I like to come to school. (Clap hands to the beat.)
I like to come to school.
It’s fun to learn and play each day.
I like to come to school.
I like to read books. (Open palms like a book.)
I like to read books.
It’s fun to learn and play each day.
I like to read books.
I like to draw and write. (Pretend to draw with index finger in the air.)
I like to draw and write.
It’s fun to learn and play each day.
I like to draw and write.
I like math and science. (Make circles with index fingers and thumbs and place around
I like math and science. eyes like science goggles.)
It’s fun to learn and play each day.
I like math and science.
I like to come to school. (Clap hands.)
I like to come to school.
We sing and play and have such fun.
I like to come to school.
Me gusta venir a la escuela
Me gusta venir a la escuela.
Me gusta venir a la escuela.
Es divertido aprender y jugar cada día.
Me gusta venir a la escuela.
Me gusta leer libros.
Me gusta leer libros.
Es divertido aprender y jugar cada día.
Me gusta leer libros.
Me gusta dibujar y escribir.
Me gusta dibujar y escribir.
Es divertido aprender y jugar cada día.
Me gusta dibujar y escribir.
Me gustan las matemáticas y las ciencias.
Me gustan las matemáticas y las ciencias.
Es divertido aprender y jugar cada día.
Me gustan las matemáticas y las ciencias.
Me gusta venir a la escuela.
Me gusta venir a la escuela.
Nosotros cantamos y jugamos y nos divertimos mucho.
Me gusta venir a la escuela.
Activities: Make a class book called “I Like to Come to School” where each child draws a picture of what they like best about school. Encourage them to dictate or write a sentence to go with their picture. Read over the book together.
Make a graph of children’s favorite activity at school.
For homework, have children interview their parents and ask them what their favorite thing at school was.
Invite the principal, secretary, custodian, dietician, and other school helpers to visit your classroom and read a book to the class.
Tidy Up
(Tune: “Jingle Bells”)
Tidy up, tidy up, (Play this song when it’s time to clean up.)
Put your things away.
Tidy up, tidy up,
We’re finished for today.
Tidy up, tidy up,
Put your things away
For we’ll get them out again another school day.
Repeat
Ordene
Ordene, ordene, ponga sus cosas en orden.
Ordene, ordene
Hemos terminado por hoy.
Ordene, ordene, ponga sus cosas en orden.
Porque las sacaremos otra vez en otro día de escuela.
Repitan
Activities: Children need to know what your expectations are, so model how to clean up, push in chairs, etc.
Challenge children to finish cleaning up and be sitting quietly before the end of the song.
Use a puppet as a “clean up inspector.” The puppet goes around the room and makes sure everything is picked up. If the puppet finds a mess, he chooses someone to fix the problem.
Line Up
(Tune: “Gilligan’s Island”)
I’m looking straight ahead of me. (Face forward.)
My arms are at my sides. (Straighten arms by sides.)
My feet are quiet as can be (Look at feet.)
I’m ready for outside. (Nod head.)
Repeat softer
Hum the third time.
Alineando
Estoy mirando delante de mi
Mis brazos están a los lados.
Mis pies están quietos como deberían.
Estoy listo para afuera.
Repitan softly ----- Hum the 3rd time
Activities: Discuss why it’s important to walk quietly in the hall and not disturb others who are trying to learn.
Pretend to be mice, wear invisible cloaks, be butterflies, etc. as you move quietly in the halls.
Teacher says: “Arms.” Children reply, “Check.”
Teacher says: “Legs.” Children reply, “Check.”
Teacher says: “Eyes.” Children reply, “Check.”
Teacher says: “Mouths.” Children reply, “Mmmmm.”
Magic Words
(Tune: “Good Night Ladies”)
We say, “Please.” (Make sign language by opening palm and making a circular motion
We say, “Please.” on your chest.)
We say, “Please.”
We use magic words.
We say, “Thank you!” (Place fingers by chin and then extend out.)
We say, “Thank you!”
We say, “Thank you!
We use magic words.
We say, “You’re welcome.” (Sweep open palm down from shoulder to waist.)
We say, “You’re welcome.”
We say, “You’re welcome.”
We use magic words.
We say, “Excuse me.” (Hold up one palm and brush with the other hand as you
We say, “Excuse me.” shake your head.)
We say, “Excuse me.”
We use magic words.
Palabras mágicas
Nosotros decimos “por favor”.
Nosotros decimos “por favor”.
Nosotros decimos “por favor”.
Nosotros usamos palabras mágicas.
Nosotros decimos “¡ gracias !”
Nosotros decimos “¡ gracias !”
Nosotros decimos “¡ gracias !”
Nosotros usamos palabras mágicas.
Nosotros decimos “De nada”
Nosotros decimos “De nada”
Nosotros decimos “De nada”
Nosotros usamos palabras mágicas.
Nosotros decimos “Discúlpeme”
Nosotros decimos “Discúlpeme”
Nosotros decimos “Discúlpeme”
Nosotros usamos palabras mágicas.
Activities: Visit alspro.com and click on “dictionary” to see video clips of other signs you can use for classroom management.
Role play using manners and saying magic words.
When children ask for something, model using a complete sentence and include, “Please.” Expect the children to echo back the sentence.
Seven Days in the Week
(Tune: “Allouette”)
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday!
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday (Clap hands.)
Then we start again. Ohhhhhh!
Louder…
Softer… and that’s the end!
Los siete días de la semana
¡ Domingo, Lunes, Martes, Miércoles, Jueves, Viernes, Sábado !
¡ Domingo, Lunes, Martes, Miércoles, Jueves, Viernes, Sábado !
Y volvemos a empezar... ¡ Ohhhhhh ¡
Más fuerte …. ¡ Y este es el final !
Activities: Point to the days of the week on a classroom calendar as you sing.
Learn to sign the days of the week.
Fold four sheets of paper in half and staple to make a weekly journal. Let the children decorate the cover and then write a different day of the week on each page. At the end of each day, invite children to draw what they learned or liked best about school that day. (Write or dictate sentences.) Children take home their books and complete “Saturday” and “Sunday” at home. On Monday they bring their journals back to school and share what they did over the weekend.
Month March
(Sousa March)
The months of the year. (Children march in place as you sing.)
January, February, March, April, May,
June, July, August, September,
October, November, December.
January…
Marcha de los meses
Los meses del año.
Enero, Febrero, Marzo, Abril, Mayo,
Junio, Julio, Agosto, Septiembre,
Octubre, Noviembre, Diciembre.
Y volvemos a empezar...
Enero ....
Activities: Vary marching by having the children swing their arms, march in a circle, march like soldiers with straight legs, cross and tap hands on knees, etc.
Let children do a break dance or silly dance when the month that they were born in comes up in the song.
Write the months on sentence strips and pass out to the children. Let them hold up them up at the appropriate time in the song.
Hint! Write English on one side and Spanish on the other.
Zero the Hero
I am Zero the Hero. (Hands on hips and wiggle from side to side.)
And I’m here to say.
We can learn numbers in a special way.
When we get to ten, we’ll stomp the ground. (Stomp the ground.)
When we reach 100, we’ll sit back down.
1, 2, 3, 4, 5, 6. 7, 8, 9, 10 (stomp) (Children can snap, clap, disco, hula, or
Let’s count another ten. make other dance movements as you count.)
11…..
Cero, el héroe
Yo soy cero el héroe
Y estoy aquí para decir.
Que podemos aprender números de una manera especial.
Cuando lleguemos a diez, vamos a pisar el suelo.
Cuando lleguemos a cien, nos sentaremos tranquilos.
1, 2, 3... Uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez
Contemos otros diez.
11,12,. Once, doce, trece, catorce, quince, dieciséis, diecisiete, dieciocho, diecinueve, veinte
21, 22… veintiuno, veintidós, veintitrés, veinticuatro, veinticinco, veintiséis, veintisiete, veintiocho, veintinueve,: treinta
31, 32 … treinta y uno, treinta y dos, treinta y tres, treinta y cuatro, treinta y cinco, treinta y seis, treinta y siete, . treinta y ocho, treinta y nueve, cuarenta
41, 42…cuarenta y uno, cuarenta y dos …. Cincuenta
51, 52 … cincuenta y uno, cincuenta y dos … Sesenta
61, 62 … sesenta y uno, sesenta y dos … Setenta
71, 72 … setenta y uno, setenta y dos … Ochenta
81, 82 … ochenta y uno, ochenta y dos … Noventa
91, 92 … noventa y uno, noventa y dos … Cien … ¡ Y este es el final !
Activities: Stand in a conga line with hands on each other’s waist. Alternate stepping left and right as you count and sing the song.
Point to a 100 chart as you sing.
Touch toes and do different exercises for each set of ten
Shapes
(Tune: “Alice the Camel”)
Triangles have three sides. (Hold up 3 fingers.)
Triangles have three sides.
Triangles have three sides.
Three straight sides.
Can you draw a triangle…with three straight sides? (Draw an imaginary triangle in the air with your pointer finger.
Squares have four sides - four equal sides. (Hold up 4 fingers.)
Rectangles have four sides - 2 short and 2 long (Hold up 2 fingers on one hand and 2 on the other).
Circles have no sides…the circle curves around. (Shrug shoulders and shake head.)
Formas
Los triángulos tienen tres lados
Los triángulos tienen tres lados
Los triángulos tienen tres lados
Tres lados rectos.
¿ Puedes dibujar un triángulo?
¿ Puedes dibujar un triángulo?
¿ Puedes dibujar un triángulo con tres lados rectos ?
Los cuadrados tienen cuatro lados
Los cuadrados tienen cuatro lados
Los cuadrados tienen cuatro lados
Cuatro lados iguales.
¿ Puedes dibujar un cuadrado?
¿ Puedes dibujar un cuadrado?
¿ Puedes dibujar un cuadrado con cuatro lados iguales?
Los rectángulos tienen cuatro lados
Los rectángulos tienen cuatro lados
Los rectángulos tienen cuatro lados
Dos lados cortos y dos lados largos.
¿ Puedes dibujar un rectángulo?
¿ Puedes dibujar un rectángulo?
¿ Puedes dibujar un rectángulo con dos lados cortos y dos lados largos?
Los círculos no tienen lados
Los círculos no tienen lados
Los círculos no tienen lados
El círculo es una curva completa alrededor.
¿ Puedes dibujar un círculo?
¿ Puedes dibujar un círculo?
¿ Puedes dibujar un círculo con una curva completa?
Activities: Make writing wands for the children to use as you sing. Staple strips of tissue paper to a straw and make big shapes in the air.
Let children draw shapes on their “palm pilot.” Children hold up one palm and write on it with the index finger of the other hand.
Divide children into groups of 4 and challenge them to lay on the floor and make shapes with their bodies.
Cut shapes (triangle, square, rectangle, circle) out of construction paper and have children hold them up as you sing.
Have a shape snack where you eat something that is a triangle, square, circle, and rectangle.
Who Let the Letters Out?
(Tune: “Who Let the Dogs Out?”)
Who let the A out? /a/ /a/ /a/ /a/ /a/ (Wave arms in the air and step from side to side.)
Who let the B out? /b/ /b/ /b/ /b/ /b/
Continue with other letters.
¿ Quien dejó a las letras afuera ?
Quien dejó a Ah afuera Ah Ah Ah Ah
Quien dejó a Bay afuera Bay, Bay, Bay, Bay
Quien dejó a say afuera Say, Say, Say, Say
Quien dejó a Chay afuera Chay Chay Chay Chay
Quien dejó a day afuera day day day day
Quien dejó a ay afuera ay ay ay ay
Quien dejó a eFay afuera eFay eFay eFay eFay
Quien dejó a hay afuera hay hay hay hay
Quien dejó a ahchay afuera ahchay ahchay ahchay ahchay
Quien dejó a Ee afuera Ee Ee Ee Ee
Quien dejó a hota afuera hota hota hota hota
Quien dejó a kah afuera kah kah kah kah
Quien dejó a Lay afuera Lay Lay Lay Lay
Quien dejó a llay afuera llay llay llay llay
Quien dejó a mmay afuera mmay mmay mmay mmay
Quien dejó a Nay afuera Nnay Nnay Nnay Nnay
Quien dejó a ñay afuera ñay ñay ñay ñay
Quien dejó a oh afuera oh oh oh oh
Quien dejó a Pay afuera Pay Pay Pay Pay
Quien dejó a kooh afuera kooh kooh kooh kooh
Quien dejó a ray afuera ray ray ray ray
Quien dejó a Rray afuera Rray Rray Rray Rray
Quien dejó a esay afuera esay esay esay esay
Quien dejó a tay afuera tay tay tay tay
Quien dejó a Ooh afuera Ooh Ooh Ooh Ooh
Quien dejó a vay afuera vay vay vay vay
Quien dejó a Wwayooh afuera Wwayooh Wwayooh Wwayooh
Quien dejó a xquise afuera xquise xquise xquise
Quien dejó a EeGriega afuera EeGriega EeGriega EeGriega
Quien dejó a zaytah afuera zaytah zaytah zaytah zaytah
Activities: Use other dance motions, such as the swim, disco, or monkey as you sing.
Make a circle. As the letter that each child’s name begins with comes up in the song they get to get in the middle of the circle and do a little break dance.
Glue magnetic letters to craft sticks. Pass these out to the children to hold up as the song is sung.
Let children wear letter vests or hats with letters and step forward as their letter comes up in the song.
*To make letter vests write letters on heavy paper. Punch two holes on the top and tie on string so the children can wear them like a vest.
To make letter hats, give each child a sentence strip and assign them a letter to decorate the strip. Staple to fit children’s heads.