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TM & @ Scholastic Inc. All rights reserved.TMSongs and FingerplaysMusic ConsultantAntonio Fermín, Ph.D.No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmittedin any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without writtenpermission of the publisher. For information regarding permission, write toScholastic Inc., 557 Broadway, New York, NY 10012.Acknowledgments and credits appear on pages 105–106, which constitute an extension of this copyright page.Copyright 2010 by Scholastic Inc.All rights reserved. Published by Scholastic Inc. Printed in the U.S.A.ISBN-13: 978-0-545-24897-6ISBN-10: 0-545-24897-3SCHOLASTIC, SCHOLASTIC BIG DAY FOR PREK, and associated logos and designs are trademarks and/or registeredtrademarks of Scholastic Inc.1 2 3 4 5 6 7 8 9 101018 17 16 15 14 13 12 11 10 09

Table of ContentsIntroduction . 4Professional Development Article . 6The Alphabet Song . 8TM & @ Scholastic Inc. All rights reserved.Look WhWho Came to School TToday .9Ready for School .10R.The MoreM We GetG Togetherth .11ApplesApl and Bananasnas .12.Let’s WaveLeave HHellollo .13.3The HokeyHok Pokey .14.Wee’ll Share a Tat.We’llShareTreat.15Oh, Littletle Playymatte .6Playmate.16Me and YoY.You .17Be a FrienFriend . .18Bounce and Build .19. .If You’re Happy and Youu Know It .20This Is My FamilyFamily.y .21.2Eat It Up! .22. . . . 2This Is a Familyy .23. .Mommy Took Me to the StoreS e .24.24.25My House .25Skidamarinkk .26Skidamarink.With My Familyy .27. . .27On Our Camping TTripip .28.28TenBed .29en in thehe B.GrandmaGradma and Mee .30.We’reHappyFamily.31We’re a HappH py Famil .1Familiesmilies .32.2Table of ContentsTo Market, To Market .33Down at the Firehouse .34Rig a Jig Jig .35Who Am I? .36My Crossing Guard .37Ten Little Firefighters .38I’ve Been Working on the Railroad .39On thet Go .40The Wheels on the Bus .41TipsT to Save the Earth .42Reduce,uc Reuse, Recycle .43This Old Earth .44BabyBa Kangaroo .45Do Youou Know the Jungle Animals?.46Rockin’ Robin.47BabyBa Koala .48I Have a Little Kitten .49There’s a Hole in the Middle of the Pond.50Ladybug,Ladybug.51adBuzzy Bee .52Over in the Meadow .53I’m a Little Frog .54Lazy Little Caterpillar .55Five and Five Eggs .56

TM & @ Scholastic Inc. All rights reserved.Making Mud Pies .57Cloud Pictures.58Hey Diddle Diddle .59Let’s Build a Home .60Here Are the Tools That We Use .61The Hammer Song .62What I’ll Make .63My Skyscraper .64I Want to Be a Carpenter .65Painting, Painting.66This Is My Paintbrush .67The Big Bass Drum .68Quiet Time .69I Have a Question.70Head and Shoulders .71Let’s Exercise! .72Wash, Wash, Wash Your Hands .73Brush Your Teeth .74Silly Sandwich .75Carrots for Supper.76Apples.77We Buckle Up! .78911 .79Traffic Light Song .80Here Is My Garden .81Pick a Tomato.82Ten Fat Peas.83In the Sky .84It’s Raining.85Mister Sun .86Down in the Valley.87Snowflake .88Rain .89Whether the Weather .90Can We Go Out? .91Seasons .92Take a Trip.93I’m Moving Tomorrow .94Sally Go ’Round the Sun .95The Swimming Lesson .96Oh, Yes I Can! .97Stepping Over Step Stones .98See Me Do It!.99If You Know Your Letters Now .100Just Keep Going On .101This Is the Way I Do It! .102Here Are My Ten Fingers .103Small Packages .104Acknowledgments . 105Index . 107Table of ContentsCo3

Introduction to Songs and FingerplaysPromoting Learning Through Musical ExperiencesTM & @ Scholastic Inc. All rights reserved.Young children delight in expressing themselves through song, rhyme, and movement.When you incorporate songs and fingerplays in daily classroom activities, you engagechildren in a shared experience that builds learning, active participation, and enjoyment.Integrating songs and fingerplays into daily instruction also enables learners to use theirbrains and bodies in meaningful and fun ways. These experiences contribute to thedevelopment of essential skills.Oral Language Age-appropriate and theme-aligned selections introduce new words and buildvocabulary. Recordings and teacher modeling present fluent language modelsodels forchildren to follow.Auditory Discrimination Repetition of rhymes and motions improves auditory memory.y. Repeated listening helps children compare and contrast sounds.ds. Frequent opportunities to participate develop children’s sensee ofrhythm and rhyme.Large and Small Motor Skills Practicing hand and finger movements develops precision offine motor skills. Deliberate large body movements encourage children toexplore their physical space as they develop gross motor skills.s.Singing and Moving Throughout the DaySongs and Fingerplays selections are theme-aligned and integrated throughoutoughoutBig Day instruction and daily routines. Two selections each week are referenced in the Teaching Guides ass partof alphabet knowledge Big Experiences. The word exemplars in theseheseselections provide opportunities for children to hear, produce, andd identifytarget letter-sounds. A third selection each week may be used after rest time in full-dayyclassrooms, to help focus and energize children before their next activityactivity.y.Children will enjoy repetition of favorite songs and fingerplays during morningMeet and Greet routines, transition times, play time, or any time. Provideide manyopportunities to revisit children’s favorite selections, and encourage themem toexperiment with music concepts, including volume, pitch, and tempo.4Introduction to Songs & Fingerplays

Flip Book Organization and FeaturesSongs and Fingerplays is a flip book; on one side you will find the collection of Englishsongs and fingerplays. When you flip the book over, you will find the Spanish songsand fingerplays.Song pages feature music notation with the vocal melody and chords to facilitateperformance. Superscript letters in the notation correspond to related movementinstructions below. Fingerplay pages feature art that depicts the movements.TM & @ Scholastic Inc. All rights reserved.Using the RecordingThe songs in this collection are also available on the Songs and Fingerplays CD. Usethe recording to introduce and teach songs, as well as to accompany children’s singing.Recorded selections represent a diverse group of performers, instruments, and styles tobuild children’s appreciation of many types of music.Introduction to Songs & Fingerplays5

Music in the Preschool Classroomby Dr. Antonio FermínNurturing a Love of MusicIntegrating music throughout your children’s PreK day provides experiences that help childrenbuild social skills, fine and gross motor skills, confidence, and enjoyment of school and eachother. Through many opportunities to enjoy music with others, you nurture children’s love ofmusic-making and sharing.You Can Teach Songs and FingerplaysTM & @ Scholastic Inc. All rights reserved.Many teachers approach music and movement with concerns about their ability to sing and toteach music. The good news is that the children are naturally drawn to participate in music andmovement. If you display enthusiasm about song and fingerplay selections, children will tendto follow suit, and wholeheartedly join in. In addition, you can rely on the song recordings tointroduce the melodies and rhythms to the class.Developing Children’s Musical AbilitiesBegin early in the year by modeling for children the difference between speaking and singing.This simple contrast will support them in the early stages of their vocal development. Tocomplement their efforts, play a recording of the song, and invite children to clap along.You can help establish the building blocks of musical enjoyment and proficiency by buildingchildren’s awareness of a few basic elements, and providing repeated opportunities for practice.Steady Beat and Rhythm Preschoolers can keep a steady beat, and you can nurture thisability through having children identify and practice clapping the beat. Help children by gentlypatting the beat on their shoulders, or mirror you as you clap.Encourage children to participate in “guess the song” by clapping a song’s rhythm. Childrenshould be able to recognize a familiar selection simply from hearing its clapped rhythm. Then,ask children to step the beat and clap the rhythm after you model an example:RHYTHMMary had a little lamb, little lamb, little lambBEATPractice patterns by providing rhythm instruments and short rhythm patterns for children toecho. Let children invent their own patterns for you and others to echo.6Music in the Preschool Classroom

TM & @ Scholastic Inc. All rights reserved.Reflect Musical Elements and Expression Through Movement You can use movement tomake children aware of musical elements and to help them show what they hear. Children canreflect tempo, or the speed of the beat, by moving slowly to a slow beat, and speeding up whenthey hear a change. Children can use their bodies to reflect how melody moves high and low.Engage them in movement, moving hands, arms, or whole bodies up when the melody rises,and low when it descends. Lastly, children love to show loud and soft. They can softly tiptoewhen music is soft and make bold, spirited movements when music gets louder.Most importantly, give children frequent opportunities to express themselves through musicand movement. Try performing the same song in a range of dynamics, from soft to loud, or,for example, in the case of a march, step softly as if the parade were far away, then louder as itapproaches, then very loud as it reaches the end of the parade. Working with such varieties ofloud-soft dynamics can encourage children’s emotional expression and sensory imagery. Letthem experiment with the musical elements of fast/slow, loud/soft, and others, and encourageindividuals to develop their own ideas and lead others in performance.Teaching Songs and Fingerplays: A Five-Day PlanPreparation: For best results, practice the selection and movements ahead of time, soyou can be a consistent model for children. Use the song recordings to learn the melodies.Day 1: Model the fingerplay or play the song recording. Invite children to do some ofthe movements with you, and join in on repeated words or the chorus as they areready. Explain meanings of words as needed.Day 2: Model again, reviewing the motions and inviting children to join in on the wordsand motions as they are able. Some selections will take longer for children tolearn than others. Applaud their efforts and, if necessary, provide suggestions forfocusing on repeated sections or the simplest parts of selections.Day 3: Continue having children practice putting words and motions together.Day 4: Children are becoming more expert. Work on performing with expression,varying loud/soft, clapping the beat, adding instruments, and expressivemovement.Day 5: Invite small groups to lead the class in performing the selection. Repeat, giving allchildren an opportunity to be in the lead group.Music in the Preschool Classroom7

FingerplayReady for SchoolTM & @ Scholastic Inc. All rights reserved.Two little houses closed up tight.(make two fists)Open the window and let in light.(open fists)Ten little children tall and straight.(hold up ten fingers)Ready for school at half past eight.(“walk” pointer and big finger on opposite arm)10 Use with Theme 1, Week 1

SongThe More We Get TogetherTM & @ Scholastic Inc. All rights reserved.TraditionalActionssway from side to sidepoint to selfc) point outwarda)b)Additional VersesThe more we play together . . .The more we work together . . .Use with Theme 1, Week 111

SongApples and BananasTraditionalActiona) tap head three timesTM & @ Scholastic Inc. All rights reserved.Additional Verses and ActionsI like to ate, ate, ate ay-ples and ba-nay-nays . . .(tap shoulders three times)I like to ote, ote, ote oh-ples and bo-no-nos . . .(tap shoulders three times)I like to eat, eat, eat ee-ples and bee-nee-nees . . .(clap hands three times)I like to oot, oot, oot oo-ples and boo-noo-noos . . .(clap hands three times)I like to ite, ite, ite i-ples and by-ny-nys . . .(tap head three times)I like to eat, eat, eat apples and bananas . . .(tap head three times)12 Use with Theme 1, Week 2

SongThe Hokey PokeyTraditionalTM & @ Scholastic Inc. All rights reserved.ActionsFollow directions given in lyrics.Additional VersesYou put your left hand in . . .You put your right foot in . . .You put your left foot in . . .You put your head in . . .You put your whole self in . . .14 Use with Theme 1, Week 2

SongWe’ll Share a TreatSing to the tune of “On Top of Old Smokey”ActionsAdditional Verses and Actionsa) smile and hold hand out toward child whoseWe’ll peel a ripe orange.(pretend to peel an orange)It’s easy to share.We’ll split it in slices(pretend to pull apart orange slices and give the“slices” to children)To show we all care.TM & @ Scholastic Inc. All rights reserved.name is sungb) hold both palms up and shrugThen after our snack timeWe’ll work and we’ll play.We’ll act out a storyThat we read today!(pretend to read a book)Use with Theme 1, Week 3 15

SongOh, Little PlaymateActionsTM & @ Scholastic Inc. All rights reserved.a) point to selfb) hold up three fingersc) “walk” pointer and big finger up opposite armd) slide fingers down arme) hug self and sway from side to side16 Use with Theme 1, Week 3

FingerplayMe and YouInvite children to choose a partner with whom to play this game. Tell children to use thesubject “he” if their partner is a boy or “she” if their partner is a girl. Partners face eachother and mirror the actions of the other.Who’s that person in the mirror?(He/She) looks a lot like me!TM & @ Scholastic Inc. All rights reserved.(point to face)If I lift my arm and wave,(wave)(He/She) does, too, you see?If I stomp my feet, one, two,(stomp feet)Look at what (he/she) will do!If I turn, then (he/she) does, too.(turn in place)Oh, that person must be YOU!(point to other person)Use with Theme 1, Week 3 17

SongTM & @ Scholastic Inc. All rights reserved.Be a Friend&####&####&####Sing to the tune of “He’s Got the Whole World in His Hands”24rœa Let’sBœfriendœ.œbea friendœ. œtoœ œœ. œœEœtoœour class - mates.class - mates.œœJb Yes,œweœœour class - mates.œœJcan!œJb Yes,œ. œLet’sœœœJweœJb Yes,can!œ. œbe theœweœ. œa Let’sœBœœJcan!œ.œ. œbeœbest friend thataaœLet’sœEfriendjœ œ.we canActionsAdditional Verse and Actionsa) hold arms out at sides with palms forwardLet’s read a book with our classmates.(pretend to read)Yes, we can!(nod head and smile)b) nod head and smilec) clap twice(Repeat twice)Let’s be the best friend we can be!(clap twice)18 Use with Theme 1, Week 4œ.œbeaœ.œtoourE be! c

FingerplayBounce and BuildBounce the ball.(pretend to bounce a ball)Bounce with me.(point to self)Bounce it, bounce it,(pretend to bounce a ball twice)1, 2, 3!TM & @ Scholastic Inc. All rights reserved.(count from 1 to 3 on fingers)Build a house.(pretend to place a brick)Build with me.(point to self)Build it, build it,(pretend to place one brick, then another)1, 2, 3!(count from 1 to 3 on fingers)Bounce and build(pretend to bounce a ball, then pretendto place a brick)You and me.(point outward, then to self)Bounce it, build it,(pretend to bounce a ball, then pretendto place a brick)1, 2, 3!(count from 1 to 3 on fingers)Use with Theme 1, Week 4 19

SongIf You’re Happy andYou Know ItTM & @ Scholastic Inc. All rights reserved.TraditionalActionsa) clap hands twiceb) point to faceAdditional Verses and ActionsIf you’re happy and you know it, stomp your feet . . .(stomp feet twice)If you’re happy and you know it, shout “Hurray!” . . .(shout “Hurray!”)If you’re happy and you know it, do all three . . .(clap hands, stomp feet, shout “Hurray!”)20 Use with Theme 1, Week 4

FingerplayThis Is My Familyby Linda NuñezThis is my family(open arms wide)And this is my house.(draw a square in the air with both pointer fingers)This is my cat(pretend to hold and pet a cat)And this is my mouse.TM & @ Scholastic Inc. All rights reserved.(pretend to hold a mouse in the palm of one hand)This is the baby(pretend to cradle a baby)And this is her cup.(pretend to drink from a cup)This is my brother(raise hand over head to show big brother)And this is his pup.(make patting motion at waist level with hand)This is my mom(hold out one hand, palm facing up)And this is my dad.(hold out other hand, palm facing up)This is my family(open arms wide)And I am glad.(point to mouth and smile)Use with Theme 2, Week 1 21

SongEat It Up!Sing to the tune of “Row, Row, Row Your Boat”&C68œ.œ.Cook,& œ.b Eat,œcookcook,œ.eat,jœ œ.œeatathe soup,jœ œ.itup,G7cœIœMom -jœmyjœ nsAdditional Verse and Actionsa) pretend to stir a potBake, bake, bake the bread,Daddy roll the dough.(pretend to use a rolling pin)b) pretend to eat with a spoonc) pat bellyTM & @ Scholastic Inc. All rights reserved.Eat, eat, eat it up,(pretend to eat a piece of bread)See how much I grow!(raise hand over head)22 Use with Theme 2, Week 1

FingerplayThis Is a FamilyThis is a family.Let’s count them and see(hold up one hand and spread fingers)How many there are(count each finger—1, 2, 3, 4, 5)And who they can be.This is the mother(touch pointer finger)Who cares for everyone.TM & @ Scholastic Inc. All rights reserved.This is the father(touch big finger)Who is lots of fun.This is the sister.(touch ring finger)She helps and she plays.This is the baby.(touch pinky)He’s growing each day.But who is this one?(touch thumb)He’s out there alone.Why it’s Jackie, the dog.He’s chewing a bone.(wiggle thumb)Use with Theme 2, Week 1 23

SongMommy Took Me tothe StoreSing to the tune of “Pop Goes the Weasel”TM & @ Scholastic Inc. All rights reserved.New Words by Fran Avni&####&####Chorus:jœjœ œEBœ68Mom - my tookmeœ œ œEthe store a totoœjœ œjœ œ œ œ&# # # # Aœœ œJœJ&####Bput herdol - lars forAœwantEmo - neyœBajœ œto buyinsomejœœher purse,œœpairœJjœœtheœœœJœbuyœœwith fan - cyœonesrun - ning shoes f withjœBœJAœJœœ œJoned thejœBœ.EwithF#mœœœ.EhanœJfun - nyœ œJBœVerse:œ.Bjœrain - bow co - loredEœ.(Repeat chorus)b) pretend to put money in a bagHow much are those rubber boots,The ones with shiny zippers?(pretend to zip boots on feet)f) pretend to tie shoelacesCan I get another pairOf furry, fuzzy slippers?(hold out hands palms up)(Repeat chorus)24 Use with Theme 2, Week 2œJœ ‰la - ces.a) hold up foot and point to ite) run in placeœfa - ces. e IAdditional Verse and Actionsd) make a funny faceœJdles. c Three-Actionsc) hold up three fingersjœœsan - dals. b Shesome sum - merAœJof socks,jœ

FingerplayMy HouseHere are the windows(draw a square in the air with both pointer fingers)Here is the door.(make “U” shape with pointer fingers and thumbs)Come on in,I’ll show you more.TM & @ Scholastic Inc. All rights reserved.(motion with hand for someone to follow)Here is the kitchen,The living room, too.A bathroom, a hallway,and a room for you!(count on fingers as you say “kitchen,” “living room,”“bathroom,” and “hallway”; point outward on “you”)An attic, a chimney,(point pointer finger toward sky; flutter fingers andmove hands up to indicate smoke)And a roof above.(touch fingertips over head)My house is a home,’cause it’s filled with love!(point to self on “my,” then hug self)Use with Theme 2, Week 2 25

SongSkidamarinkTM & @ Scholastic Inc. All rights agibSkid - a - ma - rinkDAœ.œ.doo,Dœ œ œcœloveœEœ.you.œun-œder - neathAœ œ œœSkid - a - ma - rinkjœthejœ œ.Da - doo.œb Skidœ.lovejœœ œ œ œ‰ Œhjœmoon.œ.floveIloveyou inE7œ.Oh,E7cœ.Iaœ.-doo,da) put right elbow in left hand, wiggle right-hand fingersb) put left elbow in right hand, wiggle left-hand fingersc) point to selfd) hug selfe) point outwardf) form a circle above head with arms, lean leftg) keep circle above head, stand straighth) keep circle above head, lean righti) sweep arms around and form a new circle above headloveœmor - ningœeve - ningthejœœSkid - a - ma - rinkœ.cjœœJœJœ œ œœ.œ.theAÓ.Ejœyou inœ œJœajœ œjœ œB7Iœ.- ma - rinka -œ.you.Db Skid - a- a - ma - rinkœ.ejœœœœœEActions26 Use with Theme 2, Week 2Aa - dink,œ.dŒœ.-dinkDœjœ œ.jœ-ajœ œ.Ethe af - ter - noon.inœa - dink - a - dink,ejœ œDIAœ.œ.jœjœ œ.Dœ.œ.jœSkid - a - ma - rinkdœœœœ68Dœœœ.Iœœ.jœandjœandjœ œ.a - dink - a - dink,œ.œ.Aeyou!œ.Ó.

SongWith My Familyfin Man”Sing to the tune of “The Mufﬁ&&#jœ44I#Gaeatœaœeatwith my fam’œ œ œ.Am7with my fam’-jœlyœG-œ œ Gev’ - ry day,lyœ ev’ - ry day,C6œœ œ A7ev’ - ry day,œ œ œthat’s b what ID7likejœDœ œ œ.ev’ - ry day. .Gœdo.toActionsAdditional Verse and Actionsa) pretend to eat with a forkI read with my family every day,(pretend to read a book)b) outstretch armsTM & @ Scholastic Inc. All rights reserved.œ œ œ.jœCGI‰Every day, every day.I read with my family every day,(pretend to read a book)That’s what I like to do.(outstretch arms)Use with Theme 2, Week 3 27

SongOn Our Camping TripSing to the tune of “Here We Go ’Round the Mulberry Bush”&bFœ œ œ œ68jœœœ œjœœGmœœ œjœœC7œœ œ œ.Look at us as we’re a pitch - ing our tent, we’re pitch - ing our tent, we’re pitch - ing our tent.&b œ œ œ œFLook atus asjœœœœœwe’re a pitch - ing our tent.jœIt’sGmœ œ œfun toC7œœ œœ. Œ.Fgo camp - ing out - side!ActionAdditional Verses and Actionsa) make upside-down “V” by holding handsLook at us as we’re taking a hike . . .(walk in place)TM & @ Scholastic Inc. All rights reserved.rigid and touching fingertips in frontof chestLook at us as we’re sleeping at night . . .(press hands together, close eyes, and tilt headon hands)Look at us as we’re cooking the eggs . . .(pretend to scramble eggs in a pan)28 Use with Theme 2, Week 3

SongTen in the BedTraditional&b24Fone&b œTM & @ Scholastic Inc. All rights reserved.Fbœfello -out.inœœoneœver!”rolled&b œ œ œ œœœo - ver17ecsaid,œThere wasFœoneF“Rollœand. œœoneœ œ œin the bedrolledœœœœsaid, c “Rollœo - verFœandœ œ œœœ œThere were d ( ) in the bedœJRollœfellœ œœout.FœjœFCo - ver!œœœallœFoneC(Repeat for nine through “two in the bed”)FSo theyjœœœœœand the b lit - tlethe bedœFœœœ œ œœœ œ œ œœ œœœœœC(Last time only)FallFRollœlit - tle&b œjœœJo - ver!&b œa tenwereCœœœœœThereFjb& œFoœ-ver!”œœœ œœand theœ.œSo theyœ œ œœ œC¿F¿and the b lit - tle one said, f (spoken) “Good night!”Actionsa)hold up ten fingersb) cup hands around mouth as if calling outc) make a rolling motion with armsd) sing “nine” and hold up nine fingers; repeat section—each time subtracting a number—until you sing“two” and hold up two fingerse) hold up one fingerf) press hands together, close eyes, and tilt headon handsUse with Theme 2, Week 3 29

SongGrandma and MeSing to the tune of “Twinkle, Twinkle Little Star”&b24jœb We&b œFd Eachœœœœgrand - ma a lovesMy&b œTM & @ Scholastic Inc. All rights reserved.FBbœœgoœshop - pingœofœœuswillœ œme, you willFstore.œœmakeaœsee.c We Fbed.eœFShe takesBbœœ at the C7FFCœ œBbBbC7œœImakeclean andFœœsuch goodœœhelpœC7œsure ourFœ œ me.care ofFœœmop theC7œdogœisC floor.Ffed.ActionsAdditional Verse and Actionsa) point to selfAll our chores have just been done.Now it’s time to have some fun.We read stories at the park.(pretend to read a book)b) pretend to push shopping cartc) pretend to mop the floord) pretend to make a bede) pretend to put dog food in a dishWe play games until it’s dark.(pretend to play a board game such ascheckers)My grandma loves me, as you see.(point to self)She takes such good care of me.30 Use with Theme 2, Week 4œ.

FingerplayWe’re a Happy FamilyI love Mommy, she loves me.(point outward; point to self)We love Daddy, yes siree.(nod head)He loves us and so you see(outstretch arms)We’re a happy family.(hug self)TM & @ Scholastic Inc. All rights reserved.I love Baby, he loves me(point outward; point to self)We love brother, yes siree.(nod head)He loves us and so you see(outstretch arms)We’re a happy family.(hug self)I love Auntie, she loves me(point outward; point to self)We love Uncle, yes siree.(nod head)He loves us and so you see(outstretch arms)We’re a happy family.(hug self)Use with Theme 2, Week 4 31

FingerplayFamiliesWe all live in families,(outstretch arms)You and me.(point outward on “you” and to self on “me”)What kinds of families?(hold hands out with palms facing up)Let me see!TM & @ Scholastic Inc. All rights reserved.(place pointer finger on cheek,and tilt head to side in “thinking pose”)Some are very small.(hold hands close together to show “small”)Some are mostly tall.(rotate hands and move them apart to show “tall”)Some serve guacamole.(pretend to hold a fork in left hand and “eat” with it)Some love ravioli!(pretend to hold a fork in right hand and “eat” with it)But no matter what,You have a family!(stretch arms up over head)32 Use with Theme 2, Week 4

FingerplayTo Market, To MarketMother GooseTo market, to market, to buy a fat pig,(outline a large belly in front of stomach with hands and arms)Home again, home again, jiggety-jig;TM & @ Scholastic Inc. All rights reserved.(dance in place)To market, to market, to buy a fat hog,(outline a large belly in front of stomach with hands and arms)Home again, home again, jiggety-jog;(jog in place)To market, to market, to buy a plum bun,(pretend to hold a bun and bite into it)Home again, home again, market is fun!(jump and raise both fists in the air)Use with Theme 3, Week 1 33

SongDown at the FirehouseSing to the tune of “Down by the Station,” original words andmusic by Lee Ricks and Slim Gaillard.New words by Jean Warren&b CF &b cDm7œ.DownDm7jœ dCjjb& œ. œ œ. œGm77we can dress soTM & @ Scholastic Inc. All rights reserved. œ.jœjœ œ.G7jack - ets,C7the a f

Nurturing a Love of Music Integrating music throughout your children’s PreK day provides experiences that help children build social skills, fi ne and gross motor skills, confi dence, and enjoyment of school and each other. Th rough many opportunities to enjoy music with others, you nurture chil