The document provides lyrics and actions for 6 songs from the Super Simple Songs collection. The songs teach concepts like greetings, shapes, counting, movement, and foods. They incorporate repetitive lyrics and physical motions to engage young children in singing, dancing, and learning together.
Hi @ALL,
After putting together and facilitating at least fifteen schedule development collaborative workshops in the last fifteen years, I have decided to share my experience through this short article. The subject should elicit interest from the management communities, most particularly those in project management because of its significance. Developing the project schedule has to start somewhere and it has to start properly. One cannot just pull activities together to plan and schedule. It is not as simple as that.
Design-based memorandum (DBM) is the stage when project execution and supporting documents are not yet fully complete for final sanction and approval (see Appendix Section 14.0, Figure 4). A DBM schedule is down to the discipline level of details. The project manager and/or the project controls manager shall decide how to reflect the Level 2 activities.
In many cases, the DBM schedule has an engineering phase that is at or almost at the EDS stage. If this is the case, the DBM schedule shall be resource-loaded with frozen estimated quantities for the particular stage. The level of details of all the phases should be more or less about the same. This is particularly important if the project plans to subject the schedule to risk analysis.
There are two major collaborative choices in developing the DBM schedule. The preferred option is a face-to-face workshop. An alternative method is a remote (virtual) collaborative workshop. Each one has advantages and disadvantages over the other. We will discuss some of them in the succeeding sections.
Rufran (032815)
A teaching resource to help with those learning English. Aimed at New Entrants to Primary School. To go to the alphabet song follow this link! http://www.youtube.com/watch?v=5XEN4vtH4Ic
For Preschoolers alphabet objects are identified using flash card method. Flash card is a hands on manipulative used throughout the learning Process of a preschooler. It helps them to engage in active recall and emphasize memorization. Watch the video to teach alphabet objects for preschooler using flash card image method.
https://youtu.be/EoWbx9v1vMU
Wee Wonders Baby Storytime slideshow. I use this slide during my weekly program for ages 0-2 to show the books, songs, rhymes, and activities we will be exploring that week.
Hi @ALL,
After putting together and facilitating at least fifteen schedule development collaborative workshops in the last fifteen years, I have decided to share my experience through this short article. The subject should elicit interest from the management communities, most particularly those in project management because of its significance. Developing the project schedule has to start somewhere and it has to start properly. One cannot just pull activities together to plan and schedule. It is not as simple as that.
Design-based memorandum (DBM) is the stage when project execution and supporting documents are not yet fully complete for final sanction and approval (see Appendix Section 14.0, Figure 4). A DBM schedule is down to the discipline level of details. The project manager and/or the project controls manager shall decide how to reflect the Level 2 activities.
In many cases, the DBM schedule has an engineering phase that is at or almost at the EDS stage. If this is the case, the DBM schedule shall be resource-loaded with frozen estimated quantities for the particular stage. The level of details of all the phases should be more or less about the same. This is particularly important if the project plans to subject the schedule to risk analysis.
There are two major collaborative choices in developing the DBM schedule. The preferred option is a face-to-face workshop. An alternative method is a remote (virtual) collaborative workshop. Each one has advantages and disadvantages over the other. We will discuss some of them in the succeeding sections.
Rufran (032815)
A teaching resource to help with those learning English. Aimed at New Entrants to Primary School. To go to the alphabet song follow this link! http://www.youtube.com/watch?v=5XEN4vtH4Ic
For Preschoolers alphabet objects are identified using flash card method. Flash card is a hands on manipulative used throughout the learning Process of a preschooler. It helps them to engage in active recall and emphasize memorization. Watch the video to teach alphabet objects for preschooler using flash card image method.
https://youtu.be/EoWbx9v1vMU
Wee Wonders Baby Storytime slideshow. I use this slide during my weekly program for ages 0-2 to show the books, songs, rhymes, and activities we will be exploring that week.
I use this powerpoint during Rhyme Time toddler storytime for ages 2-3.5 at the Westerville Public Library. it includes the words to the songs, rhymes, books, and activities we will be focusing on that week.
Fun work for chid age between 2 to 4 or say 5Nivedita Munjal
I have uploaded some worksheets for kids age between 2 to 4 but you can also do it for 5 year old kid. On one side it is full of fun and on other side it has take care of basic skills like pencil holding, understanding the color concepts, understanding the pictures and shapes, enhancing the imagination, mind mapping and so on.
Hope this fun will lead to knowledge enhancement.
Here are all of the lyrics and hand motions to accompany the CD, Musical Math Volume 2 from HeidiSongs.com! This is a set of songs written to help teach and reinforce primary Common Core Math Concepts. These include telling time, measuring, putting numbers in order, and three-dimensional shapes, as well as many newer Common Core concepts, such as using a Rekenrek, subitizing, decomposing numbers, and counting on in addition.
A transition is something that helps moves children from one activity to another. Here we share 10 famous transitions songs to help your preschool day run smoothly.
These are the lyrics to the HeidiSongs album, Groovy Grammar! This PowerPoint presentation is formatted for use in the classroom. You may wish to display the lyrics and the teach the students the words to the songs to help them learn the concepts included in the album.
Biological screening of herbal drugs: Introduction and Need for
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Super simple songs one lyrics and actions
1. Super Simple Songs One Lyrics and Actions
1. Knock Knock Hello
Hello! (Hello!) [Wave with your right hand.]Hello! (Hello!) [Wave with your left hand.]
. ]
Come in. [Motion to come inside.]Let’s sing. [Pretend you are singing into a
]
microphone. ]Let’s play. [Run in place.]Hello! (Hello!) [Wave with your right hand.]
. . ]
Hello! (Hello!) [Wave with your left hand.]Knock, knock, knock. [Pretend to knock on
]
a door.]Come on in! [Motion for someone to come inside.]Let’s sing. [Pretend you
] .
are singing into a microphone.]And play. [Run in place.]And learn together. [Tap
] ]
your finger on your temple.]Knock, knock! [Thrust your fist in the air.]
]
2. Make a Circle
Time to make a circle. (Everyone rushes to the center of the room and holds hands
in a circle.)
Make a circle, big big big. (Make the circle bigger.)Small small small. (Make the
)
circle smaller.)Big big big. (Make the circle bigger.)Make a circle, small small small.
) )
(Make the circle smaller.)Hello hello hello. (Everybody waves to each other. Try to
)
make eye contact with all of the children.)
Make a circle, round and round. (Holding hands, walk around in a big circle.)Round
)
a
and round.Round and round. (If you like, move the circle in the other direction.)
)
M
Make a circle, round and round.Hello hello hello. (Everybody waves to each other.
Try to make eye contact with all of the children.)
Make a circle, up up up. (While holding hands, everyone reaches up high!)Down
)
down down. (Crouch down low.)Up up up. (Reach high!)Make a circle, down down
) )
down. (Crouch low.)Now sit down. (Everyone sits down.)
)
3. Seven Steps
1
1, 2, 3, 4, 5, 6, 7 (Everyone sings and walks forward together.)1, 2, 3, 4, 5, 6, 7
(
(Everyone sings and walks backward together.)1, 2, 3 (Forward.)1, 2, 3 (Backward.)
1 1
1, 2, 3, 4, 5, 6, 7 (Forward.)
1
1, 2, 3, 4, 5, 6, 7 (Everyone sings and walks forward together.)1, 2, 3, 4, 5, 6, 7
(
(Everyone sings and walks backward together.)1, 2, 3 (Forward.)1, 2, 3 (Backward.)
1 1
1
1, 2, 3, 4, 5, 6, 7 (Forward.) 1, 2, 3 (Forward.)1, 2, 3 (Backward.)1, 2, 3, 4, 5, 6, 7
1 1
(Forward.)
Now let's go backward!
7
7, 6, 5, 4, 3, 2, 1 (Everyone sings and walks backward together.)7, 6, 5, 4, 3, 2, 1
(
(Everyone sings and walks forward together.)7, 6, 5 (Backward.)7, 6, 5 (Forward.)7,
7 7
6, 5, 4, 3, 2, 1 (Backward.)
2. 7
7, 6, 5, 4, 3, 2, 1 (Everyone sings and walks backward together.)7, 6, 5, 4, 3, 2, 1
(
(Everyone sings and walks forward together.)7, 6, 5 (Backward.)7, 6, 5 (Forward.)7,
7 7
6
6, 5, 4, 3, 2, 1 (Backward.) 7, 6, 5 (Backward.)7, 6, 5 (Forward.)7, 6, 5, 4, 3, 2, 1
7 7
(Backward.)
4. One Little Finger
One little finger, one little finger, one little finger (Hold up your index finger and bend
i
it up and down.)Tap tap tap! (Tap your finger against your other INDEX FINGER 3
t
times.)Point your finger up! (Point up!)Point your finger down! (Point down!)Put it on
P P
your head. Head! (Put your finger on your head and say in a loud voice, “Head!”)
One little finger, one little finger, one little finger (Hold up your index finger and bend
i
it up and down.)Tap tap tap! (Tap your finger against your HEAD 3 times.)Point your
T
f
finger up! (Point up!)Point your finger down! (Point down!)Put it on your nose. Nose!
P
(Put your finger on your head and say in a loud voice, “Nose!”)
One little finger, one little finger, one little finger (Hold up your index finger and bend
i
it up and down.)Tap tap tap! (Tap your finger against your NOSE 3 times.)Point your
T
f
finger up! (Point up!)Point your finger down! (Point down!)Put it on your chin. Chin!
P
(Put your finger on your head and say in a loud voice, “Chin!”)
One little finger, one little finger, one little finger (Hold up your index finger and bend
i
it up and down.)Tap tap tap! (Tap your finger against your CHIN 3 times.)Point your
T
f
finger up! (Point up!)Point your finger down! (Point down!)Put it on your arm. Arm!
P
(Put your finger on your head and say in a loud voice, “Arm!”)
One little finger, one little finger, one little finger (Hold up your index finger and bend
i
it up and down.)Tap tap tap! (Tap your finger against your ARM 3 times.)Point your
T
f
finger up! (Point up!)Point your finger down! (Point down!)Put it on your leg. Leg! (Put
P
your finger on your head and say in a loud voice, “Leg!”)
One little finger, one little finger, one little finger (Hold up your index finger and bend
i
it up and down.)Tap tap tap! (Tap your finger against your LEG 3 times.)Point your
T
f
finger up! (Point up!)Point your finger down! (Point down!)Put it on your foot. Foot!
P
(Put your finger on your head and say in a loud voice, “Foot!”)
Put it on your leg. Leg! (Put your finger on your head and say in a loud voice, “Leg!”)
Put it on your arm. Arm! (Put your finger on your head and say in a loud voice,
“Arm!”)
Put it on your chin. Chin! (Put your finger on your head and say in a loud voice,
“Chin!”)
Put it on your nose. Nose! (Put your finger on your head and say in a loud voice,
“Nose!”)
Put it on your head. Head! (Put your finger on your head and say in a loud voice,
“Head!”)
3. Now let’s wave good-bye. Good-bye! (Wave good-bye with your index finger.)
5. Walking Walking
W
Walking, walking. Walking, walking. [Walk in a circle.]*Hop, hop, hop. Hop, hop, hop.
[
[Hop.]Running, running, running. Running, running, running. [Run.]Now let’s stop.
R
Now let's stop. [Place both hands out in front of you, palms facing forward.]
W
Walking, walking. Walking, walking. [Walk in a circle.]*Hop, hop, hop. Hop, hop, hop.
[
[Hop.]Running, running, running. Running, running, running. [Run.]Now let’s stop.
R
Now let's stop. [Place both hands out in front of you, palms facing forward.]
T
Tiptoe tiptoe. Tiptoe tiptoe. [Tiptoe.]Jump jump jump. Jump jump jump. [Jump.]
J
S
Swimming swimming swimming. [Make a swimming motion.]Now let’s sleep. Now
let’s sleep. [Rest your head against your hands or lie down on the ground and
pretend to sleep.]
W
Wake up! [Eyes open! Look alert!]It’s time to go! [Look at your watch.]Are you ready
I
to go fast? [Run in place quickly.]
[
[quickly]Walking, walking. Walking, walking. [Walk in a circle.]*Hop, hop, hop. Hop,
W
h
hop, hop. [Hop.]Running, running, running. Running, running, running. [Run.]Now
R
let’s stop. Now let's stop. [Place both hands out in front of you, palms facing
forward.]
W
Walking, walking. Walking, walking. [Walk in a circle.]*Hop, hop, hop. Hop, hop, hop.
[
[Hop.]Running, running, running. Running, running, running. [Run.]Now let’s stop.
R
Now let's stop. [Place both hands out in front of you, palms facing forward.]
Whew! [Wipe your brow with your forearm]
6. Are You Hungry?
A
Are you hungry? (Shrug your shoulders and then rub your tummy.)Yes I am.
(Thumbs up gesturing “yes” and/or nod your head “yes”.)
A
Are you hungry? (Shrug your shoulders and then rub your tummy.)Yes I am.
(Thumbs up gesturing “yes” and/or nod your head “yes”.)
M
Mmmmm, a banana! (Optional: Teacher holds up a picture of a banana) Yum yum
yum yum yum yum yum yum yum yum yum yum yum yum (gesture peeling and then
eating a banana)
A
Are you hungry? (Shrug your shoulders and then rub your tummy.)Yes I am.
(Thumbs up gesturing “yes” and/or nod your head “yes”.)
A
Are you hungry? (Shrug your shoulders and then rub your tummy.)Yes I am.
(Thumbs up gesturing “yes” and/or nod your head “yes”.)
M
Mmmmm, a watermelon! (Optional: Teacher holds up a picture of a watermelon.)
Yum yum yum yum yum yum yum yum yum yum yum yum yum yum (Gesture
holding a big slice of watermelon and eating it.)
4. A
Are you hungry? (Shrug your shoulders and then rub your tummy.)Yes I am.
(Thumbs up gesturing “yes” and/or nod your head “yes”.)
A
Are you hungry? (Shrug your shoulders and then rub your tummy.)Yes I am.
(Thumbs up gesturing “yes” and/or nod your head “yes”.)
F
French fries! (Optional: Teacher holds up a picture of french fries.) Yum yum yum
yum yum yum yum yum yum yum yum yum yum yum (Gesture eating french fries
one by one.)
A
Are you hungry? (Shrug your shoulders and then rub your tummy.)Yes I am.
(Thumbs up gesturing “yes” and/or nod your head “yes”.)
A
Are you hungry? (Shrug your shoulders and then rub your tummy.)Yes I am.
(Thumbs up gesturing “yes” and/or nod your head “yes”.)
S
Spaghetti! (Optional: Teacher holds up a picture of spaghetti)Yum yum yum yum
yum yum yum yum yum yum yum yum yum yum (Gesture twirling spaghetti with a
fork and eating it.)
A
Are you hungry? (Shrug your shoulders and then rub your tummy.)Yes I am.
(Thumbs up gesturing “yes” and/or nod your head “yes”.)
A
Are you hungry? (Shrug your shoulders and then rub your tummy.)Yes I am.
(Thumbs up gesturing “yes” and/or nod your head “yes”.)
I
Ice cream! (Optional: Teacher holds up a picture of an ice cream cone.)Yum yum
yum yum yum yum yum yum yum yum yum yum yum yum (Gesture licking an ice
cream cone.)
I’m full! (Pat your tummy with both hands and puff out your cheeks.)
7. Clean Up
C
Clean up, clean up.Everybody let's clean up.
C
Clean up, clean up.Put your things away.(four times)
P
C
Clean up! Clean up! Clean up! Put your things away.Pick up your toys.Pick up your
P
b
books.Pick up your shoes.Put your things away.
P
C
Clean up, clean up.Everybody let's clean up.
C
Clean up, clean up.Put your things away.(two times)
P
8. If You're Happy
I
If you’re happy happy happy (Smile and put your index fingers on your cheeks.)clap
y
your hands (Clap your hands.)If you’re happy happy happy (Smile and put your
i
index fingers on your cheeks.)clap your hands (Clap your hands.)If you’re happy
c
h
happy happy (Smile and put your index fingers on your cheeks.)clap your hands,
c
clap your hands (Clap your hands.)If you’re happy happy happy (Smile and put your
5. i
index fingers on your cheeks.)clap your hands (Clap your hands.)
If you’re angry angry angry (Make an angry face and cross your arms over your
c
chest.)stomp your feet (Stomp your feet.)If you’re angry angry angry (Make an angry
s
f
face and cross your arms over your chest.)stomp your feet (Stomp your feet.) If
s
y
you’re angry angry angry (Make an angry face and cross your arms over your chest.)
s
stomp your feet, stomp your feet (Stomp your feet.) If you’re angry angry angry
(
(Make an angry face and cross your arms over your chest.)stomp your feet (Stomp
your feet.)
If you’re scared scared scared (Make a scared face and place your hands on your
c
cheeks.)say, “Oh no!” (Say, “Oh no!”)If you’re scared scared scared (Make a scared
s
f
face and place your hands on your cheeks.)say, “Oh no!” (Say, “Oh no!”)If you’re
s
s
scared scared scared (Make a scared face and place your hands on your cheeks.)
s
say, “Oh no!”, say , "Oh no!" (Say, “Oh no!”)If you’re scared scared scared (Make a
s
scared face and place your hands on your cheeks.)say, “Oh no!” (Say, “Oh no!”)
I
If you’re sleepy sleepy sleepy (Make a sleepy face.)take a nap (Rest your head on
y
your hands and pretend to sleep.)If you’re sleepy sleepy sleepy (Make a sleepy
f
face.)take a nap (Rest your head on your hands and pretend to sleep.)If you’re
t
s
sleepy sleepy sleepy (Make a sleepy face.)take a nap, take a nap (Rest your head
o
on your hands and pretend to sleep.)If you’re sleepy sleepy sleepy (Make a sleepy
f
face.)take a nap (Rest your head on your hands and pretend to sleep.)
I
If you’re happy happy happy (Smile and put your index fingers on your cheeks.)clap
y
your hands (Clap your hands.)If you’re happy happy happy (Smile and put your
i
index fingers on your cheeks.)clap your hands (Clap your hands.)If you’re happy
c
h
happy happy (Smile and put your index fingers on your cheeks.)clap your hands,
c
clap your hands (Clap your hands.)If you’re happy happy happy (Smile and put your
i
index fingers on your cheeks.)clap your hands (Clap your hands.)
9. Days of the Week
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday
10. I See Something Blue
B
Blue! I see something blue.Blue! I see something blue.Blue, blue, blue, blue...I see
B B
something blue .
Find something blue!
Y
Yellow! I see something yellow.Yellow! I see something yellow.Yellow, yellow...I see
Y Y
something yellow .
Find something yellow!
R
Red! I see something red.Red! I see something red.Red, red, red, red...I see
R R
something red.
Find something red!
6. P
Purple! I see something purple. Purple! I see something purple.Purple, purple... I see
P P
something purple.
Find something purple!
B
Blue.Yellow.Red.Purple.I see colors everywhere.
Y R P
11. Head Shoulders Knees and Toes (Let's Learn)
(
(Speaking)Head (HEAD!) [Point to your head.]Shoulders (SHOULDERS!) [Point to
H
y
your shoulders.]Knees (KNEES!) [Point to your knees.]Toes (TOES!) [Point to your
K
toes.]
(repeat)
E
Eyes (EYES!) [Point to your eyes.]Ears (EARS!) [Point to your ears.]Mouth
E
(
(MOUTH!) [Point to your mouth.]Nose (NOSE!) [Point to your nose.]
H
Head (HEAD!) [Point to your head.]Shoulders (SHOULDERS!) [Point to your
s
shoulders.]Knees (KNEES!) [Point to your knees.]Toes (TOES!) [Point to your toes.]
K
(
(Singing, point to each body part.)Head, shoulders, knees, and toes, knees and toes
H
H
Head, shoulders, knees, and toes, knees and toesEyes and ears and mouth and
n
noseHead, shoulders, knees, and toes, knees and toes
12. Head Shoulder's Knees and Toes (Let's Sing)
L
Lyrics and actions:(Point to each body part as you sing.) Head, shoulders, knees,
(
a
and toes, knees and toesHead, shoulders, knees, and toes, knees and toesEyes and
H
e
ears and mouth and noseHead, shoulders, knees, and toes, knees and toes
x2
13. Ten in the Bed
(Start with everybody seated)
Here we go!
T
There were ten in the bed and the little one said, (Hold up 10 fingers.) "Roll over, roll
o
over" (Roll hands around each other.) So they all rolled over and one fell out.
(Everyone rolls to the right.)
Nine! (Hold up 10 fingers and then take one away, leaving 9.)
T
There were nine in the bed and the little one said, (Hold up 9 fingers.) "Roll over, roll
o
over" (Roll hands around each other.) So they all rolled over and one fell out.
(Everyone rolls to the left.)
Eight! (Hold up 9 fingers and then take one away, leaving 8.)
T
There were eight in the bed and the little one said, (Hold up 8 fingers.) "Roll over, roll
o
over" (Roll hands around each other.) So they all rolled over and one fell out.
7. (Everyone rolls to the right.)
Seven! (Hold up 8 fingers and then take one away, leaving 7.)
T
There were seven in the bed and the little one said, (Hold up 7 fingers.) "Roll over,
r
roll over" (Roll hands around each other.) So they all rolled over and one fell out.
(Everyone rolls to the left.)
Six! (Hold up 7 fingers and then take one away, leaving 6.)
T
There were six in the bed and the little one said, (Hold up 6 fingers.) "Roll over, roll
o
over" (Roll hands around each other.) So they all rolled over and one fell out.
(Everyone rolls to the right.)
Five! (Hold up 6 fingers and then take one away, leaving 5.)
T
There were five in the bed and the little one said, (Hold up 5 fingers.) "Roll over, roll
o
over" (Roll hands around each other.) So they all rolled over and one fell out.
(Everyone rolls to the left.)
Four! (Hold up 5 fingers and then take one away, leaving 4.)
T
There were four in the bed and the little one said, (Hold up 4 fingers.) "Roll over, roll
o
over" (Roll hands around each other.) So they all rolled over and one fell out.
(Everyone rolls to the right.)
Three! (Hold up 4 fingers and then take one away, leaving 3.)
T
There were three in the bed and the little one said, (Hold up 3 fingers.) "Roll over, roll
o
over" (Roll hands around each other.) So they all rolled over and one fell out.
(Everyone rolls to the left.)
Two! (Hold up 3 fingers and then take one away, leaving 2.)
T
There were two in the bed and the little one said, (Hold up 2 fingers.) "Roll over, roll
o
over" (Roll hands around each other.) So they both rolled over and one fell out.
(Everyone rolls to the right.)
One! (Hold up 2 fingers and then take one away, leaving 1.)
T
There was one in the bed and the little one said, (Hold up 1 finger.) "I'm lonely...
[sigh]" (Droop your shoulders....then everyone hugs!!!)
14. The Bath Song
Can you wash your hair?
I can wash my hair.
Can you wash your feet?
I can wash my feet.
Can you wash your face?
I can wash my face.
Can you wash your knees.
8. I can wash my knees.
I can wash my hair
I can wash my feet
I can wash my face.
I can wash my knees.
This is the way we take a bath!
Can you wash your shoulders?
I can wash my shoulders.
Can you wash your toes?
I can wash my toes.
Can you wash your hands?
I can wash my hands.
Can you wash your nose.
I can wash my nose.
I can wash my shoulders.
I can wash my toes.
I can wash my hands.
I can wash my nose.
This is the way we take a bath!
The actions for the song are quite simple-just pretend to wash each part of the body
on, “Can you wash your....?” and the children imitate and sing on, “I can wash my....”
Then, in the next section, sing and wash together, “I can wash my hair. I can wash
my feet. I can wash my face. I can wash my knees.”
15. Five Little Monkeys
F
Five little monkeys (Hold up five fingers.)Jumping on the bed (Jump up and down.)
J
O
One fell off (Hold up 1 finger and then roll your hand down towards the floor.)And
b
bumped his head (Tap your head with your fist.)Mama called the doctor and the
d
doctor said (Put your pinky and thumb to your ear like a telephone.)No more
monkeys jumping on the bed! (Put one hand on your hip and wag your index finger.)
F
Four little monkeys (Hold up four fingers.)Jumping on the bed (Jump up and down.)
J
O
One fell off (Hold up 1 finger and then roll your hand down towards the floor.)And
b
bumped his head (Tap your head with your fist.)Mama called the doctor and the
d
doctor said (Put your pinky and thumb to your ear like a telephone.)No more
monkeys jumping on the bed! (Put one hand on your hip and wag your index finger.)
T
Three little monkeys (Hold up three fingers.)Jumping on the bed (Jump up and
d
down.)One fell off (Hold up 1 finger and then roll your hand down towards the floor.)
O
A
And bumped her head (Tap your head with your fist.)Mama called the doctor and the
d
doctor said (Put your pinky and thumb to your ear like a telephone.)No more
monkeys jumping on the bed! (Put one hand on your hip and wag your index finger.)
9. T
Two little monkeys (Hold up two fingers.)Jumping on the bed (Jump up and down.)
J
O
One fell off (Hold up 1 finger and then roll your hand down towards the floor.)And
b
bumped his head (Tap your head with your fist.)Mama called the doctor and the
d
doctor said (Put your pinky and thumb to your ear like a telephone.)No more
monkeys jumping on the bed! (Put one hand on your hip and wag your index finger.)
O
One little monkey (Hold up one finger.)Jumping on the bed (Jump up and down.)She
J
f
fell off (Hold up 1 finger and then roll your hand down towards the floor.)And bumped
h
her head (Tap your head with your fist.)Mama called the doctor and the doctor said
(
(Put your pinky and thumb to your ear like a telephone.)No more monkeys jumping
on the bed! (Put one hand on your hip and wag your index finger.)
16. The Alphabet Song (Let's Learn)
17. The Alphabet Song (Let's Sing)
18. I See Something Pink
(See I See Something Blue)
19. Go Away!
(
(Before singing the song, teach the gestures for each of the creatures:Big green
monster: Hold your hands up high as if they were two big claws.Scary witch: Make
:
t
the shape of a witch's hat over your head with your hands.Black cat: Swipe your
h
hand as if it were a cat's claw.White ghost: Hold your hands in front of you as
though you are floating like a ghost. )
Go away, big green monster, go away. (Push your hands out, then make the
monster gesture, then push your hands out again.) GO AWAY! Go away, big green
. G
m
monster, go away. GO AWAY! Go away, big green monster. Go away, big green
G G
m
monster.Go away, big green monster, go away. GO AWAY! Go away, scary witch,
G G
go away. (Push your hands out, then make the witch gesture, then push your hands
out again.)GO AWAY! Go away, scary witch, go away. GO AWAY! Go away, scary
.G G G
w
witch. Go away, scary witch.Go away, scary witch, go away. GO AWAY! Go away,
G G G
black cat, go away. (Push your hands out, then make the cat gesture, then push
your hands out again.)GO AWAY! Go away, black cat, go away. GO AWAY! Go
.G G G
a
away, black cat. Go away, black cat.Go away, black cat, go away. GO AWAY! Go
G G G
away, white ghost, go away. (Push your hands out, then make the ghost gesture,
then push your hands out again.)GO AWAY! Go away, white ghost, go away. GO
.G G
A
AWAY! Go away, white ghost. Go away, white ghost.Go away, white ghost, go away.
G G
GO AWAY!
20. What Do You Want for Christmas?
What do you want for Christmas? Christmas? Christmas? (Shrug your shoulders to
i
indicate a question, and then make the shape of a Christmas tree with your hands.)
What do you want for Christmas? (Shrug your shoulders to indicate a question, and
t
then make the shape of a Christmas tree with your hands.)Santa’s on his way. (Pat
y
your belly like Santa.)I want a train. (Make locomotive actions with arms.)I want a
t
train. (Make locomotive actions with arms.)I want a great big train. (Make BIG
l
locomotive actions with arms.) [SOUNDS: move around the room like a train!]
10. What do you want for Christmas? Christmas? Christmas? (Shrug your shoulders to
i
indicate a question, and then make the shape of a Christmas tree with your hands.)
What do you want for Christmas? (Shrug your shoulders to indicate a question, and
t
then make the shape of a Christmas tree with your hands.)Santa’s on his way. (Pat
y
your belly like Santa.) I want a rocket. (Put your hands up over your head making a
r
rocket shape.)I want a rocket. (Put your hands up over your head making a rocket
s
shape.)I want a great big rocket. (Put your hands up over your head making a BIG
r
rocket shape.) [SOUNDS: Crouch down, with hands position like a rocket overhead
a
and count down, the shoot up like a rocket spinning around!]Prepare for lift-off...5, 4,
3, 2, 1, LIFT-OFF!
What do you want for Christmas? Christmas? Christmas? (Shrug your shoulders to
i
indicate a question, and then make the shape of aChristmas tree with your hands.)
What do you want for Christmas? (Shrug your shoulders to indicate a question, and
t
then make the shape of a Christmas tree with your hands.)Santa’s on his way. (Pat
y
your belly like Santa.)I want a robot. (Make robotic actions with your arms.) I want a
r
robot. (Make robotic actions with your arms.)I want a great big robot. (Make BIG
r
robotic actions with your arms.)[SOUNDS: move around the room like robots. ]
What do you want for Christmas? Christmas? Christmas? (Shrug your shoulders to
i
indicate a question, and then make the shape of a Christmas tree with your hands.)
What do you want for Christmas? (Shrug your shoulders to indicate a question, and
t
then make the shape of a Christmas tree with your hands.)Santa’s on his way. (Pat
y
your belly like Santa.)I want a teddy bear. (Stick both arms out in front of you like a
t
teddy bear.) I want a robot. (Stick both arms out in front of you like a teddy bear.) I
w
want a great big robot. (Stick both arms out in front of you like a BIG teddy bear.)
[SOUNDS: sit down and one at a time, put out arms and legs posing like a teddy
bear. Then, on “OH NO!” fall over like a teddy bear might, staying frozen in the teddy
bear position. Kids love it!]
What do you want for Christmas? Christmas? Christmas? (Shrug your shoulders to
i
indicate a question, and then make the shape of a Christmas tree with your hands.)
What do you want for Christmas? (Shrug your shoulders to indicate a question, and
t
then make the shape of a Christmas tree with your hands.)Santa’s on his way. (Pat
y
your belly like Santa.)Santa’s on his way! (Pat your belly like Santa.)
21. Put on Your Shoes
P
Put on your (Hands on hips, swaying back and forth.)shoes, your shoes, your shoes.
(
(Point to feet.)[SOUNDS: two short sounds, one for gesturing putting on left shoe,
t
then one for right shoe.]Put on your (Hands on hips, swaying back and forth.)shoes,
P
y
your shoes, your shoes. (Point to feet.)[SOUNDS: two short sounds, one for
g
gesturing putting on left shoe, then one for right shoe.]Put on your shoes. (Gesture
p
putting on your shoes.)Let's go outside. (Point outside the window.) Hurry up. Hurry
L
up. Hurry hurry up! (Make a "come on...let's go" gesture and then everybody runs
around the room in a circle.)
P
Put on your (Hands on hips, swaying back and forth.)pants, your pants, your pants.
(
(Point to your pants.)[SOUNDS: three sounds--two for gesturing putting feet in each
l
leg of the pants, then a funny sound to indicate pulling up your pants.]Put on your
(
(Hands on hips, swaying back and forth.)pants, your pants, your pants. (Point to your
11. p
pants.)[SOUNDS: three sounds--two for gesturing putting feet in each leg of the
p
pants, then a funny sound to indicate pulling up your pants.]Put on your pants.
(
(Gesture putting on your pants.)Let's go outside. (Point outside the window.) Hurry
L
up. Hurry up. Hurry hurry up! (Make a "come on...let's go" gesture and then
everybody runs around the room in a circle.)
P
Put on your (Hands on hips, swaying back and forth.)jacket, your jacket, your jacket .
(
(Gesture pulling a jacket over your shoulders as if it were cold.)[SOUNDS: three
sounds-two for gesturing putting arms in the sleeves of the jacket, and a zipping
s
sound to zip up your jacket.]Put on your (Hands on hips, swaying back and forth.)
P
jacket, your jacket, your jacket . (Gesture pulling a jacket over your shoulders as if it
w
were cold.)[SOUNDS: three sounds-two for gesturing putting arms in the sleeves of
t
the jacket, and a zipping sound to zip up your jacket.]Put on your jacket. (Gesture
p
putting on your jacket.)Let's go outside. (Point outside the window.) Hurry up. Hurry
L
up. Hurry hurry up! (Make a "come on...let's go" gesture and then everybody runs
around the room in a circle.)
P
Put on your (Hands on hips, swaying back and forth.)hat, your hat, your hat.
(
(Gesture tipping your cap.)[SOUNDS: a whistle sound - pretend to hold a hat high
above your head - followed by a funny gong sound - pull the hat down hard on your
h
head.]Put on your (Hands on hips, swaying back and forth.)hat, your hat, your hat.
P
(
(Gesture pulling a jacket over your shoulders as if it were cold.)[SOUNDS: a whistle
sound - pretend to hold a hat high above your head - followed by a funny gong
s
sound - pull the hat down hard on your head.]Put on your hat. (Gesture putting on
y
your hat.)Let's go outside. (Point outside the window.) Hurry up. Hurry up. Hurry
L
hurry up! (Make a "come on...let's go" gesture and then everybody runs around the
room in a circle.)
P
Put on your shoes. (Gesture putting on your shoes.)Your pants. (Gesture putting on
y
your pants.)Your jacket. (Gesture putting on your jacket.) And your hat. (Gesture
Y
p
putting on your hat.)Hurry up. Hurry up. Hurry hurry up! (Make a "come on...let's go"
gesture and then everybody runs around the room in a circle.)
22. See You Later
See you later. (Make circles with thumbs and index fingers around each eye, and
t
then extend your arms out and point out to the class.)See you later. (Make circles
with thumbs and index fingers around each eye, and then extend your arms out and
p
point out to the class.)See you later. (Make circles with thumbs and index fingers
a
around each eye, and then extend your arms out and point out to the class.)Take
c
care. (Wave with your left hand.)Good-bye. (Wave with right hand.)
I
It's time to go. (Point to your watch, or where your watch would go on your wrist.)See
you later. (Make circles with thumbs and index fingers around each eye, and then
e
extend your arms out and point out to the class.)It's time to go. (Point to your watch.)
I
S
See you later. (Make circles with thumbs and index fingers around each eye.)
Goodbye. (extend your arms out and point out to the class.)
See you later. (Make circles with thumbs and index fingers around each eye, and
t
then extend your arms out and point out to the class.)See you later. (Make circles
with thumbs and index fingers around each eye, and then extend your arms out and
12. p
point out to the class.)See you later. (Make circles with thumbs and index fingers
a
around each eye, and then extend your arms out and point out to the class.)Take
c
care. (Wave with your left hand.)Good-bye. (Wave with right hand.)
23. Please Sit Down
Shh! Be Quiet. Please sit down. Please sit down. Please sit down.
Shh! Be Quiet. Please sit down. Listen, listen, listen!
Shh! Be Quiet. Please sit down. Please sit down. Please sit down.
Shh! Be Quiet. Please sit down. Listen, listen, listen!
24. Sweet Dreams
Goodnight to you (place one elbow on top of one hand and then lower the other
h
hand to the other elbow, gesturing a setting sun, then point to the child)Goodnight to
m
me (setting sun gesture, point to yourself)Now close your eyes (point to eyes)and go
N
t
to sleep (hands against ear, head tilted, gesturing sleeping)Goodnight, (setting sun
g
gesture)sleep tight, (hold your fists up to your chin as if you are snuggling with a
b
blanket)sweet dreams tonight. (keeping your arms snuggled close to you, look up as
i
if you are looking at your dreams in a thought bubble)Goodnight (setting sun
g
gesture)I love (point to self, hug yourself, gesturing “love”)you (point to child)