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Songs Hickety Pickety
and Rhymes to Bumblebee
Created for you by staﬀ at Hickety pickety bumblebee
Tumwater Timberland Library, WA Won’t you say your name for me?
www.TRL.org (Say baby’s name)
(Repeat baby’s name)
That’s a very nice name!
One of our story me big sisters taught us that this can be a great
vocabulary building song. Sing it while you are walking around,
and point to something to name it. Your li le one can learn the
names to lots of objects while you enjoy the bouncy rhythm of
When cows get up Here’s a Ball for Baby
in the morning
When cows get up in the morning, Here’s a ball for baby, big and so and round.
they always say hello! (ﬁnger ps form a ball)
When cows get up in the morning, Here is baby’s hammer, see how he can pound.
they always say hello! (pound a ﬁst on palm of other hand)
They say “moo, moo!” That’s how they say hello! Here are baby’s soldiers, standing in a row.
They say “moo, moo!” That’s how they say hello! (hold 10 ﬁngers straight up)
You can repeat this for other animals or you can choose Here is baby’s music, clapping, clapping so.
other things that make cool noises; cars, trucks, trains, (clap hands)
etc. Here is baby’s favorite game,
(cover your eyes)
Playing with animal sounds is a fun way for children to hear the
small parts that make up words in our language. Being able to It’s called Peek-a-Boo!
hear these smaller parts of words will help them sound out
words when they are learning to read. Peek-a-boo is a game young children love. It helps them learn object
permanence, the concept that even if something cannot be seen, it
is s ll there. When they are under ten months old, it is good to cov-
er your own eyes. As your baby gets older, you can cover his or her
eyes. Many books play with the idea of peek-a-boo.
Baby put your pants on If You’re Happy & You
Sing to the tune “Mama’s Li le Baby Loves Shortnin’ Bread”
If you’re happy & you know it, clap your hands.
Baby put your pants on, pants on, pants on If you’re happy & you know it, clap your hands.
Baby put your pants on—one, two, three! If you’re happy & you know it, then your face will
Baby put your shirt on, shirt on, shirt on surely show it.
Baby put your shirt on—one, two, three! If you’re happy and you know it, clap your hands.
Baby put your socks on, socks on, socks on Other verses:
Baby put your socks on—one, two, three! If you’re happy & you know it, stomp your feet. . .
Sing each verse for as long as it takes to put that ar cle of If you’re happy & you know it, shout hooray. . .
clothing onto your baby. Singing songs can help to soothe or If you’re happy & you know it, do all three. . .
distract during ac vi es that your baby doesn’t love—diaper
Sharing songs and nursery rhymes is one good way for your
changing, ge ng dressed, car rides, etc. children to hear the sounds of language. If you are comfortable
talking with your children in a language other than English, talk
with them in that language, so they hear even more sounds.
Humpty Dumpty Sleeping Bunnies
Humpty Dumpty sat on a wall. (fold hands together) See the li le bunnies sleeping ll it’s nearly noon
Humpty Dumpty had a great fall. (roll hands) Let us try and wake them with a li le merry tune.
All the King’s horses (wiggle ﬁngers on one hand) Oh how s ll! Are they ill?
And all the King’s men (wiggle ﬁngers on other hand) Wake. Up. Soon.
Couldn’t put Humpty together again. Hop li le bunnies, hop hop hop!
But I can! (fold hands together) Hop li le bunnies, hop hop hop!
Hop li le bunnies, hop hop hop!
Nursery rhymes o en expose children to words that Hop li le bunnies, hop hop hop!
are not used in everyday conversa on. Researchers
have found that children who know rhymes ﬁnd it Kids LOVE this ac on game, and it is a great way for them to learn
about self regula on. As your children get older, you can stretch
easier to learn to read. out the me they have to be s ll before they get to hop. To make
the song longer, you can have diﬀerent kinds of sleeping animals.
You can ask your child what other kinds of animals they’d like to
be, and what those animals will do when they wake up.
Rain is Falling Talk, Sing, Read,
Down Write, Play!
Rain is falling down. Splash! You can sing this to the tune Skip to my Lou
Rain is falling down. Splash! Talk, sing, read, write, play
(ﬂu er ﬁngers down & clap on “splash”) Talk, sing, read, write, play
Pi er-pa er, pi er-pa er, (clap for each syllable) Talk, sing, read, write, play
Rain is falling down. Splash! Talk, sing, read, write, play
Growing readers day by day!
Sun is peeking out. Peek!
(circle arms over head; You are your child’s best and ﬁrst teacher! When you talk, sing,
then cover eyes with hands & “peek”) read, write, and play together, you are not only having fun and
Sun is peeking out. Peek!
Peeking here, peeking there, crea ng a strong parent-child bond, you are laying a great
(peek from behind your hands again, founda on for all of their future learning. Hooray!
one side & then other)
Sun is peeking out. Peek!
One way you can build your baby’s vocabulary is to narrate your
day. Describe what you and your baby are doing. You might even
add li le stories about when you were a child. By doing this, you
are exposing your child to lots of language! Be sure to include
some ques ons and leave your child me to respond, even if
you can’t understand what he or she is saying.
The Noble Duke of York Teddy Bear, Teddy Bear
The noble Duke of York, he had ten thousand men, Teddy Bear, Teddy Bear, clap a beat.
(clap hands in rhythm) Teddy Bear, Teddy Bear, stomp your feet.
Teddy Bear, Teddy Bear, roll your hands around.
He marched them up to the top of the hill Teddy Bear, Teddy Bear, touch the ground.
(raise arms up) Teddy Bear, Teddy Bear, touch your nose.
Teddy Bear, Teddy Bear, point to your toes.
Then marched them down again. (lower arms down)
And when they were up, they were up. (arms up) Rhyming is one way that children learn to hear that words are
And when they were down, they were down. made up of smaller parts. This skill helps them when they later
And when they were only halfway up, try to sound out words to read. You can play with sounds by
(arms halfway up) picking a word and ﬁnding lots of words that rhyme. You can
They were neither up (arms up)
Nor down. (arms down) even make up nonsense words that rhyme!
Children learn by repe on. Infants and young children have
extremely ac ve brains. The more s mula on they receive from
their environment—what they see, hear, touch, taste, and
smell—the more connec ons are made between brain cells.
A er a while, there are so many connec ons that the ones that
are not used are pruned. It is repe on that keeps connec ons
and makes them strong. So share rhymes and songs over and
Tommy Thumbs Crackers and Crumbs
Tommy Thumbs up, Crackers and crumbs, crackers and crumbs.
Tommy Thumbs down, (alternate clapping hands and slapping thighs)
Tommy Thumbs are dancing all around the town.
Dance ‘em on your shoulders, Here are my ﬁngers, here are my thumbs.
Dance ‘em on your head, (wiggle ﬁngers and thumbs)
Dance ‘em on your knees,
Then tuck them into bed. Here are my eyes, here are my ears.
(“hide” thumbs, in ﬁsts or armpits) (point to or touch eyes and ears)
When reading a book together, occasionally take me to ask They’ll all grow bigger in the next few years!
ques ons about what is happening in the story. How is this (raise arms high in the air)
character feeling? What is this character doing? Leave me for
your child to respond. If they are too young to talk, pause, then Repeat and change ﬁrst two lines with:
answer the ques on yourself. As they get older and talk about pickles and cheese…elbows and knees
what is happening, mirror back what they say, and then add a
li le more. We call this strategy “dialogic reading” and it is a bacon and eggs…arms and legs
fantas c way to build skills they will need when they are learning
For a baby’s short a en on span, reading doesn’t have to be
to read. done in one si ng. Try reading in short bursts throughout your
day. Keep books handy, and read when you and your baby are re-
laxed and happy. This will help your child learn to love books
Two LiƩle Blackbirds To Market,
Two li le blackbirds si ng on a hill,
(hold both hands up) Bounce your baby on your lap or hip
One named Jack, the other named Jill. To market, to market to buy a fat pig,
(extend one hand out, then the other) Home again, home again jiggity jig.
To market, to market to buy a fat hog,
Fly away Jack, ﬂy away Jill. Home again, home again jiggity jog.
(“ﬂy” hands behind back) To market, to market to buy a plum bun,
Come back Jack, come back Jill! Home again, home again market is done.
(bring hands back out front)
When children are young, they treat books as they would any
Young children learn through their senses. Touching, smelling, other toy. This means they put them in their mouths to explore!
and tas ng are as important as hearing and seeing. Give them We want our children to feel comfortable with books, so calmly
opportuni es to feel diﬀerent textures and shapes. Talk about
what feels the same, and what feels diﬀerent. These introductory and gently take the book from your child’s mouth and start
showing him or her the pictures. Keep some books in their toy
opportuni es help them later when they try to make out
diﬀerences among all kinds of things, including shapes of le ers box! Having a posi ve associa on with books is one of the
skills that researchers have shown is an important part of a
when they are learning to read.
strong founda on for reading.
Hickory, Head and Shoulders
Dickory Dock (Throughout, touch appropriate parts of body)
Head and shoulders, knees and toes,
Hickory, dickory dock, Knees and toes.
(swing arm from side to side ) Head and shoulders, knees and toes,
The mouse ran up the clock. Knees and toes.
(run ﬁngers up body from toes to head) Eyes and ears, and mouth and nose,
The clock struck one, (clap hands and say “1”) Head and shoulders, knees and toes,
Knees and toes.
The mouse ran down,
(run ﬁngers back down body from head to toes) This is a good rhyme to do as you are bathing or diapering your
child. Use diﬀerent parts of the body and words for diﬀerent
Hickory, dickory dock. (repeat swinging arm) ac ons to help increase your child’s vocabulary. Even though
REPEAT WITH: your child does not understand everything you say, it is
Important to him or her to hear you speak. Hearing lots of
The clock struck two, (clap twice while saying “1”, “2”)
The mouse said “BOO”. (say “Boo”) words will build your child’s vocabulary. Knowing lots of words
AND: will make learning to read easier!
The clock struck three, (clap three mes while coun ng)
The mouse went Weeeeeee! (say “Weeee” while racing
ﬁngers down body from head to toes)
Take advantage of every opportunity to play with words. Make
up riddles or play “I Spy” as you wait in the doctor’s oﬃce or
anywhere else. Your child will be learning, and you will lessen
the boredom and tension of wai ng!
Roly-Poly The Itsy Bitsy Spider
(roll hands around & around & suit ac ons to words) The itsy, bitsy spider went up the water spout.
(Move ﬁngers up toward sky)
Roly-poly, roly-poly, up and down, up and down.
Roly-roly-poly, roly-roly-poly, Down came the rain and washed the spider out.
up and down, up and down. (Bring ﬁngers down and back)
Roly-poly, roly-poly, out and in, out and in. Out came the sun and dried up all the rain
Roly-roly-poly, roly-roly-poly, out and in. (Move arms up over head)
Roly-poly, roly-poly, fast and slow, fast and slow. And the itsy, bitsy spider climbed up the spout again.
Roly-roly-poly, roly-roly-poly, (Move ﬁngers up toward sky)
fast and slow, fast and slow.
The ﬁngerplay version of this rhyme is great for building strength
A er reading a book, go back through the book and play with and ﬁne motor skills in li le ﬁngers. Having strong and nimble
its words. For example, clap out the number of syllables in the ﬁngers is important when your children are learning to color,
names of vegetables, people, or places men oned in the sto- draw, and later write! Other ways to build ﬁnger strength are
ry, or change the ini al sound of the refrains that you are say- popping bubbles, playing with play dough, and scribbling with
I Can Even Count Some Pat a Cake
One, two, three, four Pat a cake, pat a cake, baker’s man.
(raise each ﬁnger—no thumbs—on one hand) (clap hands)
I can even count some more. Bake me a cake as fast as you can.
Five, six, seven, eight (clap hands)
(raise each ﬁnger—no thumbs—on the other hand) Roll it, and pat it, and mark it with a “B”.
All my ﬁngers stand up straight. (roll & pat hands, then draw le er “B” on child’s hand,
(raise thumbs) back, or tummy)
Here are my thumb men! Then put it in the oven for baby and me.
Hearing a ques on and formula ng a response involves at least (point to baby, then yourself)
three diﬀerent parts of the brain. You may have no ced that it
This rhyme is a great way to introduce le ers to your child. If you
takes children longer than adults to respond to ques ons share this one o en enough, you’re child will eventually
because they have not had as much prac ce at it as we have.
Try to wait about ﬁve seconds to give your child me to respond understand that the le er ‘B’ makes the beginning sound of the
word Baby, and that a “B” is that shape that you draw on them.
to what you say. You can change the rhyme to use other le ers, too! Make a cake
with an “M” for Mama, a “P” for Papa, etc.
Twinkle, From Wibbleton
Twinkle to Wobbleton
This rhymes is fun to clap or bounce to.
Twinkle, twinkle li le star, Lean to one side on “Wibbleton” and to the
(open & close ﬁngers like twinkling stars)
other side on “Wobbleton”
How I wonder what you are,
(put hands out, palms up) From Wibbleton to Wobbleton is ﬁ een miles,
Up above the world so high, From Wobbleton to Wibbleton is ﬁ een miles,
From Wibbleton to Wobbleton, from Wobbleton to
(form circle with hands & hold up high)
Like a diamond in the sky. Wibbleton,
From Wibbleton to Wobbleton is ﬁ een miles!
(draw diamond shape in the air)
Twinkle, twinkle li le star, Your children love to hear the sound of your voice. When you sing
to them, they are learning the rhythm of language. As you do
Talking about shapes is great for your baby’s brain. Shapes are
everywhere, and understanding words that describe shapes helps rhymes and songs with them at home, no ce what your child does
build vocabulary. Also, the le ers of our language are made up of as she or he responds to diﬀerent ones. As children get older and
shapes! Learning to tell the diﬀerence between diﬀerent shapes more familiar with them, they start to clap or do the mo ons to a
will help your children when they are learning to recognize the rhyme or song they recognize.
le ers of the alphabet.
’Round & ’Round Cheek, Chin
Reprinted with permission, from Hippety-Hop, Hippety-Hay
’Round and ’round the garden goes the teddy bear. by Opal Dunn and Sally Anne Lambert,
(Draw circles on baby’s tummy, back,
or hand with your ﬁnger) published by Frances Lincoln Limited, copyright © 1999
One step, two step, ckle (child’s name) under there! (Tap each body part while reci ng this rhyme)
(Walk your ﬁngers up baby’s arm or chest,
ending with a ckle under chin or arm) Cheek, chin, cheek, chin, cheek, chin, NOSE.
Cheek, chin, cheek, chin, cheek, chin, TOES.
“The single most important ac vity for building the knowledge
required for eventual success in reading is reading aloud to Cheek, chin, cheek, chin, cheek, chin,
children.” UP baby goes!
Becoming a Na on of Readers, 1985
(When diapering baby, hold baby’s ankles together,
li up and slip diaper underneath)
It’s important for kids to know what books are and how they
work. A great way to help babies learn about books and reading
is to point to the words as you read to them. You are helping
them make the connec on that the words you are saying are
those strings of shapes on the page.
Rickety, Rickety Trot,
Rocking Horse Trot to Boston
This is a great bouncing rhyme! Trot, trot to Boston. Trot, trot to Lynn.
Look out li le baby, you might fall in!
Rickety, rickety rocking horse,
Over the ﬁelds we go! (Dip baby on “fall in”)
Rickety, rickety rocking horse, Trot, trot to Boston. Trot, trot to Dover.
Giddy up! Giddy up! Whoa! (Lean back on “Whoa”) Look out li le baby, you might fall over!
Rickety, rickety rocking horse, (Tip baby to side on “fall over”)
Over the ﬁelds we go!
Trot, trot to Boston. Trot, trot to town.
Rickety, rickety rocking horse, Look out li le baby, you might fall down!
Giddy up! Giddy up! Whee! (Li baby on “Whee”)
(Dip baby on “fall down”)
When choosing books to read to your child, make sure and pick
ones that you enjoy! When you love the books you read together, Children need a lot of background knowledge (knowledge about the
you are teaching your child that reading is fun! Sharing the fun of world around them) in order to later understand what they read.
reading with your child is a great way to build up the mo va on to
Gaining background knowledge starts at birth. Children with strong
read, which will help them in their future learning. background knowledge are more likely to become successful readers
who have a solid understanding of what they are reading. One way
for them to accumulate knowledge is by talking with them about
everything you see and do together.
Father & Mother Tick-Tock OR
and Uncle John Cuckoo Clock
Father and Mother and Uncle John This rhyme can be enjoyed in many diﬀerent ways! You can hold
went to town, one by one. your baby in your lap and gently rock back and forth. Or, you can
hold your baby while you are standing and swing him or her back
(Bounce your baby on your lap) and forth like a clock pendulum. When saying “cuckoo,' you can
Father fell oﬀ, (Tip your baby to one side) play peek-a-boo if you are seated, or li your baby up in the air.
And Mother fell oﬀ, (Tip your baby to other side)
But Uncle John went on and on and on! Have fun!
Choose books to read with your baby that show pictures of familiar Tick-tock, ck-tock,
things. If a book has a picture of an apple, talk about it! Then get a I’m a li le cuckoo clock.
real apple and show it to your child. Talk about how it tastes— Tick-tock, ck-tock,
sweet; how it feels—round and smooth; and how it feels when you Now I’m chiming one o’clock.
bite it—crunchy. You could tell your baby that it’s too hard for them
to eat because they don’t have teeth yet, but they eat applesauce, Cuckoo!
which is made from apples! By spending me with the real object,
you help your child realize that pictures represent real things. Later, Give your child choices when possible: “Would you like an apple
they will also understand that printed words represent real things. or a banana for a snack?” “Which book would you like to read
tonight before bed?” This will build your child’s conﬁdence that
he can make good choices.
Pizza, Pizza, One, Two, Three
OR Three Tickles
Pizza, pickle, pumpernickel, (bounce child) One, two, three,
My li le one shall have a li le ckle, (bounce child on knee)
One for his/her nose, (touch or ckle nose) Baby’s on my knee.
One for his/her toes, (touch or ckle toes) Rooster crows,
And for his/her tummy
where the yummy food goes. And away he/she goes!
(li child up in the air)
(touch or ckle tummy)
Babies and children are learning all the me, but they learn best
Sharing nursery rhymes and songs with your baby when they feel happy and loved. Showing your children that you
increases his or her ability to hear the smaller sounds love them with hugs, kisses, smiles, and cuddles gives your child
just what he or she needs. Feeling secure and loved while you
read, play, talk, and sing together will make their learning
experiences extra strong!
This is the Trot Go the Ladies
Ladies Ride Trot go the ladies, the ladies, the ladies
Trot go the ladies, Whoa!
This is the way the ladies ride,
Trit, trot, trit, trot. (gentle bounce) (bounce gently, stop and lean back on “whoa” )
This is the way the gentlemen ride,
Jiggedy, jog, jiggedy, jog. (stronger bounce) Canter go the gentlemen, the gentlemen, the gentlemen,
Canter go the gentlemen, Whoa!
This is the way the cowboys ride, (bounce more vigorously)
Buckaroo-hoo! Buckaroo-hoo! (lean le , then right)
Gallop go the huntsmen, the huntsmen, the huntsmen,
And this is the way the hunters ride, Gallop go the huntsmen
Galloping, galloping, galloping (fast bounce) (bounce very vigorously)
Over the fence! (li baby up) And they FALL in the ditch!
(let baby fall between your knees)
The language used in books is diﬀerent from what we use when
we are speaking, making stories great for building vocabulary. In order to iden fy le ers, kids need to be able to dis nguish
Stories also have a certain structure, with a beginning, a middle, alike and diﬀerent. For example, a lower case n and a lower case
and an end. By exposing your children to books, you help them h look almost the same—just the height of the line is diﬀerent.
No cing things that are alike and diﬀerent will help later as kids
become familiar with the way language is wri en. Reading
stories together helps them learn what to expect when they learn to read. Fun ways to build this skill include playing
matching games and sor ng games.
read stories themselves.
POP—Goes the Weasel
Jack in the Box
All around the mulberry bush,
Jack in the box, sits so s ll. (bounce baby on your hip or lap)
Will he come out? The monkey chased the weasel
Yes, he will! The monkey thought ‘twas all in fun—
Beehive POP—Goes the weasel!
(give a slight jump or li baby up)
Here is the beehive, (make ﬁst with one hand)
But where are the bees? (shrug shoulders) Pease Porridge Hot
Hidden inside where nobody sees. (shake head “no”) clap hands or bounce to the rhythm of this rhyme
Soon they’ll come a buzzing, out of the hive,
(make “buzzing” sound) Pease porridge hot, pease porridge cold,
One, two, three, four, ﬁve! Pease porridge in the pot nine days old.
(open ﬁst & count ﬁngers, then ckle baby)
Some like it hot, some like it cold,
Some like it in the pot nine days old.
Make rhyming words that rhyme with your child’s name, your
street, family names and so forth; clap them out so your child
Horsie, Horsie Popcorn!
Horsie, horsie, don't you stop. Pop, pop, pop, you put the corn in the pot.
Just let your feet go clippity clop! (bounce baby to the beat)
Your tail goes swish, and the wheels go round. Pop, pop, pop, (bounce)
Giddyup! We're homeward bound! You shake it ll it’s hot.
Jack Be Nimble (jostle baby gently side to side)
Pop, pop, pop, (bounce)
Jack be nimble, (bounce baby on one knee)
Jack be quick. Li the lid and what have you got?
(pretend to li lid from baby’s head)
Jack jump over the candles ck!
(li baby up on “OVER” and land on other knee) Pop, pop, pop, (bounce)
Open, Shut Them
Some songs and rhymes, like this one, are a story or narra ve.
They have a beginning, middle, and end. Songs and rhymes like
this teach our children how stories work, which is an important
thing to know when you are learning how to read.
Down by the StaƟon
Open, shut them, open, shut them, Down by the sta on, early in the morning,
(spread baby’s arms wide) See the li le puﬀerbellies all in a row.
See the engine driver pull his li le lever.
Give a li le clap, clap, clap. (clap hands together) Puﬀ, puﬀ. Toot, toot!
Open, shut them, open, shut them,
(spread baby’s arms wide) Oﬀ we go!
Put them in your lap, lap, lap. (put hands in lap) Do you raise the pitch of your voice when you talk to your baby?
Creep them, crawl them, creep them, crawl them, Do you ﬁnd yourself drawing out your vowels? Do you talk slowly
(walk ﬁngers up baby’s chest) in an exaggerated way and make silly faces when you talk?
Right up to your chin, chin, chin. Fantas c! Researchers call this ‘parentese,’ and babies love it and
(tap baby’s chin three mes) need it to learn about language and how to communicate. By
Open up your li le mouth, mixing in parentese with your normal speech pa erns, you are
(massage circle around baby’s mouth)
helping your child focus and learn!
But do not let them in!
( ckle ﬁngers down baby’s chest)
Come Under Where is
my Umbrella Big Toe?
Sing to the tune of “Did you ever see a lassie” Where is big toe? Where is big toe?
Here I am! Here I am! (touch or ckle baby’s big toe)
Come under my umbrella, umbrella, umbrella
Come under my umbrella, it’s star ng to storm. Wiggle, wiggle, big toe.
With thunder and lightning and wind and rain. Wiggle, wiggle, big toe.
Come under my umbrella, it’s star ng to storm. My big toe. My big toe.
Cheeky, Cheeky, Chin Where is elbow. . . Bendy bendy elbow
Where is tummy. . .squish squashy tummy.
Sing to the tune “Skip to my Lou.” Where are two eyes. . . Winky blinky two eyes.
Where are two hands. . .happy clappy two hands.
Eyes, nose, cheeky cheeky chin
Eyes, nose, cheeky cheeky chin FACT:
Eyes, nose, cheeky cheeky chin The single most signiﬁcant factor inﬂuencing a child’s early
Cheeky cheeky chin, eyes, nose. educa onal success is an introduc on to books and being read
to at home prior to beginning school.
Na onal Commission on Reading, 1985
The Wheels on the Bus Old MacDonald
The wheels on the bus go round and round, Old MacDonald had a farm. E-I-E-I-O!
Round and round. Round and round.
And on that farm he had some sheep. E-I-E-I-O!
The wheels on the bus go round and round,
All through the town! With a baa baa here. And a baa baa there.
The wipers on the bus go swish, swish, swish. . . Here a baa. There a baa. Everywhere a baa baa.
The horn on the bus goes beep, beep, beep. . .
Old MacDonald had a farm. E-I-E-I-O!
The doors on the bus go open and shut. . .
The money on the bus goes clink, clink, clink. . . Children love this song, and you can sing about as many
diﬀerent animals as you’d like! Change things up by singing
Even though babies don’t understand the meanings of all of the about baby animals—lambs, ki ens, puppies, etc. By using
words we say, it is important for our kids to hear them. At birth, speciﬁc names for things, like cat and ki en, you help your child
learn new words and you help them understand diﬀerences
children have the ability to hear all of the sounds in all of the
world’s languages. By six months of age, babies are already able to between similar things. This is one way to increase their
recognize the sounds of the languages they hear. They also start to vocabulary. You can also be really silly with Old MacDonald.
lose the ability to recognize those sounds they don’t hear. What else might make sounds on his farm? Tractors?
Alligators? Being silly while you sing will encourage play and
crea vity, plus, you might get you some fun belly laughs from
Baa Baa Black Sheep Ten Galloping Horses
Baa baa black sheep. Have you any wool? Ten galloping horses (hold up 10 ﬁngers)
Yes sir, yes sir, three bags full. Came through town. (wiggle ﬁngers in a “gallop”)
One for my master, one for my dame. Five were white (stop & show one hand)
One for the li le boy who lives down the lane. Five were brown (show other hand)
Baa baa black sheep. Have you any wool? They galloped up & they galloped down.
Yes sir, yes sir, three bags full. (run ﬁngers up & down baby, ckling as you go)
Ten galloping horses came through the town.
I’m a LiƩle Teapot
(repeat 10 “galloping” ﬁngers)
I’m a li le teapot, short and stout.
Here is my handle, here is my spout. Children of diﬀerent ages need diﬀerent kinds of books.
When I get all steamed up, hear me shout! An infant’s vision is blurry. Infants need pictures with bright
Just p me over and pour me out. colors and stark contrast between the background and the
object. As they get a li le older, they focus be er and enjoy
I’m a clever teapot, yes it’s true. looking at pictures of things that are familiar to them, especially
Here’s an example of what I can do. faces. As they become toddlers, they enjoy the predictability of
I can change my handle and my spout. repeated words and ac ons in a book and can focus on pictures
Just p me over and pour me out.
that have detail.
I Put My Arms Up High
(Rock baby back and forth, or bounce on knee)
Acka backa soda cracker, acka backa boo! I put my arms up high,
I put my arms down low.
Acka backa soda cracker, I love you! (Hug child) I put my arms out to the side,
Acka backa soda cracker, acka backa boo! And then I let them go.
Acka backa soda cracker, up goes you!
(Li child upwards) Busy Lizzy
Babies start learning how to communicate as soon as they are Busy, busy Lizzy all in a zzy
born! When you imitate your baby’s sounds or gestures, you (bounce baby on one knee)
are helping them learn how conversa ons work. You are also Drank some soda pop! (li baby up)
And went all ﬁzzy! (bounce baby on other knee)
showing that what your child is trying to communicate is
important to you. As they get older, you can encourage them
to copy the sounds or words that you make.