Nursery Rhymes Part 1

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Humpty Dumpty Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall. All the kings horses And all the kings men Couldnt put Humpty Dumpty together again. Humpty Dumpty Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall. All the kings horses And all the kings men Couldnt put Humpty Dumpty together again.

Humpty Dumpty Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall. All the kings horses And all the kings men Couldnt put Humpty Dumpty together again. Humpty Dumpty Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall. All the kings horses And all the kings men Couldnt put Humpty Dumpty together again. Humpty Dumpty Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall. All the kings horses And all the kings men Couldnt put Humpty Dumpty together again.

Humpty Dumpty Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall. All the kings horses And all the kings men Couldnt put Humpty Dumpty together again.

Humpty Dumpty Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall. Humpty Dumpty had a great fall. Humpty Dumpty had a great fall. And all the kings men Couldnt put Humpty Dumpty together again.
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Ideas for Humpty Dumpty Phonics: Have students find the rhyming words: wall/fall and then make a brick wall on butcher paper and add as many words as you can that rhyme with them: call, ball, stall, mall, Paul, crawl, shawl, all, doll, hall, small, brawl, gall, tall. Chose other words from the poem to make other walls with: sat: cat, scat, flat, pat, mat, rat, acrobat, that, bat, fat, gnat, hat, stat, vat, men: hen, sin, then, fin, ten, grin, skin, Ben, again, pen, den, when Have students isolate the letter Hh by circling both upper and lower case. Students will isolate Dd by underlining both upper and lower case in the rhyme. Phonemic Awareness: Blend these sounds into words: /w/ /o/ /ll/ wall /s/ /a/ /t/ sat /h/ /a/ /d/ had /gr/ /a/ /t/ great 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. Can the retell the rhyme saying who the characters are and what the problem and solution was? Tell a partner a different ending to the rhyme. Have students draw the rhyme showing Humpty Dumpty before and after he sat on the wall. Students can write what they would have done to put Humpty back together again. Cutout journal prompts, glue in journals and write answer. Art: Give each student an egg shaped paper (see pattern) and let them tear white pieces of tissue paper on top of a thin layer of glue. Give them googly eyes and a red pipe cleaner to glue on as mouths and eyes. 4

Social Studies: Ask: At the beginning of the poem, what was Humpty Dumpty doing? What happened to Humpty? What did Humpty do wrong? What should Humpty have done differently? What is a rule? Let students work in pairs to create a rule, which if obeyed, could have prevented Humpty Dumptys accident. How would this new rule have been important to Humpty, if he had obeyed it? (It would have kept him safe.) What would happen if there were no rules in your home or at school? What if there were no laws in our community?

What could you do to put Humpty Dumpty together again?

What could you do to put Humpty Dumpty together again?

What could you do to put Humpty Dumpty together again?

Name _____________________________ Draw the things listed in each egg. 1. three red squares 5. two black rectangles

2. five blue circles

6. seven orange squares

3. one brown triangle

7. ten green circles

4. six yellow stars

8. four pink triangles

Twinkle, Twinkle, Little Star Twinkle, Twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky. Twinkle, Twinkle, little star, How I wonder what you are. Twinkle, Twinkle, Little Star Twinkle, Twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky. Twinkle, Twinkle, little star, How I wonder what you are.

Twinkle, Twinkle, Little Star Twinkle, Twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky. Twinkle, Twinkle, little star, How I wonder what you are.

Twinkle, Twinkle, Little Star Twinkle, Twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky. Twinkle, Twinkle, little star, How I wonder what you are.

Twinkle, Twinkle, Little Star Twinkle, Twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky. Twinkle, Twinkle, little star, How I wonder what you are.

Twinkle, Twinkle, Little Star Twinkle, Twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky. Twinkle, Twinkle, little star, How I wonder what you are.

Twinkle, Twinkle, Little Star Twinkle, twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky. Twinkle, twinkle, little star, How I wonder what you are.
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Ideas for Twinkle, Twinkle, Little Star Phonics: Have students identify rhyming words in the rhyme: star/are, high/sky Give students a star and have them write words that rhyme with star on each point. OR write the blends sc, sk, sl, sm, sn, sp, st, sw and let them write a word for 5 of those on the points of the star. Have students circle the word the in blue, the word are 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 Tt by circling both upper and lower case. Students will isolate Ss by underlining both upper and lower case in the rhyme. Phonemic Awareness: Blend these sounds into words: /s/ /t/ /ar/ star /s/ /k/ /i/ sky /w/ /u/ /n//d/ /er/ wonder /t/ /w/ /i/ /n/ /kle/ twinkle I am going to say a word, then you will say the word and delete the beginning sound: Say star, now say star without /s/- tar Say wonder, now say wonder without /w/- under Say high, now say high without /h/- eye Comprehension: Students will use the strips to put the rhyme in order. A star is like a diamond in the sky. What other things can we compare? Use a bridge map: have the students put items on top and compare them to colors: Shooting star Red Art: Give students black construction paper and foil star stickers and let them create their own night sky. They can write what they wish for. 11 ^ sky ^ sun blue yellow RF: is the color of

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Name: _______________________________________ Color the correct number of stars the color listed. Write an addition sentence. 1. Color 1 star green. Color the rest yellow.

_________ + _________ = _________ 2. Color three stars brown. Color the rest orange.

_________ + _________ = _________ 3. Color five stars red. Color the rest blue.

4. Color seven stars black. Color two stars pink.

_________ + _________ = _________

_________ + _________ = _________

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Name ________________________________ Match the number of stars to the number and the number word.

8 4

seven nine

one

1 3 9

four three eight

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Name ___________________________

just like

just like

RF: Is the color of

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Jack Be Nimble Jack be nimble. Jack be quick. Jack jump over The candlestick. Jack Be Nimble Jack be nimble. Jack be quick. Jack jump over The candlestick. Jack Be Nimble Jack be nimble. Jack be quick. Jack jump over The candlestick. Jack Be Nimble Jack be nimble. Jack be quick. Jack jump over The candlestick.

Jack Be Nimble Jack be nimble. Jack be quick. Jack jump over The candlestick. Jack Be Nimble Jack be nimble. Jack be quick. Jack jump over The candlestick. Jack Be Nimble Jack be nimble. Jack be quick. Jack jump over The candlestick. Jack Be Nimble Jack be nimble. Jack be quick. Jack jump over The candlestick.

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Jack Be Nimble Jack be nimble. Jack be quick. Jack jump over The candlestick.

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Ideas for Jack Be Nimble Phonics: Have students identify rhyming words in the rhyme: quick/candlestick Have students identify the /qu/ sound and circle the letters that make it. Underline the letters Jj. Phonemic Awareness: Change the beginning sound. Say Jack. Now say the first sound in Jack. Change /j/ to /s/. sack Say quick. Now say the first sound in quick. Change /kw/ to /t/. tick Say jump. Now say the first sound in jump. Change /j/ to /p/. pump

Comprehension/fluency: Students will use the strips to put the rhyme in order. Reread the rhyme adding a color before the word candlestick and changing Jack to a students name.

___________ Be Nimble __________ be nimble. __________ be quick. __________jump over The __________ candlestick.
Art:

Jill Be Nimble Jill be nimble. Jill be quick. Jill jump over The blue candlestick.

Students will make a candle stick out of a color of their choice and rewrite the poem using their name and color.

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___________ Be Nimble

__________ be nimble. __________ be quick. __________jump over The _______candlestick.

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blue brown orange green

red black yellow purple

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___________ Be Nimble __________ be nimble. __________ be quick. __________jump over The _______ candlestick.
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Pat-a-Cake Pat-a-cake, pat-a-cake, Bakers man, Bake me a cake as fast as you can. Pat it and prick it And mark it with a T. Put it in the oven For Tommy and me. Pat-a-Cake Pat-a-cake, pat-a-cake, Bakers man, Bake me a cake as fast as you can. Pat it and prick it And mark it with a T. Put it in the oven For Tommy and me. Pat-a-Cake Pat-a-cake, pat-a-cake, Bakers man, Bake me a cake as fast as you can. Pat it and prick it And mark it with a T. Put it in the oven For Tommy and me.

Pat-a-Cake Pat-a-cake, pat-a-cake, Bakers man, Bake me a cake as fast as you can. Pat it and prick it And mark it with a T. Put it in the oven For Tommy and me. Pat-a-Cake Pat-a-cake, pat-a-cake, Bakers man, Bake me a cake as fast as you can. Pat it and prick it And mark it with a T. Put it in the oven For Tommy and me. Pat-a-Cake Pat-a-cake, pat-a-cake, Bakers man, Bake me a cake as fast as you can. Pat it and prick it And mark it with a T. Put it in the oven For Tommy and me.

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Pat-a-Cake Pat-a-cake, Pat-a-cake, Bakers man, Bake me a cake as fast as you can. Pat it and prick it And mark it with a T. Put it in the oven For Tommy and me.
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Ideas for Pat-a-Cake Phonics: Have students identify rhyming words in the rhyme: man/can Have students identify the letter Bb and circle the letters that make it. Underline the letters Pp. Phonemic Awareness: Delete the beginning sound. Say can. Now say can without /k/. an Say mark. Now say mark without /m/. ark Say prick. Now say prick without /p/. rick Comprehension/fluency: Students will use the strips to put the rhyme in order. Reread the rhyme the letter and Tommy to a students first initial and name.

Pat-a-Cake Pat-a-cake, pat-a-cake, Bakers man, Bake me a cake as fast as you can. Pat it and prick it And mark it with a ____. Put it in the oven For _______________ and me.
Art: Students will make a cake and write their first initial. They will decorate their cake with things that start with that letter. They can draw or write.

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Name _______________

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Pat-a-Cake Pat-a-cake, pat-a-cake, Bakers man, Bake me a cake as fast as you can. Pat it and prick it And mark it with a ____. Put it in the oven For _______________ and me.
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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. 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. 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.

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. 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. 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.

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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.
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Ideas for Hey Diddle Diddle Phonics: Have students identify rhyming words in the rhyme: diddle/fiddle, moon/spoon Have students identify the letter Dd and circle the letters that make it. Underline the letter Ss. Phonemic Awareness: Delete the beginning sound. Say cat. Now say cat without /k/. at Say ran. Now say ran without /r/. an Change the beginning sound. Say moon. What is the beginning sound in moon? Change /m/ to /s/. soon Say dish. What is the beginning sound in dish? Change /d/ to /w/. wish Say such. What is the beginning sound in such? Change /s/ to /m/. much Comprehension/fluency: Students will use the strips to put the rhyme in order. Why is the cat playing music? Why is the dog laughing? Is the cow really jumping over the moon? How can a dish run away with a spoon? Retell the story using other words. Hey diddle, diddle the (horse) and the fiddle, The fish jumped over the moon. The little goat laughed to see such sport, And the cup ran away with the spoon. Art: Draw a picture to go with your new rhyme.

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Name _____________________________ Fill in the blanks with animals or other nouns. Draw a picture to go with your new rhyme.

Hey Diddle, Diddle Hey diddle, diddle, the _______________ and the fiddle, The ____________ jumped over the moon. The little ___________ laughed to see such sport, And the ___________ran away with the spoon!

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