Va aLeLEONARD- “) oe Leaning “Lssentiq] L Sy ie Beymer and Goh 6 xy Mar Brymer ane dein Jae 1 Activities bi g and eetiviies by Bl “Jable of Con Introduction Can, WeCon _ _ _ | Have a Name _ _ LIKE 1 2 3 4 5. | Like to Ride _ _ 6. We Go! 7. We Like to Move_ _ 8. | Roll the Ball _ _ _ 9. In My Backpack _ _ 10. Go to the Zoo. 11. Play WithMe 2 2 12. What Is This For? | any form or by any means, except where indicated, without the prior writen permission ofthe Publisher. HAL*LEONARD® CORPORATION Capa 0 2012 HAL LEONARD CORPORATION, inematon! Copnot Sesond Al Nig Resa Vist Hal Lsonard Onin at wor nal af ‘ake1. J Can, “We Can G3 S). ON @Q I can. I can. ‘ y We can. We can. “ Vo I can. We can. | can. We can. ~ | can moo. ce k f a , | can meow. XY ey We can meow. wR Xe I can woof. ntl atl oe We can woof. Ae we ee I can growl. Se We can growl. Be Q I can. I can. ‘< “S@ We can. We can. Wa er Moo Meow Woof Growl Ni OQ I can. e We can. “ee Can you? — Can you? We can moo. f A es I can. We can. I can. We can. Can you?1. J Can, “We Can We can. We can, SIGHT WORDS: |, can, we, you BE on you? GOALS: Lean moo. { £7" Cee: eH VE Wecan oo, lean meow & ee We can meow. & we * Sing a song by memory Find repeated patterns in a song * Match animal sounds with animal an woof, " fe can wool neues Hea HE FE Wecanves & Hf * Identify sight words can growl Be ‘We can grow! Se MATERIALS: QD veon 1c BD Wecen Wecen Van. We cn. can, We cn. YP an you? Moo Meow Wee!” Growl Qin VP ven HE cone a oy «€ACHING SUGGESTIONS: * Show picture of a cow. SAY: do you know what sound this animal makes? (children “moo"). Repeat with remaining animal pictures. * SAY: Let's listen to a fun song and see if you can make the animal sound ate place. | will make the sound first, then you can make the sound. * Pictures of cow, cat, dog and bear * Song Chart (page 4) * listening CD (Track 1 with singers; Track 2 activity version) at the appropri- * Play recording of “I Can, We Can” (Track 1) ~ teacher makes the sound after “| can;” children make the sound after “we can.” Lead them in inserting the clap at the right time. * After another listening or two, SAY: Can you sing the song with me? You can even si part. Let children sing along a few times, «SAY: Look at my song chart. I'm going to sing the song and follow the chart. You can fol- low with your eyes or your singing voice. «Let the children follow and sing the song several times, following the song chart, 3VA* SAY: Nice job! | bet you notice several words and pictures in my song that are repeated 849 onthe chart. Let's find them. * Lead children in identifying the words and pictures on the chart that are repeated, noting the sight words. ® Add the movement suggestions (as printed on the songsheet] while singing the song ® - Choose any of the following activities to reinforce the lesson and practice the sight words ing my ) OLtt by 1: “Sight Word Hopscotch” Materials: * Sight words printed on large index cards * Tope Directions: 1. Tape sight words on the ground in a row. 2. Have students line up in front of the cards. The first child must read the word in order to hop on it. Then she must read the next word in order to advance. If a child misses a word, he has to go to the end of the line and wait for his next turn | Acetivity 2: “1 Can Dance, We Can Dance” Materials: * Action Pictures (on cards or WB) - see page 7 * Activity Recording of "I Can We Can” (Track 2) Directions: 1. After children learn the song, let them think of 4 different actions (for example: hop, clap, wiggle, dance), or use picture cards of 4 different actions. . Lead the children to sing the song insert. ing the actions instead of animal sounds You may want to use the Activity Record- ing (Track 2) that omits the animal sounds so new actions can be substituted. 3. Sing the song until children can sing it BO © br'nemery n 1. J Can, We Can viby d: “I Can Write a Class Song” . Materials * Blank Song Chart with Sight Words, page 8 (on teacher chart, overhead, or WB) * Activity Recording of “I Can We Can” (Track 2) Directions: 1. After changing the song to an action song (activity 2 above), let the children or teacher insert action pictures into the Blank Song Chart, instead of the animal pictures. 2. Let the children follow along the new song chart while singing the action song 3. Let the children identify the sight words by calling them out when you point to them a 4. Let children draw their own action pic. tures in the boxes of the reproducible OR give children the reproducible with teacher-drawn action pictures 5. Guide the children to circle the I, under. line the can, draw a box around the we and draw a squiggly line under the you, or use different colors for each word.” (J2. Have a Name 1 have aname. You have aname. We all havea name. Can I tell you my name? GL G@£=E= § Sam | ) | lam ++ (mms | am (7 QE lam ie We all have a name. | lam... Ey aR | lam es lam Sica Creed We all have a name. | have a name. You have a name. We all have a name. Can I tell you my name? | have a name!2. T Have a Nume Vhave a name 2.9 lave a Name SIGHT WORDS: |, a, can, we, you You have a name We all have aname. Cam Itell you my name? = =< —m GOALS: 1 127 tom * Sing a song about names We all have a name. * Learn names of classmates * Practice a steady beat tom tom le * Listen and match syllables/thythms — —— © Identify sight words We all hove a name * Identify child’s written name Thave a name. You have a name. MATERIALS: We all have @ name. Can I tell you my name? * Song chart (page 10) * Listening CD (Track 3 with singers; Track 4 activity version) Name of each child written on a name tag that they can wear * Name of each child written on index card, label or paper Thave a name! ING SUGGESTIONS: Lae ve class sit in a circle. Give each child their name tag. SAY: Lam so happy each and * Gvery one of you is in my class! Lets learn a song about all of our names! e cording of song (Track 3), showing children where the 2 oley reeves going around the circle ond letting each child seyate place. Track 4, the activity version, leaves out the spol ci Eon insert their names! . . ww look at my song chart. I’m going to sing the song and follow the chart. You can * SAY: Now lot ur eyes or your singing voice. Let the children follow ond mre Follow wei Billowing the song chart, and doing motions if they wish, os pri eral times children in identifying the words on the song chart, noting the sneer eat wonderful names we have in our class! Would anyone like ° SAY: WI 4 say the names of our classmates? Let volunteers take turns. swith children’s names ond have them motch to the name tags children are y can say their names. Try it say their name in the appro- ken names, so your children 1g the song sev. inted in song. sight words to go around the circle an Show card: wean y of the following activities to reinforce the lesson and practice the sight words. * Choose (@)& sFoCsivibyy |: Bean Bag Name Game Materials: * Large posterboard, butcher Paper or shower curtain with grid drawn on it, Sight words on large index cards, dupli- cating each sight word at least twice. Children’s names on large index cards, one name per card, * Tape * Bean bags Directions: 1. Tape cards on grid 2. Children take turns tossing bean bag. If it lands on a word, they must read the word. 3. Game can be turned into a competition by awarding points to teams. 4. Child gets a bonus point if the bean bag lands on his/her own name! cJeetivity 2: My Name’s Got the Beat ~ Materials: *® Hand drum or metronome beat (optional) tions: 1. Start a steady beat on a hand drum or a metronome. Children keep the beat on their knees or any other body percussion. 2. Teacher starts, keeping the beat and say- ing “My Name is___”. Class echoes “Her Name is. 7 ; The next child says “My Name is ° and class echoes back to him. “His name is, - Continue around the circle until everyone ” has a chance to say their name. 2.9 Have a Name vctivity d: Listen to the Rhythm of My Name Materials: * Children’s names on large index cards one name per card. (Optional: notate simple rhythm of the name on the back each card.) * "lam" practice sheet (page 13) to cop child's name Directions: 1. Teacher models clapping the rhythm her name, first while saying it, then j by clapping the rhythm. Do several tim so children can hear the syllabic/rhythm connection. 2. Teacher then claps the rhythm of eac child’s name; children echo clap and sa name while teacher holds up the name o the card. 4 Teacher then claps a name without sayin, it, and children must guess whose nam, it is. Practice several times. Notice som names that have the same rhythm. 4 Teacher gives directions for the next name like “This name goes to the carpet,” o; “This name goes to the red table,” etc, Teacher claps rhythm and children move 5. When children get to their table, they can| Practice writing their name on a practice Page. Teacher will need to have a modal written for student to copy and practice. ooe y a Cp) Gf 77 GL Sr es 3 PJ KE L-I-K-E! L-I-K-E! like you, and you like me. | like you, and you like me. \ like the ball. Hike the bat, «<2 I like the glove. I like the hat. XA L-I-K-E! L-I-K-E! I like you, and you like me. I like you, and you like me. I like the duck. ie 7 % ye : . I like the goose. oy ay I like the sheep. ae 4e 4 o L-I-K-E! L-I-K-E! I like you, and you like me. I like you, and you like me. | L-I-K-E you!Ulike you, and you like me. SIGHT WORDS: Uke you, and you like me, I, like, the, me, you Mle the bal p+), G 3. J Like to SIGHT WORDS: |, like, a, can, see GOALS: * Identify sight words * Sing a song with a steady beat Identify beat and divided beat MATERIALS: * Toy car Song chart (page 25) Listening CD (Track 9 with singers; Track 10 activity version) © Hand drum Metronome (optional) TEACHING SUGGESTIONS: cy Gather the children in a small grou ~ ip. Show them a toy car, and ask them to take turns tell- ing you about a ride they have had in a car. ‘SAY: Listen to my new song about riding in a car. As you you might see if you were in my car. Play recording for chil things did we see as we were n, be ready to tell me what ren (Track 9). SAY: What ing? Children will name house, truck and school. «SAY: Now look at my song chart. I'm going to sing the song and follow the chart. You can follow the chart with your eyes or your singing voice © Let the children follow and sing the song several times. Lead children in identifying the ver tds on the song chart, noting the sight words. «SAY. Let's do a fun motion while we are singing the song. Ask the children to bounce on the steady beat while they are singing, like they are riding in a bumpy car. SAY: That's anice steady beat motion. I’m going to show you another way to show the steady beat, oo xan @ hand drum while singing the song and have children copy in ther ond, Wikie they are bouncing to the beot «When children are ready, SAY: Listen while | sing the words tothe first part ofthe song, Linen sc hear any words that might goa litle quicker than the steady beat I'm playing on Can 00 ee dg children to find the divided beot on the words “in a." SAY: Sometimes deem. ergy, but sometimes the rhythm of the song i quicker. Depending on the age the beat is steady a ein their music vocabulary, you may reinforce the diference be. of the children, one’ TM id the quarter note and eighth notes. Let the children listen and tween beat and shy inl Ws, praciicing the divided beat when it occurs, Use @ metronome top the thythm oF ne difference in beat and divided beat. Let children practice Fetes sont coggestions (os printed on the songshee!} while singing the song Add movemne the following atvis 10 ceinforce the lesson ond pratice the sight words + Choose anSectiviby \: Take a Ride Around the World Materials: * Index Cards wi DJ Pike te “Ride ith a sight word written on each (I, like, a, can, see) Directions: * Have children sit in @ circle. Designate @ starting point in your trip “around the world.” That place in the circle is the starting point and child sitting there stands up first, behind the person sitting ‘on his right. These are the two players in Round 1 * Hold up a sight word card. The first one of the two players that correctly reads the sight word from the card, stands behind the next person in the circle Continue around the circle until a child makes it back to the starting point in the circle. (Use sight words from this song, or all the sight-words you have been working on for a bigger challenge.) cHectivity 2: Rhythmic Grab Bag Materials: * Small cards on which are written either ‘one quarter note or a pair of eighth notes * Basket or bag * Metronome or drum to keep the beat (many online metronomes are available) © Basic classroom rhythm instruments (optional) irections: 1, Reinforce the concept of steady beat " py listening to a beat on a metronome cor drum. Show children the quarter note card, reminding them that it’s the beat, Review the divided beat (eighth note card) wo retivity 3: What Can I See? Materials: Directions: 1 & o 2. Put the index cards in a basket or a bd Have 4 children each take a card. Put t cards on the board or table so class ¢ see them Class claps what they see. Next 4 childre take out one card each, continue with th rhythm. If possible, let children play the created rhythm on simple rhythm instr ments. Recording of the song (Track 10, activity version) Reproducible worksheet (page 28) Markers, pencils, or crayons Review the words of the song Talk about other things they would see on @ car ride besides what was mentioned in the song Give each child a reproducible. Guide them to circle I, underline can, put a box around see, and dot under a, let them draw on the rest of the page something that they would see during their car ride. If you wish, you can label child's drawing to complete their sentence. Using Track 10, have Berg and insert some of the new things the children have drawn that they would see during their car ride everyone sing the (Ao > G\y Sor Che GC. “We Ge We go go go go go go go go qe We go go go go go go go go ‘SLOW. i We go go i We go go y We go go go ¥ We go go go go go go go go GD Z We go on the ev We go ona S > We go! Go, girls! Go, boys! We go! 1. We go on the ga We go on a al as 2. We go to the am We go to the ¥ ait We go toa = with a AU We go! Go, girls! Go, boys! We go!Activity) |: Word-crobats! Materials: * 4 Index cards with the sight words printed on them Directions: 1. Divide children into 4 teams. Give each team a sight word card 2. Teams work together to form the word (letters) with their bodies. 3. When time is up, let each team show their creation and the other team must guess their word. cAectivity 2: Red-Light, Green-Light Materials: * 4 index cards with the sight words printed on them Directions: 1. Children begin at a designated starting point on one side of the playing space Teacher is across from them. 2. Teacher holds up one of the word cards. If the word is go, children walk toward teacher. If the word is anything else, chil- dren must stop. If they don’t stop, they must go back to starting line. 3. Teacher chooses child who stopped cor- rectly to read the word. If they can read it, they can stay in place; if not, they must go back to starting line. Teacher continues flashing different words for children to practice reading. Once children reach the teacher, they are winners. C. “We Geo ecbivity d: The Tortoise .. and The Hare Materials: * Recordings of fast and slow selections of music, (or teacher play on piano) * Board or chart for writing * Pictures of fast and slow moving animals (optional) Directions: 1. Guide children to think of different ani- mals that move fast and slow, make a list ‘on the board (or show pictures). 2. Choose one fast and one slow animal. 3. Let children practice moving like these animals in designated space 4. Play selections of music and let them beg the animal that matches the music. 5. Choose new animals for a second play- ing. Remind children of the tempo of the music©) FOE C6. “We Go CG. “We Ge We go go go go go go go go SIGHT WORDS: We go go go go go go gogo s.oi we, go, the, a Wego 90 ff We go 90 Y weg 0000 GOALS: We * Practice moving in own personal space © 99 G0 go go go go gogo @ We go on 0 6 ps We wonthe Gedy Wegrone is. We go! Go, girls! Go, boys! We go! 2. Wesoiothe fi We goto the 2. Wegoica Le wine _ fii We go! Go, girls! Go, boys! We go! * Create motions to a song * Identify musical opposites |. We go on the te fast/slow, tempo © Identify sight words MATERIALS: * Recordings of a fast and a slow selection of music Pictures of fast and slow moving animals (optional) * Song chart (page 30} * Listening CD (Track 11 with singers, Track 12 activity version) hy TEACHING SUGGESTIONS: * Have children stand in their own personal space, and define boundaries for them. SAY: 1am going to play some music for you, and | want you to move in your own personal space in a way that matches the music, OK? Play recording of fast music while children move. Play slow music while children move * SAY: That was great! Can you tell me how these pieces are different? other was slow). SAY: In music, the word lempo means how fast or slow mesic ios kat ey These pieces had different tempos, didn’t they? em + (Optional] SAY: New I'm going to show you some pictures of different animals each one is fast or slow. Show animals, have children respond, not wmals * SAY: Now listen to my song called “We Go.” See if it makes you w se it te slow, or maybe both. Let me see what kind of moves you can do! Piay recent (Track 11) for children, and let them move in their own personal space wighe (ge son ing * SAY: Wow, those were some great motions! Now look at my s. ’ . . the song and follow the chart. You can follow the chart with your ger foo eens voice. Let the children follow and sing the song several times fallacies eee singing Lead children in identifying the words on the song chart, noting the sight econ ho s Using Track 12, sing the song ond have childven wrecrs or things they could ride on, insert some new places they could go to tell me if ™ — * Add movement suggestions (as printed on the songsheet) while singing the son * Choose any of the following activities to reinforce the lesson and Practice the ht word sight words.ee. We Pike to WLove We X X X like X X X to X X X move X X X. Hop like a We like to move. Trot like a f . i k { We like to move. We X X X like X X X to X X X move X X X. Walk like a “2, We like to move. We like to move. We X X X like X X X to X X X moveX X X.sou @ gh BR We like to move cca RL OF We like to move. We X X X like X X X to X X X move X X X We like to move. Waddle like a <3 = = We like to move We X X X like X X X to X X X move X X X. JIGHT WIRY we, like, to, a GOALS: « Move in personal space © Clap to a steady beat « Compare the feel of du meter (pulse) * Identify sight words ple to triple MATERIALS: © Song chart (page 34) © Listening CD (Track 13 with singers, Track 14 activity version) ¢ Simple rhythm instruments (optional) * Piano or keyboard (optional)a eC 7. We Hecsivity 1: Pillow Hop Materials: © 8 throw pillows * Index cards with sight words written on them, 2 cards per word * Tope * Music recording (your choice} Directions: 1. Tape each sight word card to a throw pil- low. Set pillows up in a circle with sight words visible and have children walk around the pillows while music is play- ing 2. Leader stops the music and calls out one of the sight words. The first child to pick up the correct pillow has to read the sight word on the pillow and, if correct, gets to choose a move (for example skip, tiptoe, jump, hop, etc.). When the music starts, the class moves that way around the circle until the music stops again Then another sight word is called out, ‘and the game continues. Keep playing until several or all of the children have had a chance to pick up a pillow and choose a move © ike to JLove ~ ocbiviéy 2: Off to the Races Materials: * Recordings of music in duple and triple meter, or played on piano or keyboard © Optional stick horses Directions: 1. Let children listen to examples of duple and triple meter on the piano or from recordings. Let them practice “gallop- ing” when they hear the triple meter and “walking” when they hear duple meter. 2. Designate a starting line and finish line 3. Let 3 or 4 children race in each heat; they must move in the correct way that matches the pulse of the music. (Use stick horses to make it more fun!) 4. Crown the winner! chetivity 3: Word Art Materials: * Plenty of play dough, clay or pipe cleaners * Reproducible or sight words written on large index cards (page 37) * Plain paper * Glue Directions: 1. Using the reproducible, let children make the letters/words using play dough, clay, or pipe cleaners. 2. Children can make the word on the re. producible sheet, or can copy it from the sheet or index card, and create it on plain paper. 3. Let dough dry or glue pipe cleaners to paper.&. °) ‘Rall the “Ball | roll the ball to > > <> I roll the ball to DY . He rolls it back to me. (She) I roll the ball to him. LON (her) ‘ae ‘ He rolls it back to me. ee (She) I roll the ball to “KE I roll the ball to . He rolls it back to me. (She)6 Del) ¢ 8. I Kell the Ball 8.5 ‘Rell the “Ball Urol the ball 9 Q Q QO Sigur WORDS {rol the ball t0 Q He ol it back me, GOALS: * Learn a name game * Sing alone {roll the ball al a * Identify sight words MATERIALS: He rolls back to me. * Small playground ball, or any other {She} kind of softrolling ball for game * Song chart (page 39) Troll the ball to @ d > * Listening CD (Track 15 with singers; © Track 16 activity version) {roll the bolt te 4 He calle» back to me. * Inflatable beach ball for sight word {She} activity TEACHING SUGGESTIONS: © Gather children into a circle with you. SAY: | have a new game to help us learn (practice) each other's names! Listen to my song. Play recording of song (Track 15); ask children how they think we can play this game * Discuss what might happen if the ball gets away and how children should handle it. SAY: OK, let’s play. IF I sing your name, I'm going to roll the ball to you. What do you do then? Play the game (using Track 16, activity version, without recorded children’s names); giv. ? ing each child a turn to receive the ball from you, and roll it back. * SAY: Now, let’s play the game a different way! Who thinks they can start? The leader will have to sing the first part of the song all by yourself, and you will have to choose a friend who is going to get the ball. Everyone else will need to listen for their name, so you will Know if the leader picked you. Let children take turns being the leader. Some children wil not have enough confidence to sing alone, so gently encourage them «SAY: Now look at my song chart. I’m going to sing the song and follow the chart. You can (2 Raid the chart with your eyes or your singing voice. Let the children follow and sing the rong following the song chart. Lead children in identifying the words on the song chat, noting the sight words, «© Choose any of the following activities to reinforce the lesson and practice the sight wordsA) 8. I Rell the Ball eke = Focbivityy 1: Sight Word Catch cAetivity 3: Draw a Sentence Materials: Materials: * Inflatable beach ball * Reproducible (page 42) © Marker * Markers, crayons, pencils Directions: Directions: Blow up the ball and divide it into grids 1 with a marker. Writ i each part of the grids sight word in 2. Let her color the ball, copy the sigh words on the dotted line below, ani draw a picture of her friend. | Give each child « reproducible sheet 2. Toss the ball to a child. The child will catch the ball with both hands. He can read the sight words he is touching or not touching; the one he is looking at (teacher decides the rules) 3. If child reads the word(s) correctly, he can throw the ball to a classmate. If not, he must throw it back to the teacher. eebivity 2: Small Group Solos Materials: * Enough small rolling balls for each group to have one Directions: 1. Divide children into small group of 4 or 5 2. Let them play the game | Roll the Ball * With each other. Ina small group setting, children may be less shy to sing alone. rs each group, encourag- ing the shy singers 4. After this individual practice, class can come together and play again as a class if you wish.Ihave a | have a Sem Ihave a Se | have a a. thevea HAVE HAVE HAVE kpaek | have a a . on my back. | have a a. in my Ihave a in my a. Ihave a on my back. Ihave a a Ihave « theve o a. oa.TEACHING SUGGESTIONS: flave a Backpack t oo er: 9. J Have a Backpack SIGHT WORDS: thave a on my bai thave @ + theveo Ra Inhaye, ta thave a ny. GOALS: * Listen for sounds of rhyming words thoes Ban thar a thove o BB inny a thoveo thoveo HAVE hoes €R HAVE thove a Fl HAVE Ihave EP “a * Match rhyming words to create new verse of song * Identify sight words MATERIALS: * A backpack * Pencil, ruler, book, surprise items (or pictures) in backpack representing rhyming words [i.e., toy car, star, toy cat, hat, fish, dish, bear, chair, etc.) * Song chart (page 44) * Listening CD (Track 17 with singers; Track 18 activity version) * Board or chart for writing, marker Gather children around you. Show them a backpack. SAY: I know you all know what this is, right? Children say backpack. SAY: What do you think is in my backpack? Let children guess, Take out pencil, book, ruler and name them. SAY: Listen to my song about my backpack, and see what else might be in here! Play recording for children (Track 17), let them list other things named in lyrics (carrot, cap, tiger). Let them listen again, and practice spell- ing the new sight word “have.” Sing another time for more practice SAY: Now look at my song chart. I’m going to sing the song and follow the chart. You can follow the chart with your eyes or your singing voice, or both! Let the children follow and sing the song several times, following the song chart. Lead children in identifying the words on the song chart, noting the sight words. SAY: That was some great singing! When I say the word “backpack,” can you hear how the two parts of that word sound the same? They rhyme, they have the same ending sound. Let children practice saying the rhyming words SAY: | have some surprises in my backpack! Take out one item and let children say what it is. Take out the rhyming item, let children say the word and guide them to hear the rhyme Do with several other sets of rhyming items : Write new sets of rhyming words on the board or chart. Decide which would fit into the song as new lyrics. Using the activity version on Track 18, let children sing song with new words they chose. Add movements as suggestion in the songsheet. Choose any of the following activities to reinforce the lesson and practice the sight words.. ese » 9. 3 Have a “Backpack s octi viby) 1:1 Have a Lot of Fun in My Class! Materials: * Reproducible Sheet (page 47) * Markers, crayons, pencils Recording of “| Have a Backpack” (Track 17) Directions: 1 As they listen to the song, let children practice tracing the sight words on the reproducible sheet Encourage children to think of an object they have or would like to have in their backback Then have them draw a picture of that object to complete a sentence. “lhave a ” .. a | 2 efoetivity 2: Rhyme Time Materials: Items or pictures that rhyme (see examples from backpack in lesson above), or a picture * Items book with rhyming words oT rl hat it is. Hold up a second object or i ture and have children say what i 1. Hold up one object or pic hile 11a signal (thumbs up or thumbs down] if the words chyme or do not rhyme. 3. Separate objeACHING SUGGESTIONS: AO) @gs9 9. J Have « Backpack th SIGHT WORDS: a ‘on my bock | have, a rave a 2. Thave o : es GOALS: thave a & om Tove a Ron thave eB 7 WG thave @ a thoveo EB Thove a a ‘on my back HAVE thoes €R WAVE thoes HAVE thove o

12. What Is Shis Spor? Let's play a O called “What is this for?” | ask the 6 . You keep C 1. This is my 9 . What is it for? My 9 is for . Here’s one more. This is my SS . What is it for? My Le is for . See one more! 2. This is my » . What is it for? My » is for . Who knows one more? This is my . What is it for? My — is for . Sing one more!W Witet Let's play a go 1. This is my 9 Whar is it for? This is my BBS, . What isi for? My SB stor See one more! My >) isfor___ who knows one met This is my What is it for? isfor____ Sing one more! TEACHING SUGGESTIONS: Se 12. What SIGHT WORDS: is, play, |, a, for, the, you, this GOALS: Question/Answer, and sol Reinforce body parts Identify sight words MATERIALS: Song chart (page 59) listening CD (Track 23 with singers Track 24 activity version) * Gather children around you. SAY: | have a fun question & answer f i A game for you. Liste to my song called “What Is This For?” and point to the parts of your body that you hear. Play recording (Track 23); children listen to the questions and answers about body parts showing the correct body part «SAY: Now I'm going to sing the question part and see if you can sing the answer part for me. Play recording again; teacher singing the questions, guiding children to sing the answers. Repect until they can sing the answers alone «SAY: Now, let’s make up some new verses. I’m going to change the questions. Who wants fo try it with me? Choose @ child to sing alone as teacher sings questions about different body parts, i.e hand, foot, leg, elbow, eyebrow, toe, smile, brain, eic. Give each child a chance to answer with their singing voice. Try this without the recording to give children a chance to think of their answers. «SAY: Good job! Now look at my song chart. I'm going to sing the song and follow the your own questions & answers ‘Add movements as suggested in the songsheet Choose any of the follo chart. You can follow the chart with your eyes or your singing voice, or both! Let the chil. Gren follow and sing the song several times, following the song chart. Lead children in identifying the words on the song chart, noting the sight words. «When children are ready, sing the song using the activity wack (Track 24) and moke up wing activities to reinforce the lesson and practice the sight words. ~O