Materials • • Objectives (optional) mirrors hand plastic 6 Card Language Oral gestures. and language using ideas and feelings, thoughts, Express self. of awareness an express and Develop

More InvestiGator Club Songs,Chants, Rhymes,and Games emotions. how theycantellwhensomeoneelseisfeelingoneofthese feeling thechildisexpressing.Concludebyaskingchildren that showsoneoftheemotions.Haveclassguesswhich Call onchildrentostandinfrontoftheclassandmakeaface about otherfeelings. their expressions in plastic hand mirrors. Repeat with questions gestures inresponsetoyourprompt.Invitethemlookat you feelhappy? feelings depictedonthecard.Ask: Show Feeling? I Am How Oral LanguageCard6 Havechildrenusefacialexpressionsand andtalkwithchildrenaboutthe How doyoulookwhen

Recognize matching sounds and rhymes in familiar songs,stories, games, words, plays, poems. finger

Objective • Rhyme

As much wood As a woodchuck would, If a woodchuck Could chuck wood. If a woodchuck Could chuck wood? How much wood a woodchuck chuck, Would

How Much Wood Would a Woodchuck Chuck? the rhyme again slowly, clapping for each word. Then say it each word. Then clapping for slowly, the rhyme again again quickly. Say the tongue twister quickly to get children’s attention. Have twister quickly to get children’s Say the tongue point Then as you repeat the tongue twister. children join in twister difficult sounds that make the tongue out the repeating for the sounds as you say Have children listen and fun to say.

© Robert-Leslie Publishing 28 Poem/Rhyme • Materials • • Objectives hat, coat, boot, mittens boot, coat, hat, accomplishments. in pride and ability in confidence Demonstrate poems. plays, finger songs, stories, conversations, understand and to Listen

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you tosaythewordsandpantomimeactions. the actionsinremainingverses.Then invitechildrentojoin verse ofthepoem.Useacoat,boot,andmittentoshow Put onasillyhatandactoutthemotionsasyousayfirst Myself It Do Can I All bymyself,justme. I canputmycoaton Buttons one,two,three. One armin,twoarms All bymyself,justme. I canputmyhaton Pull itdownyousee. Hat onhead,justlikethis Hands warmascanbe. Fingers All bymyself,justme. on I canputmyboots Pull andpull,thensee— Toes infirst,heelsdownnext, All bymyself,justme. I canputmymittenson

here,

thumbs

right

here,

Play

Move and dance to music. Develop and express an awareness of self. Develop pincer control.

Objectives • • • Song/Finger I am so proud of me! meal. I can eat a healthy hands I can wash my I feel. And tell you how I can dress myself And stay healthy as can be. teeth. I can brush my

The I Can Song Teach children to sing “The I Can Song” (to the tune of “Do I Can children to sing “The Teach up actions for Low?”). Invite children to make Ears Hang Your the song.

© Robert-Leslie Publishing 30 Game • • Materials • • • Objectives Oral Language Cards 14, 15 Cards Language Oral 36–39 Cards Vocabulary colors. primary Identify numerals. written and quantities, vocabulary, concepts, number Associate shapes. compare and describe, Recognize,

More InvestiGator Club Songs,Chants, Rhymes,and Games investigators search for specific numbers and colors in the room. 39. find othersquares.Repeatwith magnifyingglassesandsearcharoundtheroomto imaginary name anddescribetheshape.Then invitethemtousetheir Show thesquareon Spy I Then use Oral LanguageCards14 Vocabulary Card36 Vocabulary Cards37, 38, and andhavechildren 15 andhaveyoung and

Listen for differentListen for purposes. Move and dance to music.

Objectives • • Song

… say “hooray.” … stomp your feet. … turn around. 2. 3. 4. and you know it, clap your hands. If you’re happy and you know it, then your face If you’re happy will surely show it. it, clap your hands. If you’re happy and you know and you know it, clap your hands. If you’re happy

If You’re Happy If You’re Knowand It You Invite children to sing and move to the song “If You’re Happy “If You’re to sing and move to the song Invite children It.” Know and You

computer Movement CD Dilly’s Musicand screen. touch Operates music. to dance and Move

More InvestiGator Club Songs,Chants, Rhymes,and Games theme-song.aspx. www.investigatorclub.com/kids/the-investigator-club-story/ stop themusic: and children totouchthescreenontheircomputerstart Learning Center. Gotothefollowinglink,encouraging friends astheyplaythemusicandwatchcharactersina On anotherday, letchildrensingalongwithDillyandher thesongasyouadddancemovements. Then perform the words you to in the singing “InvestiGator Club Theme Song.” Play Dilly’sMusicandMovementCD,invitingchildrentojoin By JoellynCicciarelli Song Theme Club InvestiGator A placeforlotsoffun. They’d builtaveryspecialplace, But whenthehousewasdone, It tooksometimetobuildit, To buildoneinthattree. So Dillygatheredallherfriends said DillytoJT. “Let’s buildatreehouse!” Stretched upfromtheground. It lookedjustlikeagiant. S Its trunkwasbigandround. They cameuponanoaktree. To seewhattheycouldsee. Went onahikewithAuntie That DillyandJT It wasinCircleForest Verse 1

Stand still.Pretendtosaw. Stand still.Pretendto Bend over, andstretchtall March inalargecircle. Movements top. Face Circle.Form large hammer. round circlewitharms.

Song “salute,” looking a gathering motion. in a large circle. holding hands. holding hands. ladder in place. around. place.

Point to head to beat. Point Push arm up and show six fingers. and bounce in Wave Open and close arms in Hold hands. Walk quickly Hold hands. Walk to the center Walk back to the outside Walk Pretend to climb a Hand over eye in a

investigate our world Let’s There’s so much here to see! (Repeat Chorus) learn about“We’ll this big wide world. Our mission never ends!” So come and join the club today With Dilly and JT Is six InvestiGators! to our clubhouse,” “Welcome Said Dilly to her friends. Then a great idea came Miss Dilly Gator. young To What this world could use ladder They climbed the tree house They turned to look below see There were so many things to And places they could go. And investigate! 2 Verse Chorus that’s our Dilly Gator Yes, Grreat! She is Grr- grr- think She can find and do And make and

More InvestiGator Club Songs,Chants, Rhymes,and Games • • yes ornoquestions.Modelwithquestionssuchasthese: the remainingchildrentoguesswhatisinbagbyasking inside itwithouttellinganyonewhatisinthebag.Challenge bags.Callachildtochoosebagandlook individual grocery In advance,placeplasticmodelsoffruitsandvegetablesin It’s in the Bag! the in It’s

Is itred? Is itafruit? • •

Is itround? Is itbiggerthananegg?

Listen to and understand conversations, stories, songs, finger plays, poems. Describe sources of energy including light and heat.

Objectives • • Song and have children and have children down and up And the itsy bitsy spider up the spout again. Went up the water spout. Went Down came the rain And washed the spider out. Out came the rain And dried up all the rain. The itsy bitsy spider

Finally, encourage children to think about the ways the sun is encourage children to think Finally, warm, sun keeps us and to them. (The helpful to the spider helps plants grow.) and keeps us healthy, provides light, Discuss the position words Discuss the position down a pole. up a ladder and sliding pantomime climbing with the children. words to “Itsy Bitsy Spider” Sing or chant the make the spider go how to use their fingers to Show children water spout. up and down the Itsy Bitsy Spider

sand pail (optional) pail sand references. standard non- using objects more or one of weight the Compare chants. and poems familiar recite and to Listen purposes. for Listen different

More InvestiGator Club Songs,Chants, Rhymes,and Games water, oneemptyandwithwater. Which isheavier? Experiment withweigh,havingchildrencomparebucketsof recites. the actionsofrhymeasgroup names forthe substituting thenamesoftwochildreningroup when theyarefamiliarwiththewords.Then saytherhyme Recite therhymeseveraltimes,invitingchildrentojoinin Jack and Jill and Jack And Jillcametumblingafter. Jack felldownandbrokehiscrown, To fetchapailofwater. Jack andJillwentupthehill Jack and Jill. Invitethosetwochildrentopantomime

Listen to and understand rhymes. Informally compareweights of people. picturesof different foods Objectives • • Materials • Rhyme

lean, and fat And so between the two of them They made the platter clean. Jack Sprat could eat no fat. His wife could eat no lean.

think is heavier? Who is lighter? Why? lighter? Why? is Who think is heavier? In advance, set out a platter with pictures of lean foods and out a platter with pictures of In advance, set about the words high in fat. Talk foods that are aloud. say the rhyme meaning of each. Then, explaining the Have children sort piles: foods they think the foods into two enjoyed. foods that his wife may have Jack Sprat ate and you do Who of Jack Sprat and his wife. Look at the pictures Jack Sprat

word. a from asyllable Delete vocabulary. varied and complex Understand purposes. for Listen different

More InvestiGator Club Songs,Chants, Rhymes,and Games pup), say thewordswithsyllablesreversed,suchas Play asillygame.Saywordswithtwosyllables.Havechildren and actitout. Then repeattherhymeseveraltimes,havingchildrenjoinin Give suggestionsasneededforanyunfamiliaractionwords. about how to show each animal. Let children model their ideas. Ask children to listen as you recite “Jump or Jiggle” and think ways. different in move animals that children Remind Jiggle or Jump Lions stalk—butIwalk! Kittenspounce. Puppies bounce. Mice creep.Deerleap. Snakes slide.Seagullsglide. Rabbits hop.Horsesclop. Worms wiggle.Bugsjiggle. Frogs jump.Elephantsthump. kitten (tenkit)and rabbit (bitrab). puppy

(py -

Show awareness of print in various settings. Match and sort letters. small self-stick notes Objectives • • Materials • Rhyme

f F on each child’s right hand. on each child’s left hand. Then left hand. Then on each child’s

Ff s Send children to find examples of the letters Send children to find examples hand in. hand out. it all about.hand in, and shake on charts, posters, or bulletin boards in the room. room. the in boards bulletin or posters, charts, on Ff. f S S S S and and F,

s, Put your Put your turn yourself around. and Do the Hokey Pokey That’s what it’s all about. Put your

Have them take the matching self-stick note and place it Have them take the matching the letter in the room. below Repeat for S, Place a self-stick note with note with Place a self-stick Pokey.” Hokey “The of version this dance and sing children have Letter Hokey Pokey

form a one-syllable word. aone-syllable form to rime and onset Combines thought. and action independent for acapacity Develop inventiveness. and imagination, flexibility, with and Approach activities tasks

More InvestiGator Club Songs,Chants, Rhymes,and Games Have childrenrepeatandthennametheanimal. separation betweenthefirstsoundandrestofsounds. Say thenameofeachanimalinrhyme,withclear an actionforeachanimalasitismentioned: Have childrenstandupandsaythispoemwithyou,actingout Animal an Like And sitdownwithme. Now buzzlikeabee, And hoplikeahare? Can yougrowllikeabear And flylikeabat? Can youstretchlikeacat And barklikeadog? Can youjumplikeafrog

Notice beginning letters in familiar words. Represent stories and experiencespictures through play. dictation in and and ELL: Engage in nonverbal communication. name cards per child) (1 chart paper, marker plastic spider (optional)

Objectives • • • Materials • • • Rhyme

Little Miss Muffet, when appropriate). After the child’s turn, invite when appropriate). After the his/him spider who sat down beside her Along came a Miss Muffet away. And frightened sat on her tuffet, Little Miss Muffet and whey. Eating her curds

Little Little Miss Muffet Tape the child’s name card over the words the Tape rhyme using the child’s name and have the class recite the (and in his or her name. Offer each the child to name the first letter child a turn. Talk about the meaning of the rhyme. Then invite a child to the meaning of the rhyme. Then about Talk can use a plastic spider as a prop. You role-play the story. In advance, make sure each child has a name card. Record the sure each child has a name In advance, make children: for it recite and paper chart on rhyme nursery following

ordinal position. ordinal of concept the Demonstrate rhythm. and beat to time in Move sound. and tempo, volume, concepts, music with Experiment activities. musical various in Participate

More InvestiGator Club Songs,Chants, Rhymes,and Games child gives directions.(“Putthestrawhousefirst”andso on.) child gives place themintheorderwolfblewdownasanother Using woodenblockstorepresenteachhouse,havechildren move intimetothebeat. of “LondonBridge.” Aschildrensingalong,havethemclapor Teach childrenasongaboutthethreelittlepigstotune Sing-Along Pigs Little 8. 7. 6. 5. 4. 3. 2. The firstlittlepigbuiltahouseofstraw, intheforest. house ofstraw. The firstlittlepigbuiltahouseofstraw, houseofstraw, stick housein. The bigbadwolfthenhuffedandpuffed,blewthe blow thebrickhousein. The bigbadwolfthenhuffedandpuffed,buthecouldn’t straw housein. The bigbadwolfthenhuffedandpuffed,blewthe “Not bythehaironmychinny, chin,chin,”saidthepiggy. The The thirdlittlepigbuiltahouseofbricks. The secondlittlepigbuiltahouseofsticks.

big

bad

wolf

shouted,

“Let

in,

let

in,

let

in!”

Play

Delete a syllable from a word. ELL: Develop a vocabulary of object names and English phrases. Develop pincer control. chart paper, marker

Objectives • • • Materials • Finger (tle). Repeat with (tle). Repeat with tur (Make catching motion (Snap with thumb and forefinger three times.) and snap.) with hands three times.) thumb and index finger.) box.) motions.) with hands.) (Cup hands to form a (Make swimming (Turn hand toward self hand (Turn (Make climbing motion (Make a small circle with (Make a small . Ask children what they . Ask children what turtle

But he didn’t catch me. He caught the mosquito. He caught the flea. He caught the minnow. He snapped at a mosquito. He snapped at a flea. He snapped at a minnow. And he snapped at me! He swam in a puddle. He climbed on the rocks. turtle.There was a little He lived in a box.

Write the words to “Little Turtle” on chart paper. Track the print Track on chart paper. the words to “Little Turtle” Write Recite the finger line and model the actions. as you read each and invite children to join in. play, say the word On another day, away the first syllable hear if you take the finger play. other words from Little Little Turtle

Manny Stick Puppet Stick Manny routines. and rules Follow numerals. written and quantities, vocabulary, concepts, number Associate

More InvestiGator Club Songs,Chants, Rhymes,and Games May I?” Hold the Help childrenreviewnumbersonetothreebyplaying“Manny, I? May Manny, not theirturn. when itistheirturntomove.Tell childrentostandstillifitis Remind childrentolistenfortheirnamessotheywillknow • • • direction, suchas: a line ofchildren.HaveMannycallachild’snameandgive facing Manny, leavingalargespacebetweenMannyand the

Take three regular steps. Take twobabysteps. Take step. onegiant Manny Stick Puppet (Write thenumeral1onboard.) (Write thenumeral2onboard.) (Write the numeral 3 on the board.) and have children line up

Listen to and understand conversations, stories, songs, finger plays, poems. Move and dance to music.

Objectives • • Song/Rhyme

It made the children laugh and play, laugh and play, and play, Laugh It made the children laugh and play, day, It followed her to school one school one day, School one day, day, It followed her to school one Which was against the rules. And everywhere that Mary went, Mary went, Mary went, Everywhere that Mary went, The lamb was sure to go. Little lamb, little lamb, Mary had a little lamb, Its fleece was white as snow. Mary had a little lamb, see a lamb at school. To

Mary Had a Little Lamb children to listen to find out what Mary brought with her. Then with her. to find out what Mary brought children to listen sing the song the song with you. As you have children sing skip to the music. again, let children Display common items children bring to school with them, them, with school to bring children items common Display including a backpack, lunchbox, juice, jacket, and so on. things they brought today. let children share the Then girlExplain that a little brought something named Mary Sing the song, inviting her to school one day. very funny with

environment. the in objects Identify

More InvestiGator Club Songs,Chants, Rhymes,and Games she iswearingtocreatenewversesforthechant. wearing. Useeachchild’snameandthetypeofclothingheor the circle,askingchildrentodescribeclothingtheyare them standandsaythechantwithyouagain.Then, goaround Ask: andthewords. they arefamiliarwiththerhythm Say thischantseveraltimes,invitingchildrentojoininwhen Dress Red Worea Mary (Tony) (Tony) Mary woreareddressalldaylong. Mary woreareddress, Is anyoneinourclasswearingareddress? wore( wore( blue jeans,jeans,) blue jeans) alldaylong. Ifso,have

Listen to and understand conversations, stories, songs, finger plays, poems. Develop and express awareness of self. Measure or compare the height of one or more objects using non-standard references. mirror Objectives • • • Materials • Chant

on the wall, mirror, Mirror, one of all? Who’s the quietest (tallest, closest)

Then gaze into the mirror and say the chant. Ask children who you think the “mirror” sees. Look into a mirror and tell children what you see, such as two and tell children what you Look into a mirror the mirror, freckles, and so on. Pass green eyes, long black hair, in it and describe look at their own reflection letting children what they see. Mirror, Mirror on the Wall

individual words. individual into sentences Separate poems. plays, finger songs, stories, conversations, understand and to Listen

More InvestiGator Club Songs,Chants, Rhymes,and Games vidual words,separatedbyslightpauses. children tosayeachline,separatingthesentencesintoindi the rhyme,havingthemcountindividualwords.Then, ask On anotherday, havechildrenlistenasyousayeachline of actions formakingpancakes. rhyme again,invitechildrentoaddgesturespantomimethe in therhyme.(mix,stir, pop,fry, toss,catch)Asyousaythe Say therhymetogether. Havechildrennametheactionwords Pancake a Mix Catch itifyoucan. Toss apancake. Fry apancake. Pop itinapan. Stir apancake. Mix apancake. -

Recognize rhymes. Investigate sources of energy including electricity. Describe sources of energy including electricity. electric clock (optional) Objectives • • • Materials • Rhyme are on my clock. hands Two One is short is long, and one Tick, tick, tock. Tick, tock, tick, tock,

the responses. words. about a clock. Listen for rhyming Chant this rhyme join in. the rhyme again, having children (tock, clock) Say Hold an electric clock behind your back. Quietly chant “tick, clock behind your back. Quietly Hold an electric object you are asking children to guess the tock, tick, tock,” clock, paying children to investigate the holding. Encourage the hands. Can to the size and movement of close attention is clock (The why the hands are not moving? children guess Plug it in to test and it needs electricity to run.) not plugged in My Clock

© Robert-Leslie Publishing 50 Finger • Materials • • Objectives Oral Language Card 31 Card Language Oral purposes. for Listen different poems. plays, finger songs, stories, conversations, understand and to Listen

More InvestiGator Club Songs,Chants, Rhymes,and Games

Play “My House.” point tothechimney. Then leadchildreninafingerplaycalled on topoftheroof.Doyouseeittoo? Show children My House My Where I’llbesnugandwarm. I’ll gositinmylittlehouse Or whenIhearastorm, In winterwhenthesnowflakesfall, Drifting outofsight. With chimneytallandcurlingsmoke With windowsbigandbright. I’m goingtobuildalittlehouse. Oral LanguageCard31.

Askavolunteerto

Say: I seeachimney (Have hands (Use fingersto (Stand witharms (Cross armsover (Use fingersto (Sit down.) (Cup handto chest.) ear.) flutter down.) up inair.) form windows.) form roof.)

Play

cardboard glue and tape craft sticks Understand complex and varied vocabulary. ELL: Use new vocabulary and grammar in speech. Delete a syllable from a word. Indicate that there are less when removing objects from a set. farm animal pictures scissors

• • • • Objectives • • • • Materials • Finger

(key) Repeat Repeat (key) ? ? Ask children don This animal lives on a farm. It has animal lives on a farm. This What is left when I take away away take I when left is What

animals in a “barn” and ask if there are more of less animals animals less of more are there if ask and “barn” a in animals before. than On another day, distribute a donkey puppet and name the the name and puppet donkey a distribute day, another On Ask, animal. . puppets rabbit and chicken with the of one Put puppets. the up line skills, subtraction practice To animals. For example, say: example, say: animals. For it. It says “moo.” get milk from four legs. We the puppet to based on the clues. Give to name the animal activity with each puppet. one of the children. Repeat the puppets. animal their for speaking turns take children have Then In advance, make stick puppets of animals on a farm. Cut out stick puppets of animals on In advance, make attach and cardboard, to them glue animals, farm pictures of to craft sticks. cutouts the the animal. and ask children to name Display each puppet, of the carefully as you describe one tell them to listen Then Name the Animals

Oral Language Card 53 Card Language Oral word. compound a make to words Combine environment. the in objects Identify world. natural the discuss and describe, Observe,

More InvestiGator Club Songs,Chants, Rhymes,and Games (seaweed, seahorse,seashell)or word. Askchildrentoprovideasecondhalf. Suchas ofacompound Play acompoundwordgame.Saythefirstpart Encourage childrentotaketurnsprovidingclues. Call onavolunteertopointthepictureandsay a greenplantthatsomefishfeedon. What isit? by theocean.Isee(clap-clap)floatingnearby. Iknowitis Clap syllables in place of the picture name, such as: seaweed, fish,rocks, to sharewhattheyknowabouttheocean.Includewords Name thepictureson Clues Ocean and Oral LanguageCard53. ship inthediscussion. sail (sailboat,sailfish). Invitechildren I’m standing seaweed

(seaweed) sea

Play

Listen to and understand conversations, stories, songs, finger plays, poems. Speak clearly without contextual clues. Delete a word from a compound word large and small seashells

Objectives • • • Materials • Finger

seagull Where can Where Teach children children Teach cupped.) cupped.) (Raise hands to ear.) (Raise hands to (Hold one hand (Hold hands (Pretend to roll shell between palms of both hands.)

. Have children say either the first . Have children say either the

seashell (on the beach by an ocean) an by beach the (on

. starfish smooth It felt nice in my hand. I found a tiny shell one day Upon the ocean sand. The waves had worn it nice and to my ear I held it close up I heard the ocean roar! big shell one day I found a great floor. Upon the ocean

On another day, say On another day, or second part compound word. Repeat with of the and Give each child a shell. Have him or her say if it is a big shell or Give each child a shell. Have like. a tiny shell and tell what it feels Display a collection of big and tiny seashells. Ask: of big and tiny seashells. Display a collection seashells? find you play. the following finger Ocean Shell

word. one-syllable afamiliar form to rime and onset Combine activities. and tasks in Participate poems. plays, finger songs, stories, conversations, understand and to Listen

More InvestiGator Club Songs,Chants, Rhymes,and Games

Play Sing orsaythissimplerhymetohelpchildrenquietdown: Them Shut Open, sound fromtherestofword. separatingthebeginning have themsaythenewbodypart, As, body parts. Children willhavefunmakingupnewendings withother Put theminyourlap. Open, shutthem,open,them. Give alittleclap. Open, shutthem,open,them. Put themonyourknee(head,nose). (Openandclose fingers.) fingers.) (Fold handsinlap.) (Open andclose (Clap hands.) Then,

Understand complex and varied vocabulary. Use the concepts of light, shadow, sun, moon, and stars. Rotate shapes. Oral Language Card 62 paper shapes (circles, square, triangle, rectangle) Objectives • • • Materials • • Rhyme

all—

last?

at Oral Language Card 62. stay, away.

high.

small, to

left

and and

grass.

out

melted

snowman really

the

wide friend

nothing big

came

was

our he

sun

Snowman there’s

day

the puddle

snowman

a a

couldn’t today slowly

other then

yesterday What caused the snowman to melt into water?

And Except Why Made But And By The

Make a snowman with paper shapes. Rotate the circle body with paper shapes. Rotate Make a snowman add other is still the same shape. As children and note that it the same. them and ask if the shapes remain shapes, rotate Lead children to recite and pantomime the rhyme below. Then display the snowman on Ask: (the sun’s heat) Our Snowman

© Robert-Leslie Publishing 56 Song • • Materials • • • • Objectives a Movement CD Movement and Music Dilly’s events. or creations artistic to Respond communicate. to language use and Understand ability. auditory and visual Demonstrate poems. plays, finger songs, stories, conversations, understand and to Listen

nimal pictures nimal More InvestiGator Club Songs,Chants, Rhymes,and Games representing the animals perform theactions. representing theanimalsperform mother andbabyorbabies.Asyousingagain,havetheactors oftwoormorerepresentingthe For eachverse,formagroup hop, swim,sing,dive,buzz,caw, chirp,crawl,quack,and hide. and sounds.Showtheanimalpicturedemonstratehowto as yousing.Then havechildrenstandtopracticetheactions listen foreachanimalname,andholdupthepicture Movement CD. Play thesong“OverinMeadow”on Meadow the in Over In thesandinsun. So theyhoppedand “I hop!”saidtheone, “Hop!” saidthemother; And herlittletoadone. Lived anoldmothertoad In thesandinsun, Over inthemeadow, Invitechildrentosingalong.Askvolunteers Dilly’s Musicand

Listen to and understand conversations, stories, songs, finger plays, poems. Notice beginning letters in familiar words.

Objectives • • Rhyme

B s in baby. B in the B over the other.) together.) air.) (Pretend to slide together.) (Clap hands (Roll hands one cake pan in oven.) (Pat hands (Pat (Write a (Write

on the board. Help children whose names on the board. B B to find the letters in their names. Look for to find the letters

for baby And put it in the oven and me. Roll it, And pat it, And mark it with a pat-a-cake, baker’s man. Pat-a-cake, can. Bake me a cake as fast as you

If children are able, let them name the first letter in their let them name the first If children are able, the new letter for the letter names. In the rhyme, substitute and a word that begins with the new letter for the word Write the letter Write begin with say the it. Then the letter each time you see the room, naming times as you performrhyme several the actions. Encourage the words and in when they are familiar with children to join actions. Pat-a-Cake

© Robert-Leslie Publishing 58 Song • • • Materials • • • Objectives umbrella raincoat CD Movement and Music Dilly’s rhythm. and beat to time in Move sound. and tempo, volume, concepts, music with Experiment music. of types different Appreciate

More InvestiGator Club Songs,Chants, Rhymes,and Games opened umbrelladuringthisactivity. anddancing.Ifpossible,weararaincoatholdan singing remaining versesinasimilarway. Then playthesongagain, her magnifying glass and walk to the tempo. Teach children the verse ofthesongastheyaddmovementstoimitateDillywith Movement CD. Play thesong“Rain,Rain,GoAway” on Away Go Rain, Rain, Rain, rain,goaway. Dilly Gatorwantstoplay. Come againanotherday. Rain, rain,goaway, Form a circle. Lead children in singing thefirst Form acircle.Leadchildreninsinging Dilly’s Musicand

Describe people’s jobs. activities and tasks Approach imagination, flexibility, with inventiveness. and roles, Understand services and responsibilities, workers. community of Oral Language Card 28 Vocabulary Card 53

Objectives • • • Materials • • Game

red light! Oral Language Oral Language Have you ever seen a Ask: Cars then move toward the stoplight. stoplight. the toward move then Cars green light. light. green Vocabulary Card 53. Vocabulary Play a game of “Red Light, Green Light.” In this game, In “Red Light, Green Light.” Play a game of

Red Light, Green Light officers on or walkers? How did he or she police officer direct traffic or go? let the people know to stop If the cars are still moving, they must pull off the road and are moving, they must pull off If the cars are still the stoplight. Play resumes until a car reaches out of the game. to regulate traffic and help Discuss the use of stoplights a picture of the police show pedestrians cross the street. Then Card 28. to be cars and Children pretend “stoplight.” the teacher is a faces away from the stoplight The feet away. line up about 15 yells and cars and say stoplight may turn around At any point, the Show children the stop sign and traffic light on the stop sign and traffic light Show children

need water, food, and air. Recognize that living things Develop pincer control. finger plays, poems. conversations, stories, songs, Listen to and undestand purposes. for Listen different

More InvestiGator Club Songs,Chants, Rhymes,and Games

Play when therainwatersthem. water tolive.Then discusshowtheflowerslifttheirheads the flowerslifttheirheads.Remindchildrenthatneed speaking quietlyforthegentlerainandwithexcitementwhen to joinyou.Encouragethemrecitethelinesexpressively, Recite “Relaxing Flowers” as you model the actions. Invite children Flowers Relaxing Lift uptheirheadsagain! And thefivelittleflowers Falls thegentlerain, Down, down,down Bowing, onebyone. See theirheadsnodding, Standing inthesun, Five littleflowers,

(Make fingersbow.) (Hold upfivefingers.) fingers.) (Raise handsandwiggle (Make fingersnod.) (Hold upfivefingers.)

Identify objects inthe environment. Listen to and understand conversations, stories, songs, finger plays, poems. Oral Language Card 32 household objects or pictures of them

Objectives • • Materials • • Game

I’m thinking of a place where we I’m thinking of Call on a volunteer to point to the bedroom on to point to the bedroom Call on a volunteer

one is used in a home. Say: one is used in room is it? has a bed in it. What room This use the pillow. (bedroom) the card. (kitchen, living room, bedroom, bathroom, dining room) on room, bedroom, bathroom, dining (kitchen, living Card 32. Oral Language each objects. Have children name display household Then where each where it is used. Ask riddles about object and tell Room Riddles each room to share what they know about Invite children

More InvestiGator Club Songs,Chants, Rhymes,and Games the gamecontinues. the centerofcircleandchooseaninstrumenttoplayas As thechildrenarenamed,tapthemandhavestandin “Rub-a-Dub-Dub.” threechildren’snamesintherhyme. Insert chant or sing children Have center. the in instruments Invite childrentositinacircle.Placecollectionofrhythm Rub-a-Dub-Dub Float away, floataway, over thesea. and(Lara) and(Al)too, There’s (Marty) And whodoyouthinktheybe? Rub-a-dub-dub, threefishinatub,

Play

Recognize matching sounds and rhymes in familiar songs,stories, games, words, plays, poems. finger Develop awareness of name, location, and relationship of body parts. control. pincer Develop

Objectives • • • Finger Say “neat,” and touch your feet. Say “rest,” and touch your chest. Say “farm,” and touch your arm. and touch your tummy. Say “yummy,” Say “bee,” and touch your knee. and touch your hair. Say “bear,” and touch your ear. Say “hear,” touch your mouth. Say “south,” and Say “rose,” and touch your nose. Say “in,” and touch your chin. touch your head. Say “red,” and and touch your eye. Say “sky,”

the rhyming body partthe rhyming body as it is named. Say and Touch word and touch and have children repeat the Say the rhyme,

More InvestiGator Club Songs,Chants, Rhymes,and Games puppets, while the others hold up fingers for each. Say the rhyme again and invite seven volunteers to display the finger foreachInvestiGator. Friends StickPuppet As you say the following counting rhyme, display one InvestiGators Seven The seventhonesaid,“It’stimetodash!” onesaid,“Hey!Don’tsplash!” The sixth The fifthonesaid,“Herecomesaboat!” onesaid,“Watch mefloat.”The fourth The thirdonesaid,“Seemytailflip.” The secondonesaid,“Let’s takeadip.” The firstonesaid,“Thislakeisdeep!” Seven InvestiGatorswakefromsleep. atatime.Havechildrenholdupone Dilly and

Listen to and recite familiar poems and chants. Notice beginning letters in familiar words. Combine onset and rime to form a one-syllable word. chart paper marker plate, cups, plastic spoons (optional) Objectives • • • Materials • • • Rhyme

/. up /-/ c I sip from a spoon, Cookies and cocoa wintry afternoon. On a windy and Sippity sup, sippity sup, sup! sippity, sippity, Sippity, Sippity sup, sippity sup, in my cup. Cookies and cocoa

Have children pick up items in the dramatic play center that begin with the same sound as / Talk aboutTalk the beginning sounds that repeat and make the rhyme fun to say. Call on children to circle the letters. Then have children recite the rhyme with you. Let them take turns role-playing a child eating cookies and sipping cocoa from a cup with a spoon. Record the following rhyme on chartRecord the following paper and recite it for children. Sippity Sippity Sup

Oral Language Card 49 Card Language Oral Develop pincer control. to communicate. Understand and use language purposes. for Listen different

More InvestiGator Club Songs,Chants, Rhymes,and Games

Play children tojoinyou. on Have childrennametheanimal.Then showthemthesquirrel for cluesthatwillhelpthemidentifytheanimal. Model theactionsasyoureadrhyme.Askthemtolisten Tell children that you will perform a rhyme about a wild animal. Squirrel The Snappity, crackity, outitfell. Where’s hissupper?Intheshell. Tall asafeather, broadasasail! Furly, curly, whatatail! Down hescamperstotheground. Whirly, twirly, roundandround, Up hegoestothetreetop! Whisky, Oral LanguageCard49.

frisky,

hoppity

hop, (Maketailwithlefthandandarm.) Reread the rhyme, encouraging Reread therhyme,encouraging (Bend elbow to make tree. Hop.) (Runonefingeruparm.) (Openhandsatbottom.) (Twirl finger.) (Cuphands.) (Strokewithrighthand.) (Rundownarm.)

Understand and use language to communicate. Develop awareness of name, location, and relationship of body parts. ELL: Speak in English. Great Auntie Lu Stick Puppet Objectives • • • Materials • Game to view and My hand is touching my my touching is hand My Great Auntie Lu Stick Puppet Great Auntie Lu Repeat the activity, striking different poses, until several several until poses, different striking activity, the Repeat

Statues for Great Auntie Lu as she describes the statues, naming the Lu as she describes the statues, for Great Auntie as: such body parts that are touching knee. Lu. Auntie Great be to opportunity an had have children front of the group your knee with your hand. and silently touch it. the same pose and hold Have children strike invite the Then hold and speak Call on a child to “statues.” comment on the Have children stand on a rug for a game of “Statues.” Stand in “Statues.” on a rug for a game of Have children stand

or events. Respond to musical creations vocabulary. varied and complex Understand

More InvestiGator Club Songs,Chants, Rhymes,and Games Dell.” Then invitechildren to joinin. and rollasyousingthesongtotuneof“The Farmer inthe to avoidsmoke.Then pantomimetheactionsofstop,drop, nose andmouthwiththeirhandscrawllowtotheground what todoincaseofafire.Showchildrenhowcovertheir Explain thatchildrenwilllearnasongtohelpthemremember Roll and Drop, Stop, Stop, drop,androll! Then youshouldstop. If yourclothescatchfire, Stop, drop,androll. Stop, drop,androll.

Stop, Drop,

and Roll

construction-paper sun) Understand complex and varied vocabulary. Delete a syllable from a word. construction-paper 10 puddles raincoat and umbrella props (gray construction- paper clouds, spray bottles of water, pie tins, umbrella, artificial flowers, Objective • • Materials • • • Poem

(Hold up a sun.) (Hold up flowers.) (All children join in.) (Hold up an umbrella.) (Say, “Oo-oo-oo.”) (Say, (Rattle a closed door.) (Move clouds left to right.) (Squirt tins.) water into pie That the sky will never clear.” Sunshine! A pleasant day! “Look! Now we can go out to play.” for the thirstyWater flowers. fear “We children say, Waiting is so small; umbrella Tom’s It does not keep him dry at all. pouring, hours and hours; Pouring, Wind is blowing, “Oo-oo-oo!” Rattling doors and windows too. sky. Darker and darker grows the Pitter-patter sounds the rain, Splashing on the windowpane. Clouds are swiftly floating by;

pieces. Take the picture apart the picture each syllable in the while saying pieces. Take without the having children say the word word. Do it again, first or last syllable. storms they have experienced. During a second reading, distribute distribute reading, second a During experienced. have they poem. storms the perform to children invite and props an umbrella cut into three show a picture of On another day, The Storm it is like have children think about how Storm” and Recite “The

globe flashlight Develop pincer control. stars. moon, sun, shadow, light, of concepts the Use cycles. Observe questions. answer and Ask

More InvestiGator Club Songs,Chants, Rhymes,and Games

Play Where? we liveontheglobe? on thedarkside,pointtoitandask: it ontheglobeasyouslowlyspinit.When yourlocationis lights. Askavolunteertoholdthesun(aflashlight)andshine Display aglobe.Point toandmarkyourlocation.Turn out the because theworldisalwaysturning. sun shinesallthetimebutnotalwaysonsameplace do youthinkhappenstothesunatnight? Ask: Lead childreninafingerplayaboutthesun. Sun The At night,itgoesaway. At noon,itstandsrightoverhead; And marchesalltheday. Over therethesungetsup Do youthinkthesunreallygoesawayatnight?What (on another part oftheglobe) (onanotherpart

(night)

Is thesunstillshining?

Is itdayornightwhere (Extend onearm (Point armstraight and dropdown.) up.) horizontally.) (Raise armslowly.) (Lower armslowly Explainthatthe

(yes)

Play

Listen for differentListen for purposes. Develop pincer control.

Objectives • • Finger (Hold fingertips together.) (Tilt head.) (Tilt (Point.) (Dance fingers on arm.) (Wiggle fingers.) (Wiggle (Fold hands in lap.) (Fold (Hold up ten fingers.) to self.) (Point

I can make them dance. And then I make them fold. do things. I can make them see? Do you want to I can make them point. I can make them hold. fingers. I have ten little to me. And they all belong

Ten Little Fingers Ten Teach children the words and actions and then invite them to and actions and then invite children the words Teach perform the finger play with you.

Follow rules and routines. and rules Follow poems. plays, finger songs, stories, conversations, understand and to Listen

More InvestiGator Club Songs,Chants, Rhymes,and Games verses togowitheverydayroutines. rhyme or sing it to the tune of “The Mulberry Bush.” Createnew As childrenpracticeroutinesforcleaningup,chantthisnursery Way the Is This To keepourclassroomclean. thebooks, This isthewaywesort thebooks. sort thebooks, Sort thebooks, This isthewaywesort To keepourclassroomclean. This isthewaywestackblocks, Stack theblocks,stackblocks. This isthewaywestackblocks,

Move and dance to music. Experiment withmusical instruments Vote as a method of group decision-making. drums, kazoos, and other musical instruments Objectives • • • Materials • Song

I saw above me an endless skyway. I saw below me a golden valley. me. This land was made for you and Island, From California, to the New York Gulf Stream waters, From the redwood forest, to the me This land was made for you and As I was walking a ribbon of highway, is my land This land is your land, this land

such as drums and kazoos. You can make a kazoo by securing can make a and kazoos. You such as drums tube. paper to one end of a cardboard a piece of wax Sing this song patriotic song together. Invite children to swing patriotic song together. Sing this song to the music. march around the room in time their arms and to decide whether to wave have children vote On another day, instruments, to the music or to add musical flags and march This Land Is Land Your Guthrie By Woody

flashlights (optional) electricity. of sources Describe light. and heat including energy of sources investigate and Describe songs. in Participate

More InvestiGator Club Songs,Chants, Rhymes,and Games make themlightup? these itemscanbeseeninthesky. Which needelectricityto lamps, fire,candles,sun,moon,lightning.Discusswhichof for andthinkaboutothersourcesoflight,suchasnightlights, each childshineaflashlighttolightupthedarkness.Look Turn downthelightsinroom.Asyousingtogether, let and dancetothesong. Play tambourines,shakemaracas,andtapdrumsasyousing This Little Light of Mine of Light Little This Let itshine,letshine. This littlelightofmine,I’mgonnaletitshine. This littlelightofmine,I’mgonnaletitshine. This littlelightofmine,I’mgonnaletitshine.

Recognize matching sounds and rhymes in familiar songs,stories, games, words, finger plays, poems.

Objective • Poem

dry;

soiled.”

pie;

sigh, to

mittens, Hush! mee-ow, mittens,

by! by.” kittens. to

the

out your have have here,

sigh. kittens, kittens,

your When you When up their

kittens!”

dear, dear, Hush! Hush!

to close close we we

mittens,

good

fear look

began them

little little ate mee-ow,

rat rat

Washed Soiled a a their

such

Hush! Hush!

kittens.

they began washed here, mother mother

soon hung mittens mittens three three naughty

on greatly

washed.” mittens, mee-ow.” smell smell

“What! You’re I Hush! Hush! I They The They And “Oh, Look Our Put And “Oh, We Our “What! You Then “Mee-ow, The

pie.”

lost.”

some no

mittens, pie.” mee-ow, mee-ow, cry, cry,

What word in the poem rhymes with word in the poem What mittens, mittens, to to

some no

have have )

have have kittens, mittens,

your

here,

kittens! dear, dear,

we we

your kittens! their

kittens, have have

little mee-ow, mee-ow, see shall shall

fear

began began their

mittens Found Lost

( little

you you ? found lost shall shall mother mother

they they

mittens

mittens three here, darling naughty

sadly

pie.” mee-ow.” found.” mee-ow.” “You Then “Mee-ow, See Our “What! You The They And “Oh, Then “Mee-ow, “You “Oh, We Our “What! You Three They And

to listen for the word that rhymes with to listen for the ask: finish reading, kittens Three Little Kittens children Tell verse of the poem to children. Read at least one

including light.. including energy of sources Describe poems. plays, finger songs, stories, conversations, understand and to Listen

More InvestiGator Club Songs,Chants, Rhymes,and Games night skythatprovidelight.(starsandmoon) Talk aboutthenightsky. Askchildrentodescribeobjectsinthe again, invitingchildrentojoinin. the flashlightatdifferentplacesonceiling.Sayrhyme say therhymesoftly, dimthelightsinroomandshine Cover aflashlightwithpaperthathasstarcutout.Asyou Twinkle,Twinkle, Star Little How Iwonderwhatyouare. Twinkle, twinkle,littlestar, Like adiamondinthesky. theworldsohigh, Up above How Iwonderwhatyouare, Twinkle, twinkle,littlestar,

Listen to and identify alliteration. Recognize rhymes.

Objectives • • Song

Say other

) yet ( ? bet, get, jet, met, net, (

wet yet. and wet What word rhymes with What ) she got her legs all wet . . . She waded in the water and she finally got it wet . . . She waded in the water and she got her ankles wet . . . She waded in the water and she got her knees all wet . . . She waded in the water and 4. 5. She finally got her swimsuit wet! get her (clap, clap) wet yet. But she didn’t 2. 3. all wet. water and she got her feet She waded in the (Repeat three times.)

Then ask: Then words that rhyme with pet, set (Final verse:) (Additional verses:) Sing the following lyrics to the tune of “The Battle Hymn of the Battle Hymn lyrics to the tune of “The Sing the following parts to body Point as they are named. Republic.” Wading inWading the Water

Oral Language Card 33 Card Language Oral Puppet Stick Chuck English. in Speak ELL: of. made are things what Identify things. human-made Identify

More InvestiGator Club Songs,Chants, Rhymes,and Games riddles forChucktoanswertoo. I? am What me. on sit can one: Then haveChuckchallengechildrentoanswerriddleslikethis object andtellhowitisused. the roomforchildrentoexamine.Asknameeach as atable,chair, andbed.HaveChuckalsopointtoobjects in show childrenpicturesofeverydaythingsmadewood,such Have the I? Am What I am made of wood. I have four legs and a back. You back. a and I ammadeofwood.havefourlegs Chuck StickPuppet

(chair) use Oral LanguageCard33 Invite childrentomakeup to

Understand complex and varied vocabulary. understand and to Listen ELL: English. Compare and contrast objects, materials, and organisms. animal figures or pictures of animals pet carrier or bag Objectives • • • Materials • • Game

Invite the child who named the animal to hold it. Continue who named the animal to hold Invite the child an animal. You have a chance to name until several children animals two how tell children having by follow-up to wish may are alike and different. pet carrier or bag. Show children the animals and place them Show children the animals pet carrier or bag. where looks, animal one how about clues give Then bag. the in and so on until a what sound it makes, it lives, how it moves, animal. child names the What What Is It? of animals and a small figures or pictures In advance, gather

Develop pincer control. poems. plays, finger songs, stories, conversations, understand and to Listen

More InvestiGator Club Songs,Chants, Rhymes,and Games

Play Where Is Thumbkin? Is Where fingers andsayingtherhyme. When theyaregatheredaroundyou,leadtheminnamingthe Sing thisfingerplayinaquietvoicetogetchildren’sattention. Run Very How Here Where Where

away,

well, are I

am, is is

you Thumbkin? Thumbkin?

run here thank

today,

away.

am. you.

sir?

(Raise thumbs one at a time.) (Display two fists.) (Bend one thumb to “talk” to the other.) (Bend other thumb to “talk.”) (Put fists behind back.)

Listen for differentListen for purposes. ELL: Listen to and understand English. Bruno Stick Puppet Oral Language Cards Objectives • • Materials • • Game

Oral Language Cards. Here are some examples Here are some invite children to play a game: invite children Bruno Stick Puppet (tree; it is not an animal) (tree; it is not an (shoe; it is not a color)

Why? one does not belong? purple—Which red, shoe, blue, Why? dog, horse, bird, tree—Which one does not belong? one does not belong? tree—Which dog, horse, bird,

them with the class. Invite them to look for objects in the them with the class. Invite them on the room or look through pictures • • own groupsChildren may enjoy creating their and sharing Have the does not things. Figure out which one I will name four ready? Let’s play! belong. Are you for Bruno to use. Which One Does Not Belong?

More InvestiGator Club Songs,Chants, Rhymes,and Games seed? and respond,saying,forexample: Model forchildrenhowtousecompletesentencesguess circle andguesswhichchildhastheseed. other children’shands.Then callonthefarmertoreturn child’s “pocket”whilepretendingtoplacetheseedinto your handandwalkaroundthecircle.Slipseedintoone together withpalmsfacingin.Concealamedium-sizedseedin Show childrenhowtoforma“pocket”byplacingtheirhands oftheroom. form acircle,andsendthefarmertoanotherpart Call onachildtobethe“farmer.” Havetherestofchildren Who’s Got the Seed? the Who’sGot and No, Idonothavetheseed. Keesha, doyouhavethe

Ask and answer questions. Participatein games, outdoor and play, exercise. cookie jar (optional) Dilly and Friends Stick Puppets Objectives • • Materials • • Game

Have them continue continue them Have Chuck Wood. and JT Gator. (Child’s name) took a cookie Dilly and Friends Stick Puppet, Stick Friends and Dilly and The child who was called first responds: Dilly Gator Great Auntie Lu. Rosalita Sausalita. Manny Salamander Bruno Buzzbee. Then follow with the other questions and

cookie from the cookie jar. Not me! Then who? (Insert name) took a another child’s Who me? you! Yes, Who me? you! Yes, Not me! Then who?

Use

me?

Day 4: Day 5: Use later in the day. Day 1: Use Day 2: Use Day 3: Use that they will meet some new friends this week. corresponding the up Hold introducing a new character to the class, and then have children play the game again, using the puppet’s name. Explain that children will learn more about their new friends Child: Group: participated.)(Continue until all children have After you have played the game several times, explain Teacher: Child: Group: Child: Group: Child: Group: Who took a cookie from the cookie jar? cookie the from cookie a took Who inserting the child’s name: from the cookie jar. Who responses that follow. Have children sit in a circle and pass around an empty cookie jar. Have children pretend that the jar is filled with delicious cookies. Then play a game together. Decide on who will be called first. Instruct the group to ask the question: Who Took Whoa Took Cookie from the Cookie Jar?

Vocabulary Card 99 Card Vocabulary phrases. English and names object of avocabulary Develop ELL: vocabulary. varied and complex Understand

More InvestiGator Club Songs,Chants, Rhymes,and Games tune of“Twinkle, Twinkle, LittleStar”). andactingout“The Wind”Lead childreninsinging (tothe on wind of picture the Talkabout Wind The And heblewmykiteawayfromme. He blewthegreatbigshipsatsea, The treesbentlow, andtheirbranchesdidtoo. He blewtheleavesandawaytheyflew. He sweptthecloudsoutofhisway. The windcameouttoplayoneday. (Repeat sweepingmotions.) (Lift armsandlowerthem.) (Make flutteringmotionswithfingers.) (Make sweepingmotionswitharms.) Vocabulary Card 99. Card Vocabulary

Move and dance to music. Recite the Pledgeof Alle giance to the United States Flag. Observe a moment of silence. red, white, blue streamers

Objectives • • • Materials • Song

a high flying flag You’re wave. And forever in peace may you the emblem of You’re The land I love. brave. The home of the free and the a grand old flag, You’re

Add the song to your morning gathering time, following the your morning gathering time, Add the song to Pledge of Allegiance of silence. and a moment Sing the song with children. Talk about the music and how the about the music and children. Talk Sing the song with red, distribute words make them feel. Then, lively beat and to wave the streamers. Encourage children white, and blue move to the music. streamers as they You’re a Grand You’re Old Flag M. Cohan By George

play, and exercise. Participate in games, outdoor purposes. for Listen different

More InvestiGator Club Songs,Chants, Rhymes,and Games “bees” reachyou. “fly” aheaduntilyouraisehand. The gameendswhenthe Make animalsounds.EverytimetheyhearBruno’sbuzz, Have childrenstandattheoppositesideofroomfromyou. Bees for Zoned

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More InvestiGator Club Songs, Chants, Rhymes, and Games 1-59927-451-5 978-1-59927-451-5