nursery rhymes part 3

8/6/2019 Nursery Rhymes Part 3

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Nursery RhymesPart 3

saylorslog.blogspot.com



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The Itsy Bitsy Spider

The itsy bitsy spider

Climbed up the water spout.Down came the rainAnd washed the spider out.Out came the sunAnd dried up all the rain.And the itsy bitsy spiderClimbed up the spout again.



Climbed up the water spout.Down came the rainAnd washed the spider out.Out came the sunAnd dried up all the rain.And the itsy bitsy spiderClimbed up the spout again.

The Itsy Bitsy SpiderThe itsy bitsy spiderClimbed up the water spout.Down came the rainAnd washed the spider out.Out came the sunAnd dried up all the rain.And the itsy bitsy spider

Climbed up the spout again.

The Itsy Bitsy SpiderThe itsy bitsy spiderClimbed up the water spout.Down came the rainAnd washed the spider out.Out came the sunAnd dried up all the rain.And the itsy bitsy spider



The itsy bitsy spiderClimbed up the water spout.Down came the rainAnd washed the spider out.Out came the sunAnd dried up all the rain.And the itsy bitsy spiderClimbed up the spout again.


The itsy bitsy spiderClimbed up the water spout.Down came the rainAnd washed the spider out.Out came the sunAnd dried up all the rain.And the itsy bitsy spiderClimbed up the spout again.



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Climbed up the water spout.

Down came the rain

And washed the spider out.

Out came the sun



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And dried up all the rain.

And the itsy bitsy spider




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Ideas for The Itsy Bitsy Spider

Phonics:Have students find the rhyming words: spout/out. Draw a spider and write rhyming words onspider legs. Use the following words: sun, out, rain, down, came, all, the, up and let students

brainstorm words that rhyme.

Have students isolate the letter Ii by circling both upper and lower case. Students willisolate Pp by underlining both upper and lower case in the rhyme.

Phonemic Awareness:Blend these sounds into words:/d/ /ow/ /n/ down/c/ /a/ /me/ came/r/ /ai/ /n/ rain

I am going to say a word, then you will say the word and delete the beginning sound:Say sat, now say sat without /s/- atSay had, now say had without /h/- adSay men, now say men without /m/- in

Comprehension:Have students use the strips to practice putting the rhyme in correct order.

Tell a partner a different ending to the rhyme.

Explain that the spider persevered by going back up the spout after being knocked down. Wecan take a lesson from the spider. Brainstorm things that first graders must keep trying at.Have students write: Just like the spider went up the spout again, I will _____. For example,Just like the spider went up the spout again, I will keep practicing my reading (math facts,handwriting, etc.)

Art:Have students glue a bendy straw onto a piece of paper (this is the spout). Tie a spider ringonto a string or yarn and tape the string onto the back of the paper. Have students draw

and color the rest of the scene of the rhyme. Let students retell the rhyme having thespider go up and down the spout.



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Just like the spider went back up the spout, I will _____________________ ____________________.



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Name ____________________________

Color the spiders the correct number and color.

1. Color four red spiders and one yellow spider .

How many are not colored? ______________

2. Color three brown spiders and four blue spiders .


3. Color six black spiders and two green spiders .


4. Color two pink spiders and six brown spiders .




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Old Mother Hubbard

Old Mother Hubbard

Went to the cupboardTo give her poor dog a bone.But when she got there,The cupboard was bare,And so the poor dog had none.

Old Mother Hubbard

Old Mother Hubbard

Went to the cupboardTo give her poor dog a bone.But when she got there,The cupboard was bare,And so the poor dog had none.

Old Mother Hubbard

Old Mother HubbardWent to the cupboardTo give her poor dog a bone.But when she got there,The cupboard was bare,And so the poor dog had none.

Old Mother Hubbard


Old Mother Hubbard


Old Mother Hubbard




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Old Mother Hubbard

Old Mother Hubbard

Went to the cupboard

To give her poor dog a bone.

But when she got there,

The cupboard was bare,

And so the poor dog had none.



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Ideas for Old Mother Hubbard

Phonics:Have students identify rhyming words in the rhyme: Hubbard/cupboard, there/bare

Have students circle the words the, to, she, and, was in blue, the words went, so, there, had in red, and the word you in yellow. Let them look for other word wall words and underlinethose in orange.

Have students isolate the letter Oo by circling both upper and lower case. Students willisolate Ww by underlining both upper and lower case in the rhyme.

Phonemic Awareness:Blend these sounds into words:

/b/ /o/ /ne/ bone/b/ /a/ /re/ bare/p/ /oo/ /r/ poor/th/ /e/ /re/ there

How many words can you rhyme with old? How about dog?Say the word poor. what is the first sound you hear in the word? /p/. Now say poor withoutthe beginning sound. What word do you get? oreRepeat with: none /n/ one, bare /b/ air, bone /b/ own

Comprehension:

Students will use the strips to put the rhyme in order.

What will Mother Hubbard do to feed her dog? Why do you think the cupboard was bare?

Art:

Give students brown construction paper folded into a cupboard shape. Take a 9x12 piece ofpaper and turn it so that you fold the ends in towards the middle so your cupboard is 9

inches tal l and 6 inches wide. Open the flaps and draw four lines inside. Have students putthe rhyming bones together on a shelf.



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sun

Sam run

log cat

dog bat

jam

hog fun

Pam sat



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Name ____________________________

Write the number and number word for the bones.

1 one

1. ________________ _______________

2. ________________ _______________

3.

________________ _______________

4.

________________ _______________



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Jack and Jill

Jack and Jill went up the hillTo fetch a pail of water.Jack fell down and broke his crown

And Jill came tumbling after.Then up Jack got and off did trotAs fast as he could caper.He went to bed to mend his headWith vinegar and brown paper.

Jack and Jill

Jack and Jill went up the hillTo fetch a pail of water.Jack fell down and broke his crown

And Jill came tumbling after.Then up Jack got and off did trotAs fast as he could caper.He went to bed to mend his headWith vinegar and brown paper.

Jack and Jill

Jack and Jill went up the hillTo fetch a pail of water.Jack fell down and broke his crownAnd Jill came tumbling after.Then up Jack got and off did trotAs fast as he could caper.He went to bed to mend his headWith vinegar and brown paper.

Jack and Jill

Jack and Jill went up the hillTo fetch a pail of water.Jack fell down and broke his crownAnd Jill came tumbling after.Then up Jack got and off did trotAs fast as he could caper.He went to bed to mend his headWith vinegar and brown paper.

Jack and Jill

Jack and Jill went up the hillTo fetch a pail of water.Jack fell down and broke his crownAnd Jill came tumbling after.Then up Jack got and off did trotAs fast as he could caper.

He went to bed to mend his headWith vinegar and brown paper.

Jack and Jill

Jack and Jill went up the hillTo fetch a pail of water.Jack fell down and broke his crownAnd Jill came tumbling after.Then up Jack got and off did trotAs fast as he could caper.

He went to bed to mend his headWith vinegar and brown paper.



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Jack and Jill

Jack and Jill went up the hill.

To fetch a pail of water.

Jack fell down and broke his crown

And Jill came tumbling after.

Then up Jack got and off did trot

As fast as he could caper.



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He went to bed to mend his head

With vinegar and brown paper.



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Ideas for Jack and Jill

Phonics:Have students identify rhyming words in the rhyme: Jill/hill, down/crown, got/trot,bed/head, caper/paper

Have students identify Ll and circle the letters in red. Underline the letters Ff in blue.

Phonemic Awareness:Change the beginning sound.Say Jill. Now say the first sound in Jill. Change /j/ to /p/. pillSay crown. Now say the first sound in cronw. Change /cr/ to /d/. downSay paper. Now say the first sound in paper. Change /p/ to /c/. caper

Brainstorm words that rhyme with Jack, Jill and got.

Comprehension/fluency:


What do you think Jill did when Jack went to bed?



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One, Two, Buckle My Shoe

One, twoBuckle my shoe.Three, four,Shut the door.

Five, six,Pick up sticks.Seven, eight,Lay them straight.Nine, ten,A big fat hen.





One, twoBuckle my shoe.Three, four,Shut the door.Five, six,Pick up sticks.Seven, eight,Lay them straight.

Nine, ten,A big fat hen.


One, twoBuckle my shoe.Three, four,Shut the door.Five, six,Pick up sticks.Seven, eight,Lay them straight.

Nine, ten,A big fat hen.









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One, two,

buckle my shoe.

Three, four,

Shut the door.

Five, six,

Pick up sticks.



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Seven, eight,

Lay them straigt.

Nine, ten,

A big fat hen.



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Ideas for One, Two, Buckle My Shoe

Phonics:Have students identify rhyming words in the rhyme: two/shoe, four/door, six/sticks,eight/straight, ten/hen.

Have students identify the letter Hh and circle the letters that make it. Underline the

letters Ss.

Phonemic Awareness:Delete the beginning sound.Say fat. Now say fat without /f/. atSay hen. Now say hen without /h/. inSay sticks. Now say sticks without /s/. ticks



Have students illustrate the actions in each part of the rhyme.

Art:

Students will make shoes and number them accordingly.



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Name _______________________

Write the number and number word next the shoes. Color even numbers of

shoes red and odd numbers of shoes blue.

___________

___________

___________

___________

___________

_____

_____

_____

_____

_____



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The Old Woman Who Lived in a Shoe

There was an old womanWho lived in a shoe.She had so many children,She didn’t know what to do. She gave them some brothAlong with some bread,Then hugged them all soundlyAnd sent them to bed.


There was an old womanWho lived in a shoe.She had so many children,She didn’t know what to do. She gave them some brothAlong with some bread,Then hugged them all soundlyAnd sent them to bed.

The Old Woman Who Lived in a ShoeThere was an old womanWho lived in a shoe.She had so many children,She didn’t know what to do. She gave them some brothAlong with some bread,Then hugged them all soundly

And sent them to bed.

The Old Woman Who Lived in a ShoeThere was an old womanWho lived in a shoe.She had so many children,She didn’t know what to do. She gave them some brothAlong with some bread,Then hugged them all soundly



There was an old womanWho lived in a shoe.She had so many children,She didn’t know what to do. She gave them some broth

Along with some bread,Then hugged them all soundlyAnd sent them to bed.


There was an old womanWho lived in a shoe.She had so many children,She didn’t know what to do. She gave them some broth

Along with some bread,Then hugged them all soundlyAnd sent them to bed.



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There was an old woman

Who lived in a shoe.

She had so many children,

She didn’t know what to do.

She gave them some broth

Along with some bread,



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Then hugged them all soundly




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Ideas for The Old Woman Who Lived in a Shoe

Phonics:Have students identify rhyming words in the rhyme: shoe/do, bread/bed

Have students identify the letter Ww and circle the letters that make it. Underline theletter Hh.

Phonemic Awareness:Delete the ending sound.Say lived. Now say lived without /d/. liveSay hugged. Now say hugged without /d/. hug

Change the beginning sound.Say had. What is the beginning sound in had? Change /h/ to /s/. sadSay bed. What is the beginning sound in bed? Change /b/ to /r/. red

Say sent. What is the beginning sound in sent? Change /s/ to /w/. went



How many children do you think the old woman had? What makes you think that?

What do you think the old woman did when the children went to bed?

Make a list of things the old woman can do with the children so she doesn’t go crazy.

Social Studies:The old woman lived in a shoe. Where do people really live? Make a circle map.



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Name _________________________________________

Write places people live inside the circle map.

I would like to live in a _____________________________________________ because _____________

____________________________________________________________________________________________

Kinds of

Houses



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Name _____________________________________________

Instead of hugging her children and putting them to the bed, the old woman should

____________________________

____________________________ ____________________________ ____________________________

nursery rhymes part 3

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