TRANSITIONS for Primary Grades Katherine Brou

ALLIGATOR 10 MORE Alligator, alligator, sitting in the zoo, Don’t you think feeding time is through? You’ve eaten 9 whole pizzas! “You gave me 9 pizzas that I’m thankful for, But please, please please, could I have 10 more?” 10 more than 9…10 + 9 = 19. Alligator, alligator, sitting in the zoo. Don’t you think feeding time is through? You’ve eaten 19 whole pizzas! “You gave me 19 pizzas that I’m thankful for, But please, please please, can I have 10 more?” 10 more than 19…10 + 19 = 29. Oh, yeah! Standards/GLE’s: 2.NBT.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

IT STARTS WITH A PENNY It starts with a penny. That’s one cent. One copper penny is quickly spent Pennies add up one at a time You need 5 for a nickel and ten for a dime. A nickel is silver – a dime is, too. A nickel is 5 pennies. A dime is ten. That’s true. A quarter is silver and bigger in size Its 25 pennies you must realize Five pennies make a nickel. Two nickels make a dime. Five nickels make a quarter.  We’ll finish up this rhyme. Put two dimes with a nickel. What will that do? It makes 25 cents or a quarter. We’re through!

Standards/GLE’s: 2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

TREES Trees blow in the breeze, But what do they need to grow They need lots of trickling rain on their leaves And sunshine to make them grow Flowers bloom in the spring time, But what do they need to grow They need lots of trickling rain on their leaves And sunshine to make them grow Trees blow in the breeze, But what do they need to grow They need lots of trickling rain on their leaves And sunshine to make them grow Standards/GLEâ&#x20AC;&#x2122;s: (first grade) 27. Identify what animals and plants need to grow and develop (LS-E-A1)

PLANTS AND ANIMALS Plants and animals all have needs They both need air and water you see Plants need light and animals food What they need is what they'll choose

Plants and animal all have needs The both need air and water you see Plants need light and animal food What they need is what they'll choose

CHORUS: Plants need light and animals need food Both need water and air too

CHORUS

Energy is a basic need It's provided by light and food to eat Energy is a basic need Plants absorb light It's provided by light and food Animals eat food to eat What they need is what they'll Plants absorb light choose Animals eat food What they need is what they'll CHORUS choose CHORUS Standards/GLE’s: (first grade) 27. Identify what animals and plants need to grow and develop (LS-E-A1)

MY PLANTS ARE GROWING My plants are growing, from the seeds down in the ground Soon they'll be showing how the plant world gets around Just plant a seed, and when you're done Give it air and water and lots of sun And in a couple of weeks or so, You know a plant will grow!

You know it's growing 'cause it's green And in a couple of weeks or so, You know a plant will grow!

Look what the stem achieves - it's growing some leaves!

My plants are growing, from the leaves to the stems to the A seed sprouts a root, isn't that cute? roots from the seeds down in the ground My plants are growing, from the roots Soon they'll be showing how the and the seeds down in the ground plant world gets around Soon they'll be showing how the The leaves get bigger by the hour plant world gets around Then it might grow fruit, it might grow It grows some roots, which uncoil a flower To soak up nutrients from the soil And in a couple of weeks or so, And in a couple of weeks or so, You know a plant will grow! You know a plant will grow! From the fruit or the flower Plants grow a stem, every one of to the leaves them! to the stem to the roots My plants are growing, from the from the seeds down in the ground stems to the roots from the seeds down in the grownd And now you know - just how a plant Soon they'll be showing how the will grow! plant world gets around At first just a tiny stem is seen Standards/GLEâ&#x20AC;&#x2122;s: (first grade) 27. Identify what animals and plants need to grow and develop (LS-E-A1)

FIVE SENSES CHORUS: Oh, I've got five senses Showing me the way. I've got those five senses Helping me each day. Put your hands together. Can you feel the touch? Oh, that skin love to feel so much. With all those nerves running down your spine, You're always feeling fine. Now, open your eyes so big and wide Like two big cameras sitting on both sides. And everything you see is upside down, But your brain turns it around. CHORUS

Now stick out your tongue, it might be fun. Oh, my, it's full of bumps! When I put something right in my mouth, It makes my taste buds jump! Now take a sniff, a little whiff Uh, oh, I think I'm sunk, 'Cause sitting right there underneath my chair Is a big old smelly skunk! CHORUS Now open your ears, let's really hear. Where does that sound come from? Bouncing around and vibrating In the middle of your ear drum! CHORUS

Standards/GLEâ&#x20AC;&#x2122;s: (first grade) 5. Use the five senses to describe observations (SI-E-A3)

BUGS B-b-b, bugs, bugs, bugs B-b-b, bugs, bugs, bugs B-b-b, bugs, bugs, bugs B-b-b, bugs, bugs, bugs They can fly, they can crawl, and some can hop. They might be black, brown or green with antennas on top. You can find them in the water, on plants or rocks We're talking bugs, bugs, bugs. B-b-b, bugs, bugs, bugs B-b-b, bugs, bugs, bugs B-b-b, bugs, bugs, bugs B-b-b, bugs, bugs, bugs Many bugs are useful making healthy ground. They are a yummy food for creatures all around. Thousands and thousands can be found, We're talking bugs, bugs, bugs. We're talking bugs, bugs, bugs. Please, watch your step! Standards/GLEâ&#x20AC;&#x2122;s: 32. Describe features of some animals that benefit them in their environments (LS-E-C1)

COMPOUNDChorus: WORDS

Take two words and make them one What do you get – a compound word Take two words and make them one What do you get – a compound word

Take the word base and take the word ball – put them together And what do you get? -- You get: baseball …sun and shine… …play and ground… …fire and house… Repeat Chorus Take the word snow and take the word man – put them together And what do you get? -- You get: snowman …Sail and boat… …foot and ball… …barn and yard… Repeat Chorus Standards/GLE’s: L.2.4 Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

HANDS UP FOR LETTER SOUNDS It’s A that puts the “a” in apple. B that puts the “b” in ball.  C that puts the “c” in candle.  D that puts the “d” in doll.  E that puts the “e” in elephant.... ……………………………………………. ... It’s M that puts the “m” monkey. Chorus: Hands up. Words are made of sound.  Hands down. Words are all around. Hands clap. Each letter makes a sound.  Vamos a leer, learning letter sounds. It’s N that puts the “n” in nickle. O that puts the “o” in otter.  P that puts the “p” in pickle... ……………………………………………….. ...It’s Z that puts the “z” in zebra. Repeat Chorus

Standards/GLE’s: RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

MAKE NEW SOUNDS It’s fun to make new sounds And make new words each day It’s fun to make new sounds And make new words each day Take the letter c – that makes the sound c Take the letter h – that makes the sound h Put them together to make a new sound – ch, ch, ch Like in cheer, chomp, cheeseburger Now take the letter w – that makes the sound w Take the letter h – that makes the sound h Put them together to make a new sound – wh, wh, wh Like in whistle, wheel, whisper Repeat Chorus Take the letter s – that makes the sound s Take the letter h – that makes the sound h Put them together to make a new sound – sh, sh, sh Like in shake, shine, shoe Take the letter t – that makes the sound t Take the letter h – that makes the sound h Put them together to make a new sound – th, th, th Like in think, three, thunder Repeat Chorus Standards/GLE’s: RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

ADJECTIVES Adjectives describe nouns. Adjectives, adjectives, Adjectives describe nouns. Green house, clean air, One mouse, brown hair, Sweet cake, loud car, Good friend, sticky jar. How do things taste? How do things smell? How do things look? How many can you tell? Big dog, young man, Green frog, rusty can. How do things taste? How do things smell? How do things look? How many can you tell? How do things feel? How do things sound? Adjectives describe nouns. Standards/GLEâ&#x20AC;&#x2122;s: L.1.5.Â With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.

STAND IF I’M RIGHT AND SIT IF I’M WRONG … THE GRAMMAR GAME Chorus Stand up if I’m right Sit down if I’m wrong Now show and tell me right or wrong In this reading question song

(Repeat Chorus)

A question mark means you’re going fishing, sit down When you read you go top to bottom, stand A question mark means asking a question, up stand up When you read you go left to right, stand up Fiction books tell a make believe story, When you read you go back to front, sit stand up down Non-fiction books give real information, A capital letter starts every sentence, stand stand up, stand up, yeah! up, stand up! (Repeat Chorus) When you read you stop at a period, stand up When you read you pause at a comma, stand up An explanation point means read quietly, sit down An explanation point means get excited, stand up, stand up!

(Repeat Chorus) Show and tell me now right or wrong in this reading question song! Yeah!

Standards/GLE’s: RF.K.1. Demonstrate understanding of the organization and basic features of print.

RESPECT We need dignity Need to know that we Will be treated equally And we Need some esteem we're all human beings Created equally And if you show respect Respect is what you will get To be respectable Be respectful If you show respect (Clap, Clap!)  Respect is what you will get To be respectable Be respectful The trees Have a right to peace To stand in beauty Majestically And we All have property So if you please Treat it respectfully If you show respect Respect is what you will get To be respectable Be respectful If you show respect Respect is what you will get To be respectable Be respectful Standards/GLE’s: (grade 2) 25. Discuss the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules (C-1D-E3)

WE ARE ALL DIFFERENT What animal has a trunk for washing off its back? (An elephant) What animal puts its babies in a pouch like a sack? (A kangaroo)

Rub your tummy if you like pizza I like mac and cheese Raise your hand if you like pepper It only makes me sneeze (Ah-choo!)

Whose body is built for speed and moves real fast? (A cheetah)

It’s ok, we’re all different CHORUS

What animal has stripes for hiding in the tall Jump once if you are short grass? (A tiger) Jump two times if you’re tall Shake your body, if you have a pet CHORUS: Or don’t have one at all Just like the animals down at the zoo Look left for playing outside We’re all different- me and you Look right for staying in Just like the animals down at the zoo Even though we’re all different We’re all different- me and you We can still be friends ‘Cause Stand up if you like blue Stand up if you like pink Hold your nose and make a face If you have stinky feet

CHORUS

Standards/GLE’s: (kindergarten) 18. Identify ways in which people are alike and different (H-1A-E2

ACTION FRACTION Everybody's doin' the Action Fraction Gettin' mathematical satisfaction Dancin' a radical new sensation Sweepin' it's way across the nation Reach up high as you can go Bend down low and touch your toes Lift your hands half way up And mark the middle with a clap, clap, clap Reach up high as you can go Bend down low and touch your toes Lift your hands one fourth the way Snap your fingers, step and sway Reach up high as you can go Bend down low and touch your toes Lift your hands three fourths the way Jiggle and shake 'em any old way

Reach up high ... bend down low ... Lift your hands half way and clap Reach up high ... bend down low ... Lift your hands one fourth and snap Reach up high ... bend down low... Lift your hands three fourths and shake Turn one third ... turn another third Turn another third and you're right back home Ready to what you did before (Rhythm vamp - Repeat the sequence.) Everybody's doin' the Action Fraction Gettin' mathematical satisfaction Dancin' a radical new sensation Sweepin' it's way across the nation

Turn one third and wave your hand Turn another third and wave once more Turn another third and you're right back home Ready to what you did before

Standards/GLEâ&#x20AC;&#x2122;s: 3.NF.3.Â Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

HOP OVER IT When you come to a word You can't figure out No need to panic No need to pout Just think like a frog, You'll know what to do Hop over the word And read on for a clue Hop, Hop, Hop Hop over it. Hop, Hop, Hop Hop over it.

Chorus: Hop over it. Hop over it. A word you can't figure out. Hop over it. Hop over it. No need to panic or pout. Hop, Hop, Hop Hop over it. Here are some clues That you can use: What looks right? What sounds right? And what makes sense? Is it a big word Or a small word? Do the best you can.

Standards/GLEâ&#x20AC;&#x2122;s: RF.2.4.Â Read with sufficient accuracy and fluency to support comprehension. EX: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

NUMBER ON MY MIND Chorus I’ve got a number on my mind, I’ve got a number I can find, Just one nose and just two eyes, Number on my mind. Can you find a group of three, Three things right in front of me, Try and find a group of three, Numbers on my mind. (similarly) 4 - On the wall or on the floor 5 - Something old or something live 6 - Desks or chairs or hands or sticks 7 - Not just one and not eleven 8 - Eight things bent or eight things straight 9 - Nine things yours or nine things mine 10 - Across the room or back again Standards/GLE’s: K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality.

SHAPE TRAIN Come on everybody Let's get on board Shape, shape, shape train. Come on everybody Let's get on board Shape, shape, shape train. Round and round Like a spinning wheel Circle, circle Get on board. Four sides, 4 sides All the same

Square, square Get on board. Three sides Like a piece of pizza Triangle, triangle Get on board. Four sides, 4 sides Like a cereal box Rectangle, rectangle Get on board. Shape, shape, shape train. Shape, shape, shape train.

Standards/GLEâ&#x20AC;&#x2122;s: K.G.2.Â Correctly name shapes regardless of their orientations or overall size.

RAP, CLAP, AND RHYME Rap, clap and rhyme! Rap, clap and rhyme! Words that rhyme sound the same. They always go like that.  When I rhyme a word with {    } everybody clap. You take a word like {    } that sounds a lot like {    },  and always rhymes with {    }, then goes along with {    }. These are words that rhyme. These are words that rhyme. Standards/GLE’s: RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). EX: Recognize and produce rhyming words.

MR. ALLIGATOR CAN CHOMP Mr. Alligator can chomp He can swim and he can stomp He's a real smart alligator He chomps at numbers that are greater... This is the number ____ This is the number ____ Hey Mr. Alligator, Can you chomp at the number that’s greater? Standards/GLE’s: K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1

REFERENCES   http://songsforteaching.com/index.html

classroom management transitions for primary grades
classroom management transitions for primary grades

TRANSITIONS for Primary Grades Katherine Brou Standards/GLE’s: 2.NBT.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtr...