Nursery Rhymes Part 3

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The Itsy Bitsy Spider The itsy bitsy spider Climbed up the water spout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain. And the itsy bitsy spider Climbed up the spout again. The Itsy Bitsy Spider The itsy bitsy spider Climbed up the water spout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain. And the itsy bitsy spider Climbed up the spout again. The Itsy Bitsy Spider The itsy bitsy spider Climbed up the water spout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain. And the itsy bitsy spider Climbed up the spout again.

The Itsy Bitsy Spider The itsy bitsy spider Climbed up the water spout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain. And the itsy bitsy spider Climbed up the spout again. The Itsy Bitsy Spider The itsy bitsy spider Climbed up the water spout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain. And the itsy bitsy spider Climbed up the spout again. The Itsy Bitsy Spider The itsy bitsy spider Climbed up the water spout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain. And the itsy bitsy spider Climbed up the spout again.
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The Itsy Bitsy Spider The itsy bitsy spider Climbed up the water spout. Down came the rain And washed the spider out. Out came the sun

And dried up all the rain. And the itsy bitsy spider Climbed up the spout again.

Ideas for The Itsy Bitsy Spider Phonics: Have students find the rhyming words: spout/out. Draw a spider and write rhyming words on spider 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 will isolate 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/- at Say had, now say had without /h/- ad Say 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. We can 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 ring onto 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 the spider go up and down the spout.

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 .

How many are not colored? ______________ 3. Color six black spiders and two green spiders .

How many are not colored? ______________ 4. Color two pink spiders and six brown spiders .

How many are not colored? ______________

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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. 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. 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.

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. 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. 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.

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 underline those in orange. Have students isolate the letter Oo by circling both upper and lower case. Students will isolate 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 without the beginning sound. What word do you get? ore Repeat 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 of paper 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 put the rhyming bones together on a shelf.

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jam

sun run

Sam log

cat fun

hog Pam dog

sat bat
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Name ____________________________ Write the number and number word for the bones. 1 1. ________________ _______________ one

2. ________________ _______________

3. ________________ _______________

4. ________________ _______________
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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. He went to bed to mend his head With vinegar and brown paper. 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. He went to bed to mend his head With vinegar and brown paper. 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. He went to bed to mend his head With vinegar and brown paper.

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. He went to bed to mend his head With vinegar and brown paper. 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. He went to bed to mend his head With vinegar and brown paper. 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. He went to bed to mend his head With 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/. pill Say crown. Now say the first sound in cronw. Change /cr/ to /d/. down Say paper. Now say the first sound in paper. Change /p/ to /c/. caper Brainstorm words that rhyme with Jack, Jill and got. Comprehension/fluency: Students will use the strips to put the rhyme in order. What do you think Jill did when Jack went to bed?

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One, Two, Buckle My Shoe One, two Buckle my shoe. Three, four, Shut the door. Five, six, Pick up sticks. Seven, eight, Lay them straight. Nine, ten, A big fat hen. One, Two, Buckle My Shoe One, two Buckle my shoe. Three, four, Shut the door. Five, six, Pick up sticks. Seven, eight, Lay them straight. Nine, ten, A big fat hen. One, Two, Buckle My Shoe One, two Buckle my shoe. Three, four, Shut the door. Five, six, Pick up sticks. Seven, eight, Lay them straight. Nine, ten, A big fat hen.

One, Two, Buckle My Shoe One, two Buckle my shoe. Three, four, Shut the door. Five, six, Pick up sticks. Seven, eight, Lay them straight. Nine, ten, A big fat hen. One, Two, Buckle My Shoe One, two Buckle my shoe. Three, four, Shut the door. Five, six, Pick up sticks. Seven, eight, Lay them straight. Nine, ten, A big fat hen. One, Two, Buckle My Shoe One, two Buckle 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 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/. at Say hen. Now say hen without /h/. in Say sticks. Now say sticks without /s/. ticks Comprehension/fluency: Students will use the strips to put the rhyme in order. 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

The Old Woman Who Lived in a Shoe

There was an old woman Who lived in a shoe. She had so many children, She didnt know what to do. She gave them some broth Along with some bread, Then hugged them all soundly And sent them to bed.
The Old Woman Who Lived in a Shoe

There was an old woman Who lived in a shoe. She had so many children, She didnt know what to do. She gave them some broth Along with some bread, Then hugged them all soundly And sent them to bed.
The Old Woman Who Lived in a Shoe

There was an old woman Who lived in a shoe. She had so many children, She didnt know what to do. She gave them some broth Along with some bread, Then hugged them all soundly And sent them to bed.
The Old Woman Who Lived in a Shoe

There was an old woman Who lived in a shoe. She had so many children, She didnt know what to do. She gave them some broth Along with some bread, Then hugged them all soundly And sent them to bed.
The Old Woman Who Lived in a Shoe

There was an old woman Who lived in a shoe. She had so many children, She didnt know what to do. She gave them some broth Along with some bread, Then hugged them all soundly And sent them to bed.

There was an old woman Who lived in a shoe. She had so many children, She didnt know what to do. She gave them some broth Along with some bread, Then hugged them all soundly And sent them to bed.

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The Old Woman Who Lived in a Shoe There was an old woman Who lived in a shoe. She had so many children, She didnt know what to do. She gave them some broth Along with some bread,

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Then hugged them all soundly And sent them to bed.

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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 the letter Hh. Phonemic Awareness: Delete the ending sound. Say lived. Now say lived without /d/. live Say hugged. Now say hugged without /d/. hug Change the beginning sound. Say had. What is the beginning sound in had? Change /h/ to /s/. sad Say 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 Comprehension/fluency: Students will use the strips to put the rhyme in order. 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 doesnt 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.

Kinds of Houses

I would like to live in a _____________________________________________ because _____________ ____________________________________________________________________________________________

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Name _____________________________________________

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

____________________________ ____________________________ ____________________________ ____________________________

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