Learning Guide Detailed Information

INTRODUCTION

The introduction section is written by music educator, Debbie Gray, B.M.E., M.A.T., with the intention of presenting ideas that can be used with each of the Janie Next Door™ songs. 

In this Learning Guide, you will discover how to use these original, bouncy songs, to help your students develop camaraderie, a sense of belonging, respect for others, self-control (by working within established boundaries), independence, and confidence, while having the time of their lives. This wonderful music is nostalgic, yet as contemporary as today’s date; but most of all, it tends to children’s social, emotional, and behavioral needs.

Singing, coupled with movement, is as fun for little ones as it is an essential element for developing their minds with music. The lessons, coloring pages, puzzles, word searches, and other extension activities in this Learning Guide connect this amazing collection of songs with the classroom concepts of art, math, science, and language arts, as well as proving ample opportunity to strengthen students’ fine motor skills.

Note: All Learning Guide terms in BOLD FONT and UPPERCASE LETTERS are defined in the GLOSSARY and linked to CD track numbers.

 

Track 1 - CAN I GO OUT AND PLAY?

Can I Go Out and Play? is a happy tune singing about some of the many fun things to do outside on a sunny day. This chapter includes song lyrics, CHOREOGRAPHY suggestions, ACTION WORDS (VERBS), the musical concepts of CHORUS/REFRAIN and VERSE, and lots of engaging sound effects to build listening skills. It’s a great song for teaching about words that RHYME.

Workbook Exercises:

1.1 Can I Go Out and Play? Coloring Page – This coloring page illustrates the activities that are mentioned in the song lyrics

1.2 Read, Color and Draw – On one page is a drawing of an outline of a house. On the opposite is a list of 20 items. Students read the instructions to draw or color each of the 20 items.

1.3 Can You Find the Hidden Things? - There are eight items mentioned in the song lyrics that are hidden in this picture. Can you find all of them?

1.4 Noun or Verb? - Using words from the song lyrics, place an “N” or a “V” in front of each word to identify whether the word is a noun or verb. 

After completing that step, then count the number of nouns and the number of verbs and write the answers in the spaces indicated. Are there more nouns or verbs? (Answer key is provided.)

1.5 Write Your Own Story – Students can write a response prompted by the question, “What would you like to do outside on a beautiful day?”

 

Track 2 – THE CLAP AND STOMP GAME

This Janie Next Door® song has CHOREOGRAPHY built right into the LYRICS and is an excellent song for practice in listening, following directions, teaching parts of the body, and learning left and right. Note that the actions gradually increase in difficulty with each VERSE for great motor skills practice.

Vocabulary used in the song can prompt a discussion of words like “ACCELERATE,” “TEMPO,” and “celebrate.”

Song LYRICS are included to make it easy for the teacher to be the leader and practice the movements ahead of time. Sound effects like hand claps, stomps, siren whistle and cymbal crash add interest and can be pointed out as things to listen for during the song.

This is a great piece to burn off some energy on an inclement day, and the kids will love it!

Workbook Exercises:

2.1 The Clap and Stomp Game Coloring Page – This page illustrates the movements used in the song lyrics.

2.2 Label the Body Parts – Students read the list of ten body parts, then label each of those body parts on the drawing.

2.3 Crossword Puzzle – Using clues about body parts, complete the crossword puzzle. (Answer key is provided.)

2.4 Celebrations – Match the celebration to each of the drawings. Examples: Birthday, Thanksgiving, Fourth of July, and more.

2.5 The Are-You-Up-For-A-Challenge Crossword Puzzle! – This crossword puzzle is inspired by the lyrics and body parts used in the song, The Clap and Stomp Game. (Answer key is provided.)

 

Track 3 – JUMP OUT O’ BED

This Janie Next Door® song has built-in CHOREOGRAPHY with a whole list of actions as part of getting ready to start the day:

Stretch and yawn

Eat some food

Brush my teeth 

Wash my face and more

Very young students can have fun simply listening and doing the movements. For older students, this song is an ideal way to practice listening and following directions, and it is particularly great for learning about SEQUENCING. What would happen if you put your shoes on before your socks? What might happen if you put your shirt on before you comb your hair? . . . If you eat after you brush your teeth?

Extended learning could include SEQUENCES that are pulled from different categories. Examples are given so that you can come up with your own CATEGORIES and SEQUENCES.

There is an excellent example of a TRIPLET at the end of the song, providing a great aural example of this musical term.

Workbook Exercises:

3.1 Jump Out O’ Bed Coloring Page - This coloring page is a fun drawing illustrating the actions used in this song’s lyrics.

3.2 Match the Action with the Picture – Find the picture that matches the words describing each of the actions used in the song, Jump Out O’ Bed. Draw a line between the picture and the correct words.

3.3 Which Item is Not Like the Others? – Read the four items on each line. Three of them have something in common. Circle the one that does not have something in common with the other three. (Answer key is provided.)

3.4 Frames for Your Artwork! – The actions from the song, Jump Out O’ Bed, are written above each of the eight empty picture frames. Draw a picture of that action inside each of the picture frames.

3.5 Sequence – There are eight actions in the song, Jump Out O’ Bed. They are listed on this page, but they are not in the correct sequence. Place a number in front of each action to indicate the order in which the actions occur in the song: first, second, third, etc. - or last. You might want to use a pencil in case you need to change an answer. (Answer key is provided.)

 

Track 4 – LET’S GO MARCHING

Students can have a great time marching to the STEADY BEAT with their feet and have fun with this song - and that would be enough; but Let’s Go Marching offers so many other opportunities to teach.

First, there are many words and expressions used in the song that are unfamiliar to young children. Help them learn the meaning of, and make a connection to, words and sayings such as: heigh-ho and to and fro.

Marching independently vs. marching in a row behind a leader. Encourage students to place themselves in a row as the LYRICS suggest, so they have a visual understanding of what this phrase in the song means.

Have them place lunchboxes, pencils, books, crayons, or shoes in a row, anything that is plentiful in your classroom or home. What else in the room can they put in a row? The possibilities are endless.

Marching is an ACTION WORD or VERB. What other ACTION WORDS could we insert in place of “Let’s Go Marching?” Skipping, tiptoeing, stomping, and jumping, are just a few VERBS that could be used.

Introduce the different kinds of voices we can use:

SHOUTING

SINGING

SPEAKING

WHISPERING

There are many more ideas for lessons included in this chapter/track. 

Workbook Exercises:

4.1 Let’s Go Marching Coloring Page – A drawing of marchers having fun being part of a parade.

4.2 One, Two, Three, Four, Let’s Go Marching! – Read the instructions, then write or draw as indicated.

4.3 Help the Marchers Find Their Way Home – The marchers need help getting through this maze to find their way home. Can you help them get home? (Answer key is provided.)

4.4 Find the Numbers Word Search – Using the numbers listed, spell out the numbers using letters and find the written equivalents hidden in the word search. (Answer key is provided.)

4.5 Add a Caption – Just like in the comic strips, write a caption about what each of the characters in the drawings might be saying, singing, or thinking as they march.

 

Track 5 – RIDING MY BICYCLE

This song benefits learners by providing a story that can be pictured in their minds. Creating images inside the mind’s eye is a necessary precursor for proficient reading comprehension. This song provides a great opportunity for listening, too.

Pretending is a strong factor in a child’s growth and maturity, so encourage your students to act out the story – as if they are the character that is just learning to ride a bike. Don’t forget to add facial expressions, body movements, SOUND EFFECTS and even props.

The musical terms, ACCELERANDO and TEMPO can be introduced and illustrated using this song. 

Listening skills: What SOUND EFFECTS are used in this song? Listen for diction. Have students show an indicator when they hear an ending sound on a word. Listen especially for the letters “d” and “t.”

Workbook Exercises:

5.1 Riding My Bicycle Coloring Page – This drawing is of a boy joyfully riding a bicycle with his proud parent looking on.

5.2 Trace the Route – Students read the instructions, then trace their way through the maze. (Answer key is provided.)

5.3 Which Item is Not Like the Others? – Read the four items on each line. Three of them have something in common. Circle the one that doesn’t have anything in common with the other three.

5.4 Can You Crack the Code? – A limerick is written in code. Students locate the symbol in the decoder chart, then write the correct letter in the blank space below the symbol to decipher the hidden message.

5.5 Write Your Own Story – There are two options to use as a theme for creating a story: Write about getting a brand new bicycle for your birthday. Tell who gave it to you and describe what it looks like. OR You can ride your bicycle anywhere you want to. Tell about where you would like to ride your bike and what things you might see along the way.

 

Track 6 – I’VE GOT A LOOSE TOOTH IN MY HEAD

This is a fun song to sing and act out and includes suggested CHOREOGRAPHY. Extended learning includes teaching about south and north on a map. 

The class could have a discussion about vegetables after singing about corn on the cob. There are several instrumental SOUND EFFECTS to listen for.

The concept of STEADY BEAT can be introduced using different clapping patterns in time to the STEADY BEAT of I’ve Got a Loose Tooth in My Head.

Talking about a loose tooth might also include a discussion about dental hygiene.

Workbook Exercises:

6.1 I’ve Got a Loose Tooth in My Head Coloring Page – This a drawing of a child with a string tied to a tooth and wondering if he should pull on the string to make his loose tooth come out. The reward would be being able to eat the delicious-looking ear of corn on the plate in front of him.

6.2 Color the Vegetables – Read and follow the instructions to color the vegetables the correct color.

6.3 Can You Match the Rhyming Words? The words in Column One are from the lyrics of I’ve Got a Loose Tooth in My Head. Look in Column Three to find a word that rhymes with each of the words in Column One. When you find the rhyming word in Column Three, write it in Column Two so that is is next to the correct Column One word. (Answer key is provided.)

6.4 Can You Match the Vegetables? – Draw a line to connect the vegetable name to its picture. Cross out your least favorite vegetable.

6.5 Write Your Own Story – Do you remember your first loose tooth? There are four prompts to guide the structure of the writing: Tell how old you were, Describe how the loose tooth felt in your mouth, Where were you when the tooth fell out? and How did it feel when you tooth finally came out?

 

Track 7 – LUNCHBOX, LUNCHBOX

Lunchbox, Lunchbox is an example of a song that tells a story. CHOREOGRAPHY, RHYMING words, and fun are all rolled into this one piece. This song can be used to recognize RHYMING words, and that they fall at the end of each PHRASE. A PHRASE is simply a musical sentence.

It’s good for primary grades and above to learn the vocabulary words VERSE and CHORUS, and this is a terrific song for easy recognition of these terms.

Extended learning might include a discussion of food choices they might like to find in their lunchbox. 

A STEADY BEAT is used throughout this song. Students can clap in different patterns to keep time to the music.

Workbook Exercises:

7.1 Lunchbox, Lunchbox Coloring Page – This drawing is a picture of a lunchbox filled with food. There is a clock with the hands almost pointing to noon to go with the song’s lyrics: “At twelve o’clock I’ll get to see, what my Mom packed.”

7.2 Design Your Own Lunchbox – Use your imagination to create and color your very own lunchbox.

7.3 Which of These Items Do Not Belong in a Lunchbox? – Read the four items on each line. Cross out the one that doesn’t belong in a lunchbox. (Answer key is provided.)

7.4 Pack Your Own Lunchbox – What if you could pack your own lunchbox?!? Draw your favorite foods and drinks in the lunchbox, then color them.

7.5 Write Your Own Story – Pack your lunchbox with your favorite things to eat and drink. Be sure to answer the questions using constructed responses.

What would you put in your lunchbox? Which foods might be healthy choices? Which foods might not be healthy choices? What drink would you put in your lunchbox? Describe what you lunchbox looks like.

 

Track 8 – JELLY BEANS

This happy song about several different colors of jelly beans is fun for skipping – or learning to skip. Be sure to notice the RHYMING words at the end of each PHRASE.

Extended learning can be tied in with learning colors, connecting flavors with color, sampling jelly beans and voting for a favorite flavor, then graphing the results of the voting. A great activity for math skills, decision making, following directions, using their senses, and enjoying this song in a new and different way.

Workbook Exercises:

8.1 Jelly Beans Coloring Page - This is a drawing of a jar of jelly beans along with pictures of the fruits that are often used as flavors in jelly beans.

8.2 Color the Jelly Beans – Each jelly bean is numbered, and the number corresponds to a color. Color each numbered bean the correct color and find the hidden message.

8.3 Color the Colors – Read the color on the crayon, then color each crayon the correct color. Then find the name of each color hidden in the word search. (Answer key is provided.)

8.4 Fun with Fruits! – Read and follow the directions to color the fruits.

8.5 Can You Match the Fruits? – Use a crayon that is the same color as the fruit to draw a line and connect the fruit name to its picture.

 

Track 9 – ROCKING

This is a nice calming, relaxing song. Students can just curl up and listen, which is especially good following vigorous play when they’re sweaty and need a chance to enjoy the air conditioning, after a fast-paced movement activity, or when you sense they just need time to rest.

The words are sweet and soothing, and children love to imagine all the things suggested in the LYRICS. Encourage them to make a picture in their mind as they listen. Mind pictures help develop the skills needed for readers to better comprehend the meaning of words.

Extended learning includes words that are probably unfamiliar to students such as:

peaceful, nursery, frolic, hums, eyelids, cuddle, sigh.

Bring bar soaps with different scents. Let the students smell each of the bars of soap and have them put the soaps in a row (making a connection to the song, Let’s Go Marching) from their favorite smell to the yuckiest.

Counting the bars of soap make music turn magically into math. Make a bar graph showing which bars were voted the favorite by the most kids and which ones got no votes at all.

Workbook Exercises:

9.1 Rocking Coloring Page – A drawing of a mother and daughter sitting in a rocking chair reading a book together with the family’s dog curled up on the rug beside the rocking chair.

9.2 Match the Rhyming Words – Draw a line to connect the words that rhyme with each other. (All of these words are used in the song, Rocking.)

9.3 Opposites – All of the words in Column One are used in the song, Rocking. Look in Column Three to find the word that is the opposite of each of the words in Column One. When you find the correct word in Column Three, write the word in Column Two so that it is next to the correct Column One word. (Answer key is provided.)

9.4 Word Search – Using the list of words from the Rocking song lyrics, find the words hidden in the word search. (Answer key is provided.)

9.5 Word Scramble – Unscramble the scrambled words in Column Two. Write the correct word in the spaces below the scrambled word. Make a checkmark✔ in front of the word in Column One after you have correctly unscrambled it in Column Two.

 

Track 10 – I’VE GOT NEW SHOES

Everyone likes to get new shoes, and this song is about the joy and excitement of having a new pair of shoes. 

I’ve Got New Shoes invites running, dancing, skipping, and singing in the CHORUS. The LYRICS suggest ACTION WORDS (VERBS) for teachers and students to do.

Extended learning might include listing all the kinds of shoes that students have heard of. Are there any shoes mentioned in the song that they aren’t familiar with?

Introduce the word COLUMN. Make two columns: one with shoes they know and the other column with shoes they aren’t familiar with.

Provide magazines, newspapers, and ads to cut out pictures of different kinds of shoes and glue them to a picture of a giant shoe in the room or paste them on their own piece of paper to take home.

There are lots of RHYMING words at the end of each PHRASE. Listen for the SOUND EFFECTS.

Clap in different patterns to the STEADY BEAT throughout the song.

Workbook Exercises:

10.1 I’ve Got New Shoes Coloring Page – Color the pictures of nine different types of shoes.

10.2 Can You Find the Hidden Shoes? – Can you find all ten shoes hidden in the picture? Color each shoe as you find it. When you find all ten, then color the rest of the picture.

10.3 Which Item is NOT Like the Others? – Read the four items on each line. Three of them have something in common. Circle the one that doesn’t have something in common with the others. (Answer key is provided.)

10.4 How Many Different Styles of Shoes Can You Name? – Read the instructions to number and list as many different styles and types of shoes as you can think of.

10.5 Shoes, Shoes, Shoes – Cut out all the pictures. Find the shoes that match each other and pair them up. Paste or glue each pair of shoes next to each other on another piece of paper (pages 10.5B & 10.5C).

 

Track 11 – ON A HOT SUMMER DAY

This would be such a fun song to sit and listen to on a hot school day, eating Popsicles* or ice cream – right after having the chance to play in a sprinkler. Have the students make a picture of the story in their mind that matches the LYRICS as they listen. 

Extended learning might include the question “What do you do during the summer for fun?” 

Listen for all the SOUND EFFECTS used in the song.

The song LYRICS, June, July, and August are great vocabulary words to start a discussion about SEASONS of the year. 

Add an outside thermometer to your classroom discussions. Make a bar graph you can fill in each day to mark the temperature outside. Extend the math fun by splitting the bar graph in half and using two different colors, one color showing the outside temperature and the other color showing what it feels like inside the room.

This song could be used for a discussion about NOUNS and ADJECTIVES, and celebrations, fruits, sand, seashells, a teeter-totter, fireflies, and more!

Workbook Exercises:

11.1 On a Hot Summer Day Coloring Page – This picture is of a child daydreaming about all the fun things there are to do on a hot summer day.

11.2 Ice Cream Cones! – Find the ten ice cream cones hidden in the picture. When you find an ice cream cone, color the ice cream cone your favorite flavor. After you find all ten, then color the rest of the picture.

11.3 Help the Kids Find the Pool – Help the kids find their way through the maze to get to the swimming pool. (Answer key is provided.)

11.4 Seasons of the Year – Write the season below the correct picture, then color the pictures.

11.5 Opposites – All of the words listed in Column One are used in the song, On A Hot Summer Day. Look in Column Three to find the word that is the opposite of each word listed in Column One. When you find it, write that word in Column Two.

*Popsicle is a registered trademark of Unilever Supply Chain, Inc.

 

Track 12 – A SILLY SONG

The crazy-fun LYRICS and lively melody in A Silly Song are perfect for encouraging students to get up and move. 

Listen for and list the enormous collection of great RHYMING words. Remember to exaggerate when you articulate the RHYMING words so students SEE as well as HEAR that they are alike.

Many students are intrigued by dinosaurs. Because dinosaur is used in the song LYRICS, tap into that interest and let that little one share and shine.

Watch a YouTube video of a hummingbird.

There are some words used in the song that might not be familiar to students. Provide actual examples, photos, or stories with these words in them to increase understanding and mental imaging potential.

SIMILES and METAPHORS are used in this song. There are ideas suggested for class discussion.

The end of the song illustrates the different ways a voice can sound: singing voice, speaking, whispering, shouting.

Workbook Exercises:

12.1 A Silly Song Coloring Page – A fun drawing of many of the things included in the lyrics of this song.

12.2 Match the Voices – Look at the four pictures and write which type of voice you think is being used: singing, speaking, whisper, or shouting. Then, color each picture.

12.3 Match the Rhyming Words – Look in Column Three to find the word that rhymes with the words in Column One. Write that word in Column Two next to the Column One word that rhymes with it. (Answer key is provided.)

12.4 Word Search – Can you find all 12 hidden words from the song, A Silly Song? (Answer key is provided.)

12.5 More Word Search Fun! – Can you find all 12 hidden words from the song, A Silly Song? There may be some additional words as well that aren’t included on the list. (Answer key is provided.)

 

Track 13 – BACK TO SCHOOL

Back to School is a fun song to do in the weeks following students’ return to school after summer vacation and other breaks throughout the year. This song can be used anytime the children are coming into the classroom. It gives them a limited period of time to enter the room, put their backpacks, lunches, coats, and other items away and get ready for the start of class before the song ends.

You can also make a game out of this song. This lesson includes several ideas for how to make that happen along with learning terms like SOLO, DUET, TRIO, QUARTET, and enhancing those very important gross motor skills.

Extended learning could include a lesson on ALLITERATION. It’s also a great song to use rhythm instruments. (If you’ll listen closely, a different rhythm instrument is used on each verse of the song.)

Workbook Exercises:

13.1 Back to School Coloring Page – A picture of a teacher enthusiastically welcoming her students to the classroom. (And they’re excited to be back to school as well!)

13.2 Hidden Back-To-School Items – There are six back-to-school items in this song that are hidden in the picture. Can you find all six of them? Circle each item when you locate it in the picture. After you’ve located all six items, you can then color the picture.

13.3 Fill Your Backpack – What items would you put in your backpack to get ready for school?  Around the outside of the drawing of the backpack, draw a picture of each item. If you choose, you can then write the name for each item beside it.

13.4 Identify the Groupings – Label each picture as a SOLO, DUET, TRIO, or QUARTET, then color the pictures. (Answer key is provided.)

13.5 Word Scramble – All of the words listed in Column One are words from the song BACK TO SCHOOL. These same words are in Column Two, but they have been scrambled. Unscramble the words in Column Two. Write the correct word in the spaces below the scrambled word. Make a checkmark ✔ in front of the word in Column One after you have correctly unscrambled it in Column Two. (Answer key is provided.)

 

Track 14 – KINDERGARTEN GRADUATION

This song is a fun opener when the time comes for kindergarteners to turn into first graders. This song’s lyrics include many things that would make mom and dad proud. See if your students can listen closely and name some of them.

Notice that the drums play on the INTRODUCTION. At the beginning the drums are quiet, but they gradually get louder and louder and louder. The musical term for gradually getting louder is CRESCENDO.

Since CRESCENDO is an unusual sounding word, you can break it into SYLLABLES. This lesson shows how to connect the unfamiliar with the familiar, which is a silly but very effective way for all of us to make remembering easier.

Extended learning could include teaching students The Bunny Hop, practice using our SHOUTING VOICE, SPEAKING VOICE, and WHISPER, and listening for words that RHYME.

The LYRICS can lead to art projects to show TINTS and SHADES and experiments with color.

Workbook Exercises:

14.1 Kindergarten Graduation Coloring Page – This is a cute drawing of two kindergarteners in their caps and gowns. Dad is taking a picture of the kids and their Mom. There are proud grandparents in the background.

14.2 Color the Alphabet – Read the directions then color the letters of the letters of the alphabet based on those directions.

14.3 Can You Fill In The Missing Letters? – There are blanks so that the missing lower case and upper case letters can be filled in. (Answer key is provided.)

14.4 Can You Fill In The Missing Numbers? – Can you count to 110 like Janie sings about in the song, Kindergarten Graduation? Fill in the missing numbers. (Answer key is provided.)

14.5 Match the Voices – There are four types of voices used at the end of Kindergarten Graduation: SINGING VOICE, SPEAKING VOICE, WHISPER VOICE, SHOUTING VOICE. Look at the pictures and write which type of voice you think is being used in each picture. Then, you can color each picture.

 

Track 15 – I HAD BEANS LAST NIGHT

This funny song will delight young and old. It speaks of the unspeakable and makes fun of the funny. Enjoy the story that is sung from a child’s perspective. A suggestion for choreography is included, and there are many RHYMING words for students to listen for.

Extended learning could include a discussion about SYLLABLES. Suggestions are included. Long and short vowels can also be incorporated in a lesson using this song.

Create a science lesson by having students grow beans in a plastic bag. Using the word “sprout” will increase vocabulary and provide language for better communication and comprehension.

Workbook Exercises:

15.1 I Had Beans Last Night Coloring Page – The drawing is of a pot of beans on the stove, an open can of beans, and a hotdog with a plate of beans.

15.2 How Many Beans Can You Name? – There are lots and lots of different kinds of beans. How many types can you name? In a column, write the name of the bean. Put a number in front of each type of bean so you’ll know how many you have listed.

15.3 Beans! – This exercise involves reading the instructions as to what color to use for each of the beans, then doing counting and addition to come up with the TOTAL number of beans on the page. (Answer key is provided.)

15.4 Can You Count the Syllables? – All of the words listed are used in the song, I Had Beans Last Night. Words are made up of syllables. Count the number of syllable in each word, and write the number of syllables in the space beside it. (Answer key is provided.)

15.5 Count the Syllables – Part Two – Have even more fun with syllables! After completing the Can you Count the Syllables? (Exercise 15.4), use your answers to write each of these words in the correct columns below. (One syllable, two syllables, three syllables)

Count the number of words in each column and write the total at the bottom of the column.

Once you decide which column has the most words, write a 1 in the circle beneath that column. Put a 2 beneath the column that has the second most words, and the final circle will have the number 3 in it because if will be the third place column. (Answer key provided.)

 

Track 16 – SHOULD I KNOCK ON THAT DOOR?

This Halloween-time song will excite students of all ages. It’s in a MINOR KEY, which gives it an eerie quality, and the LYRICS lend themselves to fun CHOREOGRAPHY.

In this Janie original, the VERSES tell a story, and it’s very easy for students to picture in their minds exactly what is happening. Being able to imagine the story that the words convey is an essential element to reading comprehension, fluency, and reading accuracy.

CHOREOGRAPHY is suggested so that the students can really feel as if they are part of the song.

Extended learning might include reading the LYRICS to the students as a story. Emphasize the creepy words. When you read it again, invite them to add some SOUND EFFECTS to add to the eerie effect.

Talk about the SOUND EFFECTS used in this story. There are quite a few.

This song could be used to start a discussion about SYLLABLES and RHYMING words.

Talk about feelings. What might make you feel scared, happy, silly, sleepy, hungry, etc.?

Create a science lesson with an age-appropriate study of bats.

Workbook Exercises:

16.1 Should I Knock on That Door? Coloring Page – This drawing is of two kids in their Halloween costumes standing in front of a dilapidated-looking house and wondering whether or not they should knock on that door to trick-or-treat.

16.2 Draw a Face on the Jack-O’-Lanterns – These jack-o’-lanterns don’t have a face on them. Draw a face on each of the six jack-o’-lanterns to show these emotions: Happy face, Sad face, Scared Face, Silly or funny face, Sleepy face, Create your own favorite jack-o’-lantern face.

16.3 Halloween Fun With SYL-LA-BLES! – All of the words listed are used in the song lyrics of Should I Knock On That Door? Words are made up of syllables. Count the number of syllables in each word, and write the number of syllables in the space beside it. (Answer key is provided.)

16.4 Fun With SYL-LA-BLES! – Part Two – Let’s make a bar graph! After completing HALLOWEEN FUN WITH SYL-LA-BLES! (Exercise 16.3), use your answers and color one square in the correct column for each word on the list. Be sure to start at the bottom and work your way up, coloring the boxes one ABOVE the other like you are building a tower. Use only one box per word. You may want to choose a different color for each category. Which category has the most words? Which has the least? (Answer key is provided.)

16.5 Write Your Own Story – If you saw a house that looked like this (picture of a rickety-looking old house), would you walk up to the house, knock on the door, and ask for a trick-or-treat? Circle your answer:  YES    NO

Write why your answer was YES or NO.

 

Track 17 – SANTA’S ON HIS WAY

This fun-filled story song ignites thoughts and mental images of Christmas Eve with all the excitement that accompanies that tradition. Adding CHOREOGRAPHY is a stellar way to help students learn the LYRICS and be able to sing along on the CHORUS.

Extended learning could include instigating conversations about Christmas traditions and Christmas memories. Discuss decorating for the holiday. A list of questions to propel conversation is included.

Arts and craft ideas are included for things like different ways to make a wreath, stringing popcorn chains, even decorating a classroom tree.

Turn music into math by connecting the song lyrics, Mom’s been really busy making lots of treats, into a measuring-ingredients activity. Make no-bake cookies, measuring ingredients, stirring for a prescribed number of minutes, counting a dozen or two dozen cookies, or anything else you can think of.

The use of CONSTRUCTED RESPONSES can be worked into this lesson in reply to questions asked in the song: How does Santa know to bring the perfect gift? or What if he gets stuck in a big snowdrift?

There are so many ways this song can be used in a classroom setting!

Workbook Exercises:

17.1 Santa’s On His Way Coloring Page – This is a drawing showing two kids in their pajamas looking out the window and excitedly pointing to Santa and his sleigh flying in front of a big full moon.

17.2 Let’s Decorate a Christmas Tree – Using a drawing of the outline of a Christmas tree, students read and follow the directions to color, draw, and decorate their very own Christmas tree.

17.3 Can You Find the Hidden Things? – There are eight items from this song’s lyrics hidden in this picture. Can you find all eight of them?

17.4 Santa’s On His Way Word Search – 15 words from the song’s lyrics are hidden in this word search. Can you find all of them? (Answer key is provided.)

17.5 Write Your Own Story – There are three story starters to inspire you to write a story. Pick one to write about.

 

Track 18 – I LOVE PLAYING ACCORDION

Janie DOES love playing the accordion, and you will definitely notice that if you ever have the opportunity to see one of her live shows. You can visit her website, www.musicwithasmile.com, to watch some video clips of her playing the accordion, or look for other accordionists on the internet, so students can see all the movements with both hands and arms, what it looks like, and how it sounds.

This song describes the instrument and invites the audience to clap and sing along. But don’t stop there. Pretend you are pushing buttons with one hand, keys with another, and opening and closing bellows while you do all the motions. Have fun “playing” the accordion along with Janie!

Incorporate the familiar with the unfamiliar as often as possible. STEADY BEAT can be illustrated with windshield wipers, a heartbeat, a clock pendulum, or a metronome. (Look for a metronome app on your phone to give an electronic visual.)

Extended learning could include providing pictures of different types and styles of accordions. Have students identify how accordions look the same or look different. Discuss what things make them look different. 

Accordions are used for many different styles of music. In this piece, there are several different styles of music: polka, WALTZ, tango, a march, bluegrass, and ends with a polka. You might listen to other pieces of music that use these different styles of music. You could even teach students to dance to each of these musical styles!

Accordion is a four-SYLLABLE word. Can you think of any other four-syllable words?

Workbook Exercises:

18.1 I Love Playing Accordion Coloring Page – This drawing is of Janie Next Door® playing the accordion for a group of children, and they love her music. Even the sun is smiling.

18.2 Label the Accordion Parts – This page has a drawing of Janie’s accordion, which has lots and lots of parts inside. Using the list of six parts, let’s label some of the outside parts of the accordion. (Answer key is provided.)

18.3 I Love Playing Ac-Cor-Di-On! – Using a list of words used in the lyrics of I Love Playing Accordion, count the number of syllables in each of the words, and write the number of syllables in the space beside each word. (Answer key is provided.)

18.4 Test Your Knowledge of the Come Sing Along with Janie Next Door™ Songs – Read the eight questions about songs from Janie’s Come Sing Along with Janie Next Door™ CD and fill in the blanks. (Answer key is provided.)

18.5 Janie Next Door™ Word Search – This is a super-duper word search with words from lots of the Janie Next Door™ songs. Using the Word List, circle each word as you find it in the word search, then cross the word off this list. 

You might also spot some extra words in the puzzle - words that are not included in the Word List. Circle the extra words in a different color. (Answer key is provided.)

 

GLOSSARY

The Glossary includes definitions for each of the bold-fonted words in uppercase letters that are used in the Learning Guide.  Example: CHOREOGRAPHY.

In addition to a definition, the Glossary also includes each section/ track number in which that term is used. In the case of CHOREOGRAPHY, it is used in the INTRODUCTION section as well as Tracks 1, 2, 6, 7, 12, 15, 16, and 17.

ABOUT THE AUTHORS

Read about Jane Christison and Debbie Gray, the authors of the Come Sing Along with Janie Next Door™ Learning Guide.