kindergarten music

7/29/2019 Kindergarten Music

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2002 Archangel Music

Contents

The Letters of the Alphabet

Song LyricsActivities

Ready, Set, Go


The First Duck


Acknowledgement

The Curriculum Services Canada Foundation provided financialsupport to the writer of this resource through its Grants and AwardsProgram for Teachers.


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The Letters of the Alphabet 1


The Letters of the Alphabet

A B C D

E F G H I J

K L M N

O P Q R S T

U V W

X Y Z

The letters of the alphabet.


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Curriculum LinksLanguage demonstrate awareness of individual sounds and sound patterns in

language use gestures, tone of voice, and other non-verbal means to communicate

more effectively identify most of the letters of the alphabet and demonstrate understanding

that letters represent soundsThe Arts perform in a group recall and repeat familiar songs demonstrate understanding of rhythmic patterns

Activities

Before Teaching the Song

Using the classroom wall alphabet, review the letters by pointingto each upper case letter and then to each lower case letter. Askindividual children to find a specific letter and say it aloud.

After Teaching the Song

Give each child a large stencil cut out of one letter of the alphabet.Have them colour or paint in their letter with patterns, pictures, ordesigns.

Children can cut out pictures from magazines to paste on their letter. As the class says each letter in alphabetical sequence, the

children arrange themselves in the proper order.Sing the song together with each child raising a letter, in turn.

Have the children sing the song, using la, la, la, la until they can name

the letters in sequence.

Have the children make the letters of the alphabet, usingtheir bodies (See Appendix). Each alphabet letter will need atleast two students. Take a picture of each letter as the childrenform them.Frame each picture with construction paper and post in theclassroom.The children can use their new alphabet display to sing the songand point to the alphabet letters.

Use a ladder to take an aerial shot of the letters.

Materials large stencil cutouts of each letter ofthe alphabetmarkers, crayons,paint, brushes film and camera ladderconstruction paper

Materials classroom wallalphabet


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Appendix


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Observations Checklist

Name: ________________________

Can recall and repeat the song. ____

Responds positively to the song. ____

Can say most of the letters of the alphabet. ____

Can identify most of the letters of the alphabet. ____

Recognizes upper and lower case letters. ____

Works co-operatively with peers when formingthe letter shapes. ____


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Ready,Set, Go 5


Ready, Set, Go

How do you feel?

I feel fineLets take some words and make themrhymeWhat do you know?I know a lotReady, set, go

Up down all around

Up down all aroundUp down all aroundUp down all around

Near far twinkle starNear far twinkle starNear far twinkle starNear far twinkle star

Open close touch my noseOpen close touch my noseOpen close touch my noseOpen close touch my nose

Up down all aroundNear far twinkle starOpen close touch my nose

And that is what I know


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Ready,Set, Go 6


Curriculum LinksLanguage demonstrate awareness of individual sound and sound patterns in

language use gestures, tone of voice and other non - verbal means to

communicate more effectively use language to connect new experiences with what they already

know ask questions, express feelings

Mathematics use language accurately to describe basic spatial relationshipsPersonal and SocialDevelopment

name body parts demonstrate balance, ease, and flexibility in movement demonstrate spatial awareness

The Arts perform in a group identify feeling evoked by art forms move in response to the tempo and mood of the music recall and repeat familiar songs, dance steps and rhymes demonstrate understanding of rhythmic patterns

Activities


Review what rhyming words are.Say a word and ask the children to give a rhyming word for it.

On chart paper, print the words farand close.With the class, list words that rhyme with these words.Circle the words that are used as rhyming words in the song.

To prepare the children for acting out the song, teach them these

specific actions:up - reach updown - bring arms downall around - circle arms in frontnear - jump toward the teacherfar - jump away from the teachertwinkle star - with fingers moving, reach upopen - heels of hands together, palms openclose - close hands togethertouch my nose - students touch their nose

Materials chart paper

markers


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Ready,Set, Go 7



As the children sing the song, have them make their own actionsfor up, down, all around, near, far, twinkle star, open, close,touch my nose.

Ask the children to identify things in the classroom and the schoolthat are near and far.Discuss how things appear to look small when they are far awaycompared to how they appear when they are close.

Show pictures from magazines and posters and have the childrenidentify what is near and what is far in the each picture.

Have the children paint a class mural or individual pictures with ablack or dark blue background and stars in the sky. They canshow people near and far in their pictures.

Have the children depict the near, far, twinkle star scene using a shoe

box painted black or dark blue for the sky and make play dough people

to place inside.

Materials paper or muralpaper paint, crayons

chart paper andmarkersmagazines andposter


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Ready,Set, Go 8


Observations Checklist

Name: ________________________

Can recall and repeat the song. ____

Can recall and repeat the actions to the song. ____

Can use the proper timing when doing the actions to the song.

____

Can answer the questions in the song appropriately

(e.g., How do you feel?). ____

Recognizes the rhyming words in the song. ____

Responds positively to the song. ____


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The First Duck 9


The First Duck

Oh the first duck said to the second little duckQuack, quack, quack, its morning

And the third duck said to the fourth little duckQuack, quack, quack youre snoring

And they played all day in a duck kind of waySplash, splash, splash in the pond

And when night time came they all swamawayTo their duck home safe and warm

Oh the first chick said to the second little chickCluck, cluck, cluck, its morning

And the third chick said to the fourth little chickCluck, cluck, cluck, youre snoring

And they played all day in a chick kind of wayScratch, scratch, scratch on the ground

And when night time came they all ran away

To their chick home safe and warm

Oh the first jay said to the second little jayTweet, tweet, tweet, its morning

And the third jay said to the fourth little jayTweet, tweet, tweet, youre snoring

And they played all day in a jay kind of wayFly, fly, fly all around

And when night time came they all flew awayTo their jay home safe and warm


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The First Duck 10


Materials chart papermarkers

Curriculum LinksLanguage use gestures, tone of voice, and other non-verbal means to

communicate more effectively demonstrate understanding of a story (the song) by making

predictions

use language patterns and sound patternsMathematics use ordinal numbers

demonstrate an awareness of the passage of timeScience and Technology describe local natural habitats

identify patterns and cycles in the natural worldPersonal and SocialDevelopment

demonstrate awareness of patterns in their daily lives(morning, afternoon, evening)

express their feelings of wonder and curiosity about theworld

The Arts perform in a group move in response to the tempo and mood of music recall and repeat familiar songs, dance steps and rhymes demonstrate understanding of rhythmic patterns

Activities


With the children, make a list of birds. Discuss the sounds, actions, andtravel mode for the birds on their list and record their responses on achart.

Example

Bird Sound Action Travel Modeduck quack splashes in

water

swims

Have the children form lines of four.Model counting children standing in a line, using ordinal numbersfrom first to fourth.Call out an ordinal number and have the children standing in thatposition raise their hands.

Print each numeral from 1 to 4 on a separate card along with its

corresponding ordinal number and post in the classroom.

On chart paper, print the following headings; Morning, Afternoon,Night.

With the children, list activities that they do duringthese times.


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The First Duck 11


Materialspencils, crayonsmarkers, chartpaper

staplerBLM 1 and BLM 2


Work with the children to form basic hand actions they can make

while singing the song, e.g., quacking, splashing, sleeping (duckhome safe and warm).

Choose one thing each bird does (sound, action, or travel) for children to

focus on.

Using the template on BLM 1, have the children depict what eachbird in the song does during different times of the day.Staple their pages together into a booklet.

Identify only one time of the day for children to depict and put their work

together in a class booklet.

Reproduce BLM 2 on chart paper to use as a frame in composinga new song about other animal groups, e.g., farm animals, zooanimals.Beforehand, complete a chart similar to the bird chart, filling in the

name, sound, action, and travel mode for each animal.


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The First Duck 12


BLM 1

_________________________________ morning

afternoon night


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The First Duck 13


BLM 2

[Title] ________________________

Oh the first __________ said to the second little__________

__________, __________, __________ its morning

And the third __________ said to the fourth little__________

__________, __________, __________ youre snoring

And they played all day in a __________ kind of way

__________, __________, __________ in the __________

And when night time came they all __________ away

To their __________ home safe and warm

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