Nursery Rhymes Ideas by TeacherMissGreene

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									Hickory, Dickory, Dock Resources: Mother Goose Phonics ~ Scholastic Professional Books This book has patterns for making a cute phonics activity. Nursery Rhyme Sequencing ~ Frank Schaffer Publications Below is what the pages of this book look like. You provide each student a page divided into 5 sections. The top section is for the title of the rhyme, then they sequence the 4 pictures into the other 4 sections. These pictures are the ones that I use for modeling the activity before they actually do it on their own. My TA colored them, then I had them laminated and cut out. I also laminated the page that they're glued to so that when doing this with my students, I can use tape and it will come off easily. Now I don't have to color and redo this page each year as a model. I keep the pictures on the back of the page in a ziploc bag. Now all I have to do is pull them out and we're ready to go. As I said before, before doing this activity on their own, we do the activity together as a group. We talk about looking carefully at the mouse and where he's at in the picture. Even though we do this all before hand and actually place the pictures in the correct order on the page, most of my students still have difficulty with this activity. When gluing their pictures on, they start coloring, cutting, talking, and don't pay attention to the mouse after all. Maybe 1 out of 4 will get all the pictures in the correct order. Teacher’s Helper Feb/Mar 2000 (activity sheet with time to hour) (coloring page)

Math With Nursery Rhymes ~ Evan – Moor Corp. Tick Tock Mouse: Copy the patterns on to gray construction paper. Make a smaller circle pattern on pink construction paper for the inside of the mouse’s ear. The students cut them out and glue the ear to the body. Then add the pink circle to the inside of the ear. Add a wiggle eye, a tiny black pom-pom on the nose, and a gray yarn tail. These can be used for reciting/retelling the rhyme, especially if you provide them with a large cardboard clock to run up and down. (Make sure the hands on the clock are moveable and you can keep saying the rhyme as the clock strikes each hour. You can also use the clock for telling time instruction and the students will be able to use it independently as well.) Poem: Hickory Dickory Dock, tick tock The mouse ran up the clock, tick tock The clock struck one, the mouse ran down, Hickory Dickory Dock, tick tock Hickory Dickory Dock, tick tock The Mouse ran up the clock, tick tock The clock struck two, the mouse said "boo" Hickory Dickory Dock, tick tock Hickory Dickory Dock, tick, tock The mouse ran up the clock, tick, tock The clock struck three, the mouse yelled "WHEE" Hickory Dickory Dock, tick tock Hickory Dickory Dock, tick tock The mouse ran up the clock, tick tock The clock struck four, the mouse yelled NO MORE!!! Hickory Dickory Dock, tick tock ~ Author Unknown Clock Snacks: Spread a rice cake, or bread cut into a circle, with peanut butter. Add raisins around the edge for the numbers. Use carrot or celery slivers for hands.

Clock Manipulatives: Provide each student with a paper plate (clock face) and have them write or add the numbers to the face in the proper place. I always teach my students to put the 12 on first, then the 6, then the 3, and then the 9. Then they fill in the numbers in between. This helps them to get the numbers in the correct places by spacing them evenly. With some students, you might even have to do this with them. After they have their numbers on, have them add an hour and minute hand with a brad in the center of the plate. To make sure that my students can distinguish the hour from the minute hand, I have the hour hand long enough to almost touch the number. The minute hand lands in between the center of the clock face and the number. If you’re having your students glue their numbers on instead of writing them, old calendar pages may be just the right numbers for you to use in this activity. Have the students cut them apart and glue them on. Tick Tock Clock: This is an activity that I saw at an Early Childhood conference that I attended. The picture below is from that conference. From the looks of the work, I think it must have been done by a preschooler or a beginning kindergartner. I think the teacher provided the students with a pre-made clock. The students were to glue the numbers on the clock face in the correct places and “glitter in “ the pendulum. This is a big project, so you’d have to make it on that large size construction paper.

Time to the Hour: Make cards with clocks set to the hour. Then make mice, each programmed with a time (to the hour). Students match the correct mouse to the correct clock. Number Words: Write the rhyme up on sentence strips to use in the pocketchart. Where the word “one” goes, place a blank instead. On 3x5 index cards, write the number words one through twelve. Read the rhyme, alternating the number word cards. Number Words: Make cards with clocks with only one number on the face. Make mice programmed with the number words. The students match the numbers to the number words. Opposites: You can also use the clocks and mice and program them with opposites, either the words or pictures since you’re already working on up/down. Position Words Book: For this book, you’ll need a grandfather clock and mouse cut-out for each page. The students cut out and glue the clock on each page. For one page, you’ll need to have pre-cut the front of the clock to make a “door/flap” where the

pendulum is. Make sure the students don’t glue the flap shut. The text for each page will be: The mouse is on (or on top of) the clock. (glue mouse on top) The mouse is behind the clock. (glue the mouse with just his tail or nose sticking from behind the clock) The mouse is in the clock. (glue the mouse under the flap) The mouse is beside the clock. The mouse is in front of the clock. The mouse is above the clock. Flannelboard Activity: Cut a clock and mouse from felt or flannel. Use the same sentences as above and have the students place the mouse where he belongs. Dramatic Play: Make a life size clock from a big box. Provide the students with a mouse puppet to use in recreating the rhyme. Word Families: Introduce the “ock” family and have students brainstorm words that rhyme. Ordinals: Provide each student with a brown construction paper grandfather clock to cut out. Then you can either provide them with 2 strips of 5 mice (or however many you need) or individual mice that they cut out and glue onto a piece of calculator tape or some other kind of strip of paper. The paper strips or strips of mice, depending on which you use, or glued to the grandfather clock. It will depend on which way your mice are facing as to which end of the paper strip you'll glue the clock. The mice should be facing the clock and they should all be going in the right direction. After your students have completed this task, then have them get out their crayons. Then instruct them to color the 3rd mouse blue, the 2nd mouse orange, etc until they've colored all the mice. Hickory, Dickory, Dock Hickory Dickory Dock printable

Humpty falls off the wall, forcibly throw him down onto the plastic so that the egg will shatter. Then you can ask if anyone wants to try and put him back together again and discuss that things can’t always be fixed. Humpty Dumpty Playdough: Add washed and dried, crushed eggshells to playdough for a new experience in textures. Humpty Dumpty Puppet: Cut out two egg shapes from white posterboard. On one egg, decorate to look like Humpty. On the other egg, make it look like a raw egg (yolk and white). Put the two eggs back-to-back with a craft stick glued in-between. The students can use them as they recite the rhyme. On a white sheet of posterboard, draw Humpty. Leave enough room below for students to create a wall using red rectangles. Laminate all. For a sequencing activity, draw off a pattern for the wall and cut the rectangles to fit inside the pattern pieces. Then program the rectangles with the ABCs or numbers. The students build the wall by properly sequencing the letters or numbers. For more advanced students, you could have them put words in ABC order. Humpty Dumpty sat on a chair, While the barber cut his hair. They cut it long. They cut it short. They cut it with a knife and fork. ~ Author Unknown Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall. I wish they had had super glue way back then, They could have put Humpty together again! ~ Author Unknown Humpty Dumpty sat on the wall eating ripe bananas, Where do you think he put the peels? Down his new pyjamas. Humpty Dumpty sat on a chair while the barber cut his hair, He cut it long He cut it short He cut it with a knife and fork. Humpty Dumpty went to the moon on a supersonic spoon He took some porridge and a tent but when he landed the spoon got bent Humpty said he didn't care For all I know he's still up there. ~ Author Unknown Use the Ellison egg die-cut to make activities to use in your pocketcharts. To save yourself

some time, if you're going to use the eggs plain and not decorate them, laminate your white construction paper first, then cut out the eggs. This will save you from having to cut them out by hand once they're laminated. You can make several different kinds of activities. One is a math counting activity. Cut out 55 eggs (for 1 - 10). Cut 5 index cards in half and program each with a number 1 - 10. Laminate. Put the eggs into the pocketchart with a different number of eggs on each row. The students count the eggs and match the correct number card by placing it in the row with the eggs. You can also create an activity for <, >, and =. Put eggs into each row with a space in the middle. Program cards with the 3 symbols. Laminate. The students will place the correct cards into each space. For instance, 4 eggs (space) 3 eggs. They would insert the card with the > symbol. 4 eggs > 3 eggs You can use the "cracked egg" Ellison die-cut to make matching activities. Program one half of the egg with a number and the other half with dots. The students count the dots and match to the correct number. (A new pencil eraser and an ink pad will make perfectly shaped dots.) You can also program the eggs with capital/lowercase letters, pictures/sounds, rhyming words or rhyming pictures, compound words or compound pictures, etc. Another matching activity will require you to collect empty egg cartons and to dig out those plastic Easter eggs that you have stashed away somewhere. If you can find the paper egg cartons, you can paint them. If you use the more common styrofoam cartons, you'll need to collect the colors in pairs. If you're using the paper egg cartons, you'll need to paint them red. You can paint them with cheap Wal-Mart or dollar store spray paint (99 cents a can) or have your students paint them with a brush and tempra paint. Cut the top off all the egg cartons and discard. Turn one of the egg cartons upside-down and glue another egg carton on top of it right side up. This will form your wall and the indentions will make a place for the eggs to rest. Program each egg by writing or taping the word, or whatever, onto the egg. The matching pieces should be cards small enough to fit inside the eggs. The students match the cards to the correct egg and place the card inside the egg. This activity would work well for any of the matching activities discussed above.

Humpty Dumpty Flapbook: I created a flapbook for Little Miss Muffet from a resource book (see pic), but you can create your own for any rhyme using the same format with a little creativity. :) Here's a rough sketch of how one could be done for Humpty Dumpty. Humpty Dumpty sat on a wall (first flap with a small icon picture of maybe a wall or Humpty ... the icon stays the same on each flap)

underneath that flap you'd have a picture of say Humpty (and you'd ask the kids "Who sat on the wall?" or you could have a picture of a wall and ask "Where did Humpty sit?") Next flap would say "Humpty Dumpty had a great fall" with the same small icon underneath that flap you could show a picture of Humpty falling and then ask the kids "What did Humpty do?" Next flap: All the King's horses and all the King's men, underneath the flap a picture of horses and men question "Who's horses and men?" Next flap: couldn't put Humpty Dumpty back together again. underneath the flap picture putting Humpty together question "Could they put Humpty back together again?" Humpty Dumpty Cake: Paula emailed me the instructions and pictures of her Humpty Dumpty cake. Too cute! They used 2 yellow cake mixes and baked the cake in a 2 quart Pyrex bowl and a round 9" cake pan. Then frost and add what looks like two Whoppers for eyes, a red Twizzler for a mouth, and accordion arms and legs attached with toothpicks. Oh, and don't forget the hat! She said the kids loved the cake! Thanks for sharing!! Submitted by: Paula Anderson Kindergarten Jefferson School Princeton, IL

Resources: Dinah-Might Activities ~ Dinah Zike The Mailbox – Kindergarten – Dec/Jan 1998 - 99 Humpty Dumpty (on cassette) ~ Thomas Moore Humpty Dumpty Rap ~ Sylvia Wallach Mother Goose Phonics (Grs K - 2) ~ Scholastic Hey Diddle Diddle & Other Mother Goose Rhymes ~ Tomie DePaola Nursery Rhymes TLC Art ~ Espinosa & McCormick *reorganized company with new books - TLC Lessons Sites: Humpty Dumpty Humpty Dumpty

Humpty-Dumpty humptydumptypage1 Nursery Rhymes Coloring Pages - Humpty Dumpty – 1 Nursery Rhymes Coloring Pages - Humpty Dumpty – 2 Mother Goose Rhymes – Humpty Dumpty Humpty Dumpty Humpty Dumpty Humpty Dumpty (coloring page) Humpty Dumpty (word search) Humpty (coloring page) Humpty Dumpty patterns

Resource: Teacher's Helper Feb/Mar 2000 Pocketchart Activties: After introducing the nursery rhyme and going over it several times, read it in a pocketchart. Be sure to use a pointer and track as you go. Have a second set of words so that students can match the words to the text. After the students are very familiar with the rhyme, print each student’s name on a (3) 3x5 index cards and insert their name over Jack’s in the rhyme. Cindy be nimble. Cindy be quick. Cindy jump over the candlestick. Reread the rhyme with each student’s name. Art Project: Collect enough empty toilet tissue rolls so that each student will have one. You’ll also need a white paper plate and a coffee filter for each student, along with white paint, yellow, red, and orange washable markers, and a water source. Have the students paint the outside of the toilet paper roll white. Write each student’s name on the bottom of the paper plate and hot glue the toilet paper roll to the middle of the paper plate to where it’s standing up vertically. This is your candle and it’s holder. Have your students use the washable markers to add color to the coffee filters. Warn them that if they color too much in one spot it will create a hole in the filter. They don’t have to color in the whole filter; just add enough color so that when it’s sprayed with water the colors will bleed together. When they’re finished coloring the filter, either spray the filter with water or sprinkle water on them with your hand. This will make a mess as the marker will bleed through to whatever it’s laying on. Putting them on brown paper grocery bags or newspaper would be a good idea. Keep adding water to the filters until the colors all bleed together. Let dry. Once the filters are dry, pick them up and pinpoint the center of the filter. Stuff the center down into the top of the “candle”. The filter is your “flame”. The students take turns jumping over their candlestick while the rest of the class recites the rhyme. After everyone’s had their turn, they can do it again while the class inserts the jumper’s name into the rhyme in place of Jack’s.

Gross Motor Activity: You’ll need a candlestick and graduating sizes of candles for this activity. Set up the candlestick and the shortest candle. Have your students each take a turn jumping over the candlestick while reciting this rhyme: Jack be nimble. Jack be quick. Jack jump over the candlestick. Jump it lively. Jump it quick, But don’t knock over the candlestick. ~ Author Unknown Once everyone’s jumped the shortest candle, graduate to the next larger size and repeat the procedure. Fruit Candle Snack: 1 pineapple ring ½ banana 1 cherry 1 toothpick 1 small paper plate Place the pineapple ring on a small paper plate. Set the half of a banana in the hole of the pineapple vertically to create the “candle”. Insert a toothpick in the cherry and push the other end through the top of the banana to create the “flame”. Jack Be Nimble: This is a picture of a knock-off TLC Jack Be Nimble. When we did this project I had not gotten my TLC book yet. My TA cut out all the pieces for the students and we did a following directions activity by having them put the pieces together to form Jack. This picture is the one she did for a model. For my students, I always provide a finished piece for them to look at, and do another piece with them to show them how it’s done. They turned out really cute. Note: This is not the way the creators of the TLC materials designed them to be used.

Graphing Activity: Using the Ellison machine, cut out candles from assorted colors of construction paper. How many candles you cut out of each color depends on the numbers you’re working on. If you’re working on the numbers 1 – 5, then each color should have no more than 5 candles. You also need to vary the number of candles you cut out for each color. Graph the candles. Nonstandard Measurement: Provide each student with a construction paper page full of taper candles. Have them cut them out and use them to measure specified objects in the classroom. Provide them with a response sheet to write their answers on. You could also have them take turns seeing how "nimble" they are by seeing how far they could jump. Make a starting line on the floor with masking tape, and have them jump and mark it with masking tape. Have other students use their candles to see how far they jumped. Graph the results. Measurement: Using the jumping idea above, have the students use a tape measure to measure how many inches they jumped. More advanced students could convert the inches to feet using the indicators on the tape measure. Pocketchart Counting Activity: Laminate pieces of colored construction paper. Use this paper to cut out candles using the Ellison machine. If you're working on 1 - 10, you'll need 55 candles. Place a number card (half a 3x5 index card laminated) in each row of the pocketchart. Students count out the correct number of candles and add them to each row to match the number. An alternate activity using the same materials would be to place the candles in the pocketchart and have the count them and find the correct number to match. They place the number in the correct row. You could also make your number cards using a graphic of Jack instead of just a plain number card. Counting activity: A similar activity to the one could be done without the use of the pocketchart. (I'm just partial to pocketcharts because they're so versatile.) You'll need a 10 cups, clean empty milk cartons, or some kind of containers. Program each container with a number 1 - 10. Students count out the appropriate number of candles to go into each container. Math Mats: Make math mats using a graphic of Jack minus the candlestick. (The coloring sheet at would make a perfect graphic. You

just have to cut off the candle.) Program each mat with a number. Color and laminate. The students will count out the correct number of birthday candles to match the number and place them under Jack (as if that's how many he must jump over). Matching Activities: You can use the Ellison die-cuts to make a color matching activity. Cut out two candles of each color. The students will match the two color candles. You can make a color words matching activity as well. Cut one of each color candle, then cut out another set of candles making them all the same color, such as white. Write the color word on the "white" set, then the students match those to the correct color candle. To make an activity matching capital and lowercase letters, cut out 52 candles of assorted colors. Program 26 with capital letters and 26 with lowercase letters. The students will match the capital letters to the lowercase letters. To simplify this activity, you could make the matching letters on the same color candle. For a sequencing activity, cut out 26 candles and program them with either lowercase or capital letters. The students will sequence the ABCs in the correct order. Sites: Nursery Rhymes Coloring Pages - Jack Be Nimble Jack Be Nimble

Jack and Jill

Nursery Rhymes Pockets - I started something new with the nursery rhymes this time .. Nursery Rhymes Pockets! Each rhyme gets its own pocket and all the stuff that we make for each rhyme goes into that pocket. So far the Jack and Jill rhyme has stick puppets for retelling the story, a Jack and Jill book, Jack and Jill's ABCs book, an activity where they chose all the pictures that began with a "j" and glued it into a picture of a pail, and a poster with the Jack and Jill rhyme that they colored. It's a really neat way to keep up with their stuff and send it all home at once. The pocket is simply a large piece of construction paper (9x12) folded in half with 1/4 of one of the panels cut away. Then I stapled across the bottom and up the side quarter to form a pocket. Then they colored a picture of Jack and Jill that came from a resource book where some of these ideas came from. The picture was glued to the front. I'll take a picture and add it to the page so you visual people such as myself can see what I'm talking about. :) There's a whole book called Literature Pockets: Nursery Rhymes that you can use for ideas. My idea for the pocket is different, but it will get you started on your ideas! Jack and Jill Banner - I created this "banner" to put in my pocketchart (I'll create one for each nursery rhyme) so that we can focus on the beginning sound of each word. (I have a student who's having difficulty with this at the moment and another student who's still learning his sounds. So I thought this might help the one student to help transfer his letter/sound knowledge to real life applications and the other to learn the sounds in context.) So I have the TA review the banners each day with the students and focus on the beginning sounds for a moment and then move on.

Jack and Jill's ABCs emergent reader - I created this VERY, VERY SIMPLE ABC book to coordinate with the Jack and Jill rhyme. I have a student who just has not learned the letters although we've worked on them in context, used flashcards, and he's been immersed in LOTW in his regular class. So I thought I'd try this method. I also created a colored version for myself that I'm going to have laminated and bound. The TA will use it to point to the letters and he'll tell her the letters. Then he'll have his

own book copy to color, read and use with his friends. This book is created to be used similar to the way you'd use an ABC chart or ABC song. Instead of reciting the ABCs and pointing to the chart or singing the song, the student would use the book instead. The book is created in a half page, portrait format. The same graphic is used throughout the book. The students can use crayons on one page, markers on one page, water colors, colored pencils, etc. or don't color it at all. The coloring isn't the main objective here. Learning the letters is the main objective. You make half the number of book copies that you need and staple them together on the left, then simply use a paper cutter to cut across the middle of the books horizontally. You instantly have enough copies of the books for your class that are stapled and read to go!

Writing - "Draw a picture about Jack and Jill and write a sentence or story to go with the picture." This was the assignment that was given to my Ks last week. One of them does not have the letter/sound knowledge to be able to complete the assignment, so I had the TA let him dictate his story to her. This was his story: I want her to get him to color his picture. Too cute!!!! :) ABC Matching Cards - students match the capital to lowercase letters. Act It Out - If you have a really big grassy hill like we do, let your students take turns going up in the hill in twos with a plastic pail and tumbling back down. Send up a boy and a girl if you can and have the rest of the class yell the rhyme as they go up, when they get to the part about "Jack fell down," then the boy will need to fall and tumble down the hill and then as they continue the yelling the rhyme, Jill will then come tumbling down as well. Of course, you'll need to apply some bandages or bandaids for their fake injuries! They'll love it!! Stick Puppets - make stick puppets with Jack, Jill, the well and hill for them to use in retelling the rhyme. Pocketchart Rhyme - put the rhyme in your pocketchart for great practice in tracking and matching of text. (go to the Easter page for more details)

Sequencing - put pictures in order to show 1) Jack and Jill going up the hill 2) Jack falling down 3) Jill falling down More Writing - Linda shared a writing assignment that she did with her students that turned out too cute. She had them dictate why Jack fell down the hill and she got the cutest answers! "Jill tripped him." "The pail was too heavy." "He had banana feet." (The last one means his shoes were on the wrong feet! LOL!! :) ) Thanks Linda for sharing your fun with us! :)

Counting Sets - create matching cards for students to count and match. Sets of number cards with the number on a pail and the appropriate number of water drops on a card to match. You can purchase droplet stickers to use. OR, you can use miniature pails labeled with numbers using name tags or file folder stickers or whatever you have (raindrop stickers would be cute) and then have them count out the correct number of water drops (clear marbles or rocks).

Literature Pockets: Nursery Rhymes Gr K-1 (EMC2700) Nursery Rhyme Sequencing Gr K-1 (FS8602) *this one is probably out of print* Mother Goose Peek-A-Books Gr PreK-2 (Scholastic) Literacy Centers & Activities for Nursery Rhymes Vol. 2 PreK-1 (TCM3397)

Jack and Jill Jack and Jill printable

Little Miss Muffett

Things You Need To Know Whey - The watery part of milk, separated from the more thick or coagulable part, especially in the process of making cheese. Curd - The coagulated or thickened part of milk, as distinguished from the whey, or watery part. It is eaten as food, especially when made into cheese. Tuffet - A low seat, such as a stool. Nursery Rhymes Pocket - Check out the Jack and Jill page to see further details. Also included will be a mini booklet on real spiders, a flap book, Things We Sit On activity sheet, poster, and an adapted dangling spider prop from the Literature Pockets resource book. I also made the emergent reader that you can print below. The flap book is neat because on the top part it says "Little Miss Muffet sat on a tuffet" on the first flap and then you ask ... "What did she sit on?" and they answer "a tuffet" and you lift the flap and there's the picture. Then it goes through the whole rhyme like that. (The reason every thing is done on yellow paper is that I was running out of white paper!) :)

(click to enlarge)

Little Miss Muffet reader - I didn't have a printable reader that I liked, so I used illustrations from DLTK to create one. You can print it out below. printable Little Miss Muffet reader Little Miss Muffet coloring pages Spiders - Learn facts about real spiders. Little Miss Muffet Counting Book - Make a counting book with spiders on each half page along with the number or number words. Make the spiders using the students' thumbprints and have them use a black crayon to add 4 legs to each side of the thumbprint. You should stretch the project out as it takes a while when you get up into the higher numbers (8, 9, 10) and you need to monitor the leg process if you want it correct ... otherwise you're going to have any number of legs going every which-a-way and they'll look like black suns! :)

Dangling Spider Prop - The Literature Pockets resource book has a pattern for a dangling spider. I'm going to use the pattern but adapt the spider. The pattern is circular similar to a sun with a wedge missing. When you cut it you, you overlap the pieces to fill the missing space and it forms a cone of sorts. The pattern has two eyes and I'm going to copy it on black paper. Then before gluing it closed I'm going to have the TA insert a nut with a rubberband slip-knotted through it. The rubberband will come through the top of the spider and the nut will be hidden beneath the cone. The nut will give the spider a little weight to dangle on the rubberband. The kids will love it! :) Oh, they have to fold up the legs, too. Once they're done I'll take pictures and hopefully this will all make sense. We may even glue wiggly eyes over the ones already there. Poster - If you can't get your hands on the Literacy Centers & Activities for Nursery Rhymes resource book, this printable would make a perfect poster for your nursery rhyme pocket: 20Tales/ Little%20Miss%20Muffet%20poem.pdf Pocketchart - I also have this rhyme in the pocketchart (somehow missed taking a picture of it). It's commercially produced with a nice big picture and the word cards to match to the text. (the text in black, word cards in red) We use a pointer as we recite the rhyme to reinforce concepts of print and one-to-one print correspondence. The kids love to "read" the rhyme individually themselves with the pointer. Math - Dig in your Halloween box and pull out some of your spider counters and web math mats to use with this rhyme and they'll do dual duty. Act It Out! - I have a small stool (tuffet) that I'll take in for the students to use with their dangling spiders to use in acting out the rhyme. They'll LOVE doing this!! :) Don't forget the curds and whey! (I would think you could let them try cottage cheese for this) Culminating Activity - have each student say the rhyme individually and reward them with a spider ring. Then everyone enjoys a spider cookie (link to recipe below). Resources: Literacy Centers & Activities for Nursery Rhymes PreK-1(TCM 3397) Literature Pockets: Nursery Rhymes Gr K-1 (EMC 2700) Mother Goose Peek-A-Books PreK-2 (Scholastic)

Nursery Rhymes Baa, Baa, Black Sheep Baa, baa, black sheep Have you any wool? Yes sir, yes sir, three bags full. One for my master, One for my dame, And one for the little boy Who lives down the lane. Vocabulary: After introducing the nursery rhyme and saying it several times, discuss some of the new vocabulary such as “master”, “dame”, “lane”, “wool”, “sheep”. Resources: SCHOOLDAYS, Sept/Oct 1986 This is the project from SCHOOLDAYS. children paint the sheep, cut it, the face, and out. They glue the face and the text box one was done by either myself or my TA. Frank Shaffer’s Primary Club (mini-book reproducible) Learning Centers Through the Year Created Materials #059 1993 (flannelboard patterns) Rebus Rhyme Math With Nursery Rhymes Evan-Moor Corp. 1994 Art: Provide each student with the body of a sheep (similar to the pattern below) photocopied onto cardstock or a similar stiff material. Have the students cover the sheep’s body with white cotton balls and color the face, ears, and tail black. Have each student paint two wooden string-type clothespins black. These will be the legs of the sheep. When the sheep’s body and legs are dry, clip the clothespin to the bottom of the sheep in the appropriate place to form legs. If you want to make your sheep totally black, shake the cottonballs in a gallon ziploc bag with black dry tempra paint. Shake off the excess paint. Baa, Baa, White Sheep Baa, baa, white sheep Look over there. See all the nanny goats going to the fair, The the text box on. This

FS-971502 Teacher

With white socks and black shoes, And long curly hair. See all the nanny goats going to the fair. ~ Author Unknown Word Families: Introduce the “ag” family with the word “bag”. Write “ag” words on index cards along with other word family words; laminate. Have the students sort out the “ag” family words. Estimation: Have the students guess how many cottonballs (wool) it would take to fill up a bag. Have the cottonballs in a brown lunch bag that had been twisted and tied off at the top with a piece of twine. The students record their estimations on a slip of paper and drop into another brown paper bag. Once everyone’s estimation is in the bag, open the bag of “wool” and count out how many cottonballs it contained. Then record everyone’s estimation on a chart. Discuss the results. Gathering Wool Counting Activity: You’ll need a brown paper lunch bag for each number that you’re working on ( 1 – 5, 1 – 10, 1- 20). Cut the bags down to about 1/3 to ½ their original size. Use pinking shears to cut them if you have them. Label each bag with a number. Provide the students with plenty of cottonballs. They will put as many cottonballs (wool) in each bag as is needed to match the number on the bag. For more fine motor practice, have the students put the cottonballs into the bags using tongs. Pocketchart Counting Activity: This activity is kind of backwards to the rhyme, but making it this way is easier if you have access to an Ellison machine. Cut out the appropriate number of black sheep using the Ellison machine. (Laminate your black construction paper first, then cut them out. This will keep you from having to cut them out twice.) Draw a pattern, or use a pattern from a book, of a bag that would be similar to a bag full of wool. Copy this onto brown construction paper. Program each bag with a number and laminate. Place a “bag” in each row of the pocketchart. The students will count out the correct number of sheep to match the number on the bag. If you don’t have access to an Ellison machine, you can program the number on the sheep and have them count out the correct number of bags. An alternative to this activity would be to place the cutouts in the pocketchart, have the students count how many is in each row and match it to the correct number. Number Sequencing: Cut out black sheep and program them with a number written on a small piece of white paper, or write the number on the sheep using a white pen or paint pen. Laminate. The students will sequence the numbers in the proper order. Matching Activities: Use the sheep and bag patterns to make different kinds of matching activities such as matching capital/lowercase letters or rhyming words/pictures. You can also print a color word on each bag, then cut out a sheep to match each color word. Students match the color word to the correct color sheep. To match colors, cut out a bag and a sheep of each color. Have students match them.

Counting Activity: Cut out the appropriate number of bags and sheep for the number you’re working on. (1 – 5, 1 – 10, 1 - 20) Program the sheep with the numbers, then use a new pencil eraser to make the appropriate number of dots on each bag to match the numbers. If you use the pencil eraser as a stamp with an ink pad, you’ll get perfectly round dots. Laminate all. The students count the dots on the bag and match them to the sheep with the correct number. Moo, Moo, Jersey Cow Moo, moo, jersey cow Have you any milk? Yes sir, yes sir, three pails full. One for the dog, And one for the cat, And one for the little boy/girl who wants to get FAT! ~ Author Unknown Pocketchart Color Word Activity: Write the words to the rhyme on sentence strips but put a 5 inch black where the work “black” goes. Program 3x5 index cards with the color words; laminate. While reading the rhyme with the class, change out the color word each time by slipping in a new color word card. Give each student a small sheep to color and cut out. Have them color it their favorite color. Graph the sheep by color and discuss the results. The Color Black: Make a poster of things that are black by using clip art or having students cut things out of magazines. After their posters are completed, have them make a chart by listing all the things that they can think of that are usually black. Rhymes With Sheep: Have the students make a list of all the words that they can think of that rhymes with “sheep”. Leave the list up in the room and let them add words to it as they think of them. Pocketchart Number Words Activity: Write the rhyme on sentence strips, but place a blank ( _____ ) where the number words are. Place the sentence strips in your pocketchart. Make number word cards on 3x5 index cards; laminate. Have the students insert the number word cards in the blanks and read the rhyme aloud. You can make this an addition activity by having the last 3 blanks add up to the number word card in the first blank. For instance, Baa, baa, black sheep Have you any wool? Yes sir, yes sir, nine bags full. Three for my master, three for my dame, And three for the little boy Who lives down the lane. Baa, Baa, Black Sheep

Hey Diddle, Diddle Hey diddle, diddle The cat and the fiddle. The cow jumped over the moon. The little dog laughed To see such sport. And the dish ran away with the spoon.

If copying or printing directly from this page, please indicate the source. Do not copy and paste text or graphics from this page onto other websites! You may however, provide a link to this page. Thanks. Resources: Over the Moon - Rachel Vail Teacher’s Helper Feb/Mar 2000 (patterning activity page) Literature Pockets: Nursery Rhymes Gr K-1 (EMC 2700) Literacy Centers & Activities for Nursery Rhymes PreK-1(TCM 3397) HPD Coloring Pages Hey Diddle, Diddle Printout The Cat and the Fiddle Rebus Rhyme Cow Printout Cowprintout.shtml Emergent reader: After you’ve introduced the rhyme, and the children are very familiar with it, you can have them color their own emergent reader. Print out the 4 coloring pages listed above (from the HPD website). Copy them, because you’re going to cut them up. Cut off any text on the pages. Enlarge the pictures on

another page so that they take up the majority of the page. Leave enough room at the bottom to add text. Using Primer Print font (or another child friendly font), type up the text for each page. Cut the text out and glue it to the bottom of each page. (You need to make sure that you either put all the text at the bottom of the page, or at the top of the page. That way the children won’t have to “look for it”. Most of my children automatically look to the bottom of the page. If there’s text at the top of the page, they’ll often just skip over it. Hence, I usually add text to the bottom.) Photocopy each page with the text added, for each of your students. Staple them together and add a front/back cover if desired. Your children just need to color the picture on each page, and they will have a book that they can easily “read”. Hey Diddle Diddle Reader Picture sequencing: You can also use those same website graphics to create your own sequencing cards, a set of sequencing cards for each student, or a sequencing activity sheet. Take the pictures (minus the text), and shrink them on the copy machine. Copy them onto cardstock, color and laminate, and you have instant sequencing cards. For an activity sheet, copy the smaller graphics onto one page for each student. Provide them with a second page divided into 4 sections and labeled 1 – 4. Have them color the pictures and glue them in the correct place. An alternative idea would be to leave the text on the pictures as well. Hey Diddle Banner: I created this "banner" to put in my pocketchart (I'll create one for each nursery rhyme) so that we can focus on the beginning sound of each word. I have the TA review the banners each day with the students and focus on the beginning sounds for a moment and then move on. Nursery Rhyme Pocket: Create a pocket for each student. (go to the Jack and Jill page for more details) We included an emergent reader with the rhyme, writing samples (draw a picture about Hey Diddle Diddle and write a sentence or story to go with it), a pattern sheet, stick puppets, and a activity rewriting the rhyme. Stick Puppets: Create stick puppets to using in reciting the rhyme. These came from a resource book.

Art Project: from The Mailbox Kindergarten Oct/Nov 2000 (I added the banner to the moon) (click to enlarge) AB Patterning: Laminate yellow, brown construction paper. Use the Ellison

machine to cut out moons and cows. Have the students use the cutouts to copy, extend, or create an AB pattern. Patterning: Cut out dogs and cats to go with the cows and moons and your students can explore, copy, extend, and create more complex patterning. *Note: I find that a great place to work on patterns is in the pocketchart. It keeps everything all nicely lined up for the children.

(I've only gotten details added to my dogs so far. :) ) Pattern Headbands: Cut out some extras, don’t laminate, and your students can create their own headband pattern on a sentence strip. Measure their head with the sentence strip first (leaving a little room to overlap), then have them glue their pattern on the sentence strip. Staple the ends together overlapping. Give the students an opportunity to share their creations and discuss the different patterns that were created. Picture Matching: Gather the pictures needed to create this activity by searching through either clip art, computer graphics, magazine, old workbooks, etc. You will need a picture of: cat/fiddle, cow/moon, dish/spoon. Glue them on to uniform size cardstock or construction paper; laminate. The students will match the pictures that go together. Pocketchart Counting Activity: Cut out cows, cats, dogs, and moons using the Ellison machine. Put them in the rows of the pocketcharts. Write the numbers on 3x5 index cards cut in half. Have the students count the things in each row and add the correct number to the row. Then remove the cut-outs from the pocketchart and place in the numbers. The students count out enough shapes and place them beside each number. ABC Sequencing: Program cut-outs with either capital or lowercase letters; laminate. Have the students sequence the letters. Provide a model for them to look out. Capital/lowercase Matching: Program cow cut-outs with capital letters and moon cut-outs with lowercase letters; laminate. The students will match the capital letters to the lowercase letters.

Counting Activity: Make a simple dish and spoon pattern (not too hard to draw). Copy them onto cardstock to make cards. Color, or copy onto colored construction paper instead of cardstock. Program each spoon with a number using a Sharpie marker. Make the appropriate number of dots on each dish to match the numbers on the spoons. (You can use the eraser of a new pencil and an ink pad to make perfectly round dots.) Laminate, then cut into uniform sized cards. The students count the dots on the dishes and match to the spoon with the correct number. Rhyming Words: You can also use this rhyme to introduce rhyming words for moon/spoon, cat, dog, and dish. Have your students generate lists of words that rhyme with each one. You can make cards with either pictures or words and have them sort the ones that rhyme. This can also be done using the pocketchart. Rhyme Props: Provide the students with props to aid in reciting/retelling the rhyme. The props could be a stuffed/toy cow, dog, or cat, a toy fiddle or a laminated picture of one, a laminated picture of a moon; a dish and a spoon. Mobile: You’ll need a clothes hanger, a small paper plate, a plastic spoon, a picture of a cow, a moon, the cat with the fiddle, and a dog for each student. You can use Ellison cut-outs for the cow, the moon, and the dog if you wish. You’ll also need yarn. Have the students use a marker to draw a face on the plate (the dish) and the bowl of the spoon. Have them decorate the edge of the dish as they wish. Hole punch the top of the plate and use the yarn to tie it to the clothes hanger. You can either tie the yarn around the bowl of the spoon or hot glue the yarn to the spoon. Then tie it to the hanger. The items should be hung at various levels. You could also glue the spoon to the edge of the dish if you wish; however, this might weigh that side of the dish down. (Try this out before doing it with your class.) Next, have your students color the cow and glue yellow tissue paper pieces to cover the moon. Hole punch the top of each. Also hole punch the stomach of the cow. Use the yarn to tie the moon underneath the cow, then tie the cow to the clothes hanger. This makes the cow jumping over the moon. You’ll need to check to see whether or not this piece or the dish/spoon is the heaviest. The heaviest piece should centered in the middle of the clothes hanger. Then color the dog, and the cat and the fiddle. Cut them out and add them to the hanger with the yarn as well. Again, the pictures from HPD Coloring Pages would make excellent pictures for this project. You may however, have to shrink them on the copy machine. Cloze Activity: Have your students fill in the blanks with the correct answer. This can be done orally, or you can put the rhyme (blanks included) on sentence strips to use

in the pocketchart. The students can either complete the rhyme using pictures in the blanks or word cards. Hey diddle, diddle, The cat and the ______. The cow jumped over the ______. The little dog laughed To see such sport. And the dish ran away with the ______. Rewriting the Rhyme: Once the children are very familiar with the rhyme, you might have them do an exercise where they replace the animals in the rhyme with other animals. For instance: Hey diddle, diddle, The lion and the fiddle, The kangaroo jumped over the moon. The little hyena laughed To see such sport. And the dish ran away with the spoon. or And the cat ran away with the dog. The kangaroo could also jump over something else such as a bike. Or, the toaster could run away with the can opener. If you do this activity in the pocketchart, you can provide them with laminated pictures of animals and let them fill in the blanks with the animals. Then they can reread the rhymes using the new “words”. Fact or Fantasy?: Discuss “real” and “make-believe”. Letter Discrimination: Provide each student with a fairly large size copy of the poem along with a highlighter or yellow marker. Have them go through the rhyme and highlight certain letters: like all the “d”s or all the “c”s. Comprehension and Inference: Have your students answer the following questions: 1) Who jumped over the moon? 2) Why do you think the cow jumped over the moon? 3) What instrument did the cat play? 4) What kind of music do you think he was playing? or What do you think his favorite song was? 5) Who laughed in the rhyme?

6) Why do you think the dog was laughing? 7) Who did the spoon run away with? 8) Why do you think they ran away together? Pointer: To make a special pointer for this rhyme, you can glue a tiny laminated moon cut out to the end of a new pencil or to a wooden dowel. If you could find an appropriate eraser that goes on the end of a pencil, you could hot glue it on and use that. To make sure no one accidentally sharpens the pencil, glue the eraser to the “wrong end” of the pencil. Counting Activity: Purchase some plain colored paper plates (small), along with some plastic spoons. Using a black Sharpie marker, put a face on each plate (dish) and each spoon. On the dish make sure to leave room at the bottom for a number to be written as well. Tie a tiny ribbon around the spoon underneath the bowl. Decorate the plate rim and maybe even add a bow-tie to the bottom of it. Program the plate with a number towards the bottom. The students will count out the correct number of spoons to match the number on each plate. Position Words: Use your feltboard and a cuts of the moon and a cow to practice over, under, beside, behind, etc. Pocketchart: This doesn't show the word cards in the bag. They come with the set. They are red. The students match them to the text. You can purchase this set of rhymes at Lakeshore - Rhyme & Read Activity Program • XRR433

(click to enlarge) Beginning Sounds: I used these cards from one of the resource books for the students to match with the correct beginning sounds. I had them match to magnetic letters. I don't remember what the cards were supposed to be used for. :)

(click to enlarge)

Hey Diddle Diddle Hey Diddle Diddle (coloring page) Hey Diddle Diddle (word search) Hey Diddle Diddle (printable) Hey Diddle Diddle @ DLTK ReadWriteThink: Lesson Plan: Hey Diddle Diddle (paid membership required) KIDiddles: Song Lyrics Hey Diddle Diddle: Nursery Rhyme With Science Experiment le.htm Hey Diddle Diddle printable activities Hey Diddle Diddle printable

Hey Diddle Diddle Mobile Materials you will need for the mobile are: glue scissors hole punch string, ribbon or wool a straw printer paper something to color with (optional) paper towel roll (not a toilet paper roll) or a gift wrap tube cut to about 1/2 I did the directions assuming you would use a paper towel roll for your template. However! you can also use a plastic hanger or you can make a criss cross mobile like we did on the car mobile assuming you're using the paper towel roll, you'll also need a piece of construction paper or poster paint to cover the tube PLUS sparkle glue, stickers, or markers to decorate further.

I like the paper towel roll mobiles better than the criss cross ones because they can hang from either the ceiling OR the wall.

INSTRUCTIONS Decorate the cardboard tube -- you can do this by gluing or taping a piece of construction paper around it (like we did) and then decorating with stickers, sparkle glue or markers. OR you can paint the tube with poster/tempra paint. While your tube is drying... Print out the template of choice. (color or B&W) Color the templates as necessary. It's much easier if you fold the template in half and glue it together BEFORE you cut it out. At least that's what we find. Poke a hole in the top of each template piece, thread a string through and tie. Cut the straw in half. Tie a string to it and to the cardboard tube. The cat and the fiddle should be tied on either side of the straw (sort of like a mini mobile).

When you get it balanced, you may want to put a bit of tape on so the strings don't slip. Poke a hole in the bottom of the cow template (as well as the top). Tie the string from the moon into the bottom hole in the cow template. Tie the top string from the cow onto the tube. This makes it look like the cow's jumping over the moon. Poke a hole in the bottom of the Ha Ha Ha template (as well as the top). Tie the string from the dog into the bottom hole in the Ha Ha Ha template. Tie the top string from the Ha Ha Ha onto the tube. This makes the Ha Ha Ha look like a caption over the dog's head Use the second half of the straw. Tie a string to it and to the cardboard tube. The dish and the spoon should be tied on either side of the straw (like a mini mobile) When you get it balanced, you may want to put a bit of tape on so the strings don't slip.

Thread a string all the way through the roll and tie in a loop so you can hang your mobile on the wall or from the ceiling.

Extension Science Activity: Fiddlin' Around

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