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-BACK-
40-50 Second MP3
Sound Clips
1.
Build
a Bridge
2.
Take That Rope (Letters)
5.
Dance Freeze
6.
We
Are Rolling
7.
How
Low is Low?
19.
Can You Find the Shape?
13.
Keep it
Up!
14.
With a Letter or Two
|
Smart
Moves 2: Preschool thru 1st
Lyrics for
Music CD
-
Build
a Bridge 1:17
-
Take
That Rope (Letters) 3:22
-
Step
on the Stones (Colors) 3:41
-
Show
Me Your Middle 1:37
-
Dance
Freeze 2:37
-
We Are
Rolling 1:46
-
How
Low is Low? 1:10
-
Play
in the Band 2:57
-
Can
You Find the Shape? 2:34
-
Chuggin’ Down the Track 2:57
-
Go
‘Round the Village 2:09
-
Balance It On My Head 2:14
-
Keep
It Up! 2:05
-
With a
Letter or Two 2:48
-
Bounce
That Ball To Me 2:27
-
Step
on the Stones (Color Patterns) 3:41
-
Build
a Bridge (Warp Speed) 1:18
-
Keep
It Up! (Instrumental) 2:05
Spanish
Versions:
-
Step
on the Stones (Colors)
-
Take
That Rope (Letters)
-
Chuggin’ Down the Track
-
Roll
That Ball To Me
-
Play
in the Band
-
---
The End ---
Approx. running time: 53 min.
© 2004 Russ InVision. All Rights
Reserved
Any public performance, unauthorized duplication or commercial
exhibition is strictly prohibited and is in violation of
applicable laws.
If you have
any additional questions, please feel free to contact
us.
--------------------------------------------------------------------------------------------------------
Important:
-
Music can
be played for movement or simply for music appreciation.
-
Make sure
the actions are age appropriate. Modify accordingly.
-
Clear the
area of toys and furnishings to avoid trips and falls.
-
Space
children properly to avoid collisions, interference and
distractions.
-
Practice
the moves and steps prior to playing the song.
-
Physically guide children through the song – WITH
ENTHUSIASM!
-
Review
class room rules to avoid chaos.
-
Use
child-safe props.
-
Use
the fine motor (sit down/cool down) songs at the end of
your active session.
Note:
Some songs
can be modified for children with special needs.
Build a
Bridge
Hand or
interactive body song that introduces building of
structures: bridge-tunnel-road, cave-tower-wall.
a. Children
build imaginative structures using just their hands (Diagram
A) and/or arms.
b. Children
can partner up or team up, join hands and build the first
set of structures (Diagram B).
Build a bridge
Build a tunnel
Build a road
Build a bridge
Build a tunnel
Build a road
Build a bridge
Build a tunnel
Build a bridge
Build a tunnel
Build a bridge
Build a tunnel
Build a road
Build a cave
Build a tower
Build a wall
Build a cave
Build a tower
Build a wall
Build a cave
Build a tower
Build a cave
Build a tower
Build a cave
Build a tower
Build a wall
2. Take That
Rope (Letters)
A prop game that promotes letter
recognition, phonetic awareness, team work and reactive
movement. Individuals can use a short string. Large groups can
use a rope for this exercise. Group size is determined by the
length of the rope. Alternative props are scarves, strings,
magic ribbons (elastic), the children’s bodies, hands/fingers,
chalk, small blocks or other manipulative pieces. Children form the
following letters: O, V, P, C, S, G, L on the ground, at their
desk, or in the air. Review how the children,
with prop in hand, have to form the shape of the letter that is
called out. Holding up the letters on a cue card as they are called
out will increase comprehension. To increase level of
difficulty, encourage the children to:
 |
Continue
moving around in a circle or raise and lower their letter,
while still holding the shape of the letter they have formed
out of rope. |
|
Call out
the sound that the letter makes or shout out words that begin
with the letter. |
|
Call out words that begin
with that letter. |
|
Is it an upper or lower case
letter? |
|
Team up
and make the letters using rope or their bodies either standing,
or laying on the floor. |
|
Can the kids spell a word?
Words that rhyme? Site words? Action words? Then complete the
action? |
|
Don't forget to "Yee Ha!" |
Take that rope and make an “O”
Circle ‘round and make an “O”
Outside, over, open O
Make it, make it, make an “O”
Make it, make it, make an “O”
Take that rope and make an “V”
Point it down and make a “V”
Very, vivid, vocal V
Make it, make it, make an “V”
Make it, make it, make an “V”
Take that rope and make a “P”
Loop it ‘round and make a “P”
Popping, prancing, pretty P
Make it, make it, make a “P”
Make it, make it, make a “P”
Take that rope and make a “C”
Open up and make a “C”
Closer, centered, careful C
Make it, make it, make a “C”
Make it, make it, make a “C”
Take that rope and make an “S”
Snake around and make an “S”
Swerving, silent, secret S
Make it, make it, make an “S”
Make it, make it, make an “S”
Take that rope and make a “G”
Curve it in and make a “G”
Goofy, grateful, gentle “G”
Make it, make it, make a “G”
Make it, make it, make a “G”
Take that rope and make an “L”
Straighten out and make an “L”
Lucky, laughing, lazy L
Make it, make it, make an “L”
Make it, make it, make an “L”
3. Step on
the Stones (Colors)
Gross motor
song that enhances color identification. Colors: red, blue,
yellow, green. Space out the alternate colors on the floor
using colored mats, bean bags, colored markers or tape, Velcro
strips, or a parachute. Encourage children to follow the song
as directed and step only on the colors that are called as they
move around in a circle or across the room. They can imagine
that if they don’t step on the correct colors, they fall in the
water and get wet.
Step on the stones not in the water
Stones not in the water, children
Stones not in the water
On the stones, not in the water
You better watch out
or you might fall in
Step on red stones, I said red
Step on red stones, he said red
Step on red, do what I said
Step on red stones, he said red
Step on the red stones, not in the water
Red stones, not in the water, children
Red stones, not in the water
Red stones, not in the water
You better watch out
or you might fall in
You better watch out
or you might fall in
Step on blue stones, I said blue
Step on blue stones, he said blue
If you fail, you’ll get wet, too.
Step on blue stones, he said blue
Step on the blue stones, not in the water
Blue stones, not in the water, children
Blue stones, not in the water
Blue stones, not in the water
You better watch out
or you might fall in
You better watch out
or you might fall in
Step on yellow stones, I said yellow
Yellow stones, he said yellow
Don’t fall in, Yes, I said so
Step on yellow stones, he said yellow
Step on the yellow stones, not in the water
Yellow stones, not in the water, children
Yellow stones, not in the water
Yellow stones, not in the water
You better watch out
or you might fall in
You better watch out
or you might fall in
Step on green stones, I said green
Step on green stones, he said green
Green is always what it seems
Step on green stones, he said green
Step on the green stones, not in the water
Green stones, not in the water, children
Green stones, not in the water
Green stones, not in the water
You better watch out
or you might fall in
You better watch out
or you might fall in
You better watch out
or you might fall in
Spanish:
red/roja, blue/azul, amarillo/yellow, green/verde
4. Show Me
Your Middle
Gross motor
song that familiarizes children with how their bodies can move,
and supports following directions: point at their middle
(tummy), rub on their top (head), touch on the bottom (feet),
slide over sideways with their feet, kick to the side, punch
like a boxer, jump like a bunny, reach for the sky with hands,
bend over easy at the waist, tip toe softly, back up and turn,
squat like a frog. Be sure to discuss how important it is not to
fight.
You
gotta show me your middle
Show me your middle
Rub on your top
Rub on your top
You gotta touch on the bottom
Touch on the bottom
Please don't stop
Please don't stop
- Yeah Yeah
You gotta slide over sideways
slide over sideways
Kick to the side
Kick to the side
You gotta punch like a boxer
Punch like a boxer
Please don't fight
Please don't fight - Yeah Yeah
You gotta jump like a bunnie
jump like a bunnie
Reach for the sky
reach for the sky
You gotta bend over easy
bend over easy
Give it a try
Give it a try - Yeah Yeah
You gotta tip toe softly
tip toe softly
Back-up and turn
back-up and turn
You gotta squat like a froggie
squat like a froggie
Something to learn
Something to learn
- Yeah, Yeah
- Yeah, Yeah
-
Yeah, Yeah
5. Dance
Freeze
An up-tempo
gross motor free dance song that enhances listening skills. Kids
dance and freeze when the music stops. Feel free to or assign
locomotor moves that the children complete throughout the song:
walk, run,
jump, hop, skip, gallop, leap, slide, tip toe and march.
Alternatives: call out a change in the direction of the
movement while the song plays (during the freeze section, when
it is quiet). Guide the children around props. Have children complete the activity in the form of a line/zig
zag/circle or variety of shapes (triangle, diamond, etc.).
Children can high five/low five/high ten/etc. Children can
touch toes, touch elbows, shake a leg, tick tock arms, etc.
Dance when you
hear music
And when it stops you freeze
Start dancing when it starts again
Dance freeze, dance freeze, dance freeze
6. We are
Rolling
Kids can
roll just their forearms, roll around like Tootsie Rolls on the
floor, or roll head-to-toe in a supervised gym setting over pads
and inclined mats. Children roll their forearms over and over,
high up and over (take the rolling above the head), over and
under (roll up above the head, and down toward the knee), low
down and under (roll lower to the feet), this way and that way
(roll left and right), over and over, back where they came from
(backwards in the opposite direction). Alternative: children
can roll a ball around, through, over, or under obstacles.
We are rolling
Over and over
Yes, we are rolling
Here we go
We are rolling
High up and over
Yes, we are rolling
Here we go
We are rolling
Over and under
Yes, we are rolling
Hi and low
We are rolling
Low down, and under
Yes, we are rolling
Yes, I know
We are rolling
This way & that way
Yes, we are rolling
To and fro
We are rolling
Over and over
Yes, we are rolling
Tootsie Roll
We are rolling
Over and over
Yes, we are rolling
Head to toe
We are rolling
Back where we came from
Yes, we are rolling
Back we go
7. How Low
is Low?
Song
supports concepts of size, space, and direction. Children can
stand in one place and move to the rhythm as they adjust their
arms and legs to answer the questions and describe the sizes in
the song. Using their hands, or props such as a rope or
manipulatives, children can work individually or as a team to
demonstrate the various sizes and lengths: LOW/BOTTOM – hold the
rope to the ground, HIGH/TOP – rise the rope above head,
SMALL/TINY – ball the rope up, WIDE/AT SIDE – long length of
rope pulled horizontally to each side, THIN/BELOW– rope
shortened below chin, LARGE – rope formed into a large shape,
TALL/ABOVE – rope held vertically over head, even measured
against the instructor, THICK – mold the rope into a thick shape
or double it up, NARROW – make the shape thinner, SHORT/DOWN –
make rope short off the ground, LONG – stretch the rope long, or
drag it along the floor.
How low is low
to the bottom
can you go
How high is high
reach
up top
to the sky
How small is small
A little tiny
Smaller, small
How wide is wide
Spread ‘em wide
At
each side
How thin is thin
make it thin
below
your chin
How large is large
You take charge
Show me large
Push way up tall
Above
your head
Don’t you fall
How short is short
Hold your hand down
Make it short
How long is long
For the end
Of
the song
Just make it long
8. Play in
the Band
Children are
encouraged to mimic the playing of imaginary instruments as they
are called out: piano, saxophone, trombone, guitar, bass,
drums. Review the various instruments, how they look, the sound
that they make, and how they are played. Children can make fake
instruments out of cut-out cardboard or plastic bottles that
they can decorate themselves, or use look-alike props. Split a
group up into 6 sections, each assigned to play a different
instrument.
Pick up and instrument
Let’s play in the band
Piano
Saxophone
Trombone
Guitar
Bass
Drums
9. Can You
Find the Shape?
Concentrates
on shape recognition, reactive movement and action sequences or
patterns. When a shape is found, the child completes the
physical action: triangle/jump-slide-slide, oval/shuffle-shuffle-spin,
square/hop-skate-skate, diamond/kick-kick-turn,
star/waddle-waddle-pause, rectangle/leap-stomp-stomp,
and circle/run-run-freeze. Consider posting shapes that
children can search for, taping/placing the shapes on the floor,
placing shapes in a mixed up pile that they must dig through, or
pinning the shapes to their shirts. Make shapes out of rope,
yarn, or string...as a group, or individually... in the air, or
on the floor. Children can locomotor around their shapes, jump
into and out of them, etc. Relate the action to their
experiences, the way animals move, a sport, or an activity.
Using many manipulatives...
- have the children sort by color/shape/size.
- graph the piles that they sort.
- add or subtract the items. (add 1 color/shape/size
to/from another)
- make patterns using the the different characteristics.
Can you find a triangle
3-corners, 3-sides
When you find a triangle
Jump, slide, slide
Jump, slide, slide
Jump, slide, slide
Can you find an oval
A long rounded oval
When you find an oval
Shuffle, shuffle, spin
Shuffle, shuffle, spin
Shuffle, shuffle, spin
Can you find a square
4 corners & 4 even sides
When you find a square
Hop, skate, skate
Hop, skate, skate
Hop, skate, skate
Can you find a diamond
A kite shaped diamond
When you find a diamond
Kick, kick, turn
Kick, kick, turn
Kick, kick, turn
Can you find the shooting star
A 5-pointed shooting star
When you find the shooting star
Waddle, waddle, pause
Waddle, waddle, pause
Waddle, waddle, pause
Can you find the rectangle
A square with 2 long sides
When you find the rectangle
Leap, stomp, stomp
Leap, stomp, stomp
Leap, stomp, stomp
Can you find a circle
A perfect rounded circle
When you find a circle
Run, run,
freeze
Run, run, freeze
Run, run, freeze
10. Chuggin’
Down the Track
Gross motor
song designed to promote teamwork and imaginative play. Children
can participate individually or line up, with each child being a
part of the train and one child assigned to be the engine. The
train moves in a coordinated motion as they follow the
directions: turn right, turn left, blow the horn, swerve &
curve, bend down and move through the tunnel, speed up, back up,
and slow down. Chug them around tables, hoops, cones, or natural
outdoor props.
Let children practice their
counting (whole and ordinal 1st, 2nd, 3rd, etc.) when they first
form their line.
Spanish:
down/bajo, right/derecha, left/izquierda, blow horn/sopla el
pito, swerve/tuercete, down in the tunnel/abajo el tu’nel,
faster/mueve ra’pido, back up/muevete hacia atras, slow down/moviendote
despacio.
Engine, Engine Number 9
Goin’ Down the Railroad Line
If the train goes off the track
Do you want your money back
Chuggin’ Chuggin’ down the track
Chuggin’, chuggin’ down the track
Wheels are rolling down the track
All in line, now don’t look back
Chuggin’ Chuggin down the track
Turnin’ right, now don’t look back
Turnin’ right, now don’t look back
All in line, chug down on the track
Chuggin’ Chuggin down the track
Turnin’ left, now don’t look back
Turnin’ left, now don’t look back
All in line, chug on the track
Chuggin’ Chuggin down the track
Blow the horn, now don’t look back
Blow the horn, now don’t look back
All in line, chug on the track
Chuggin’ Chuggin down the track
Swurving, curving don’t look back
Swurving, curving don’t look back
All in line, chug on the track
Chuggin’ Chuggin down the track
Down through the tunnel, don’t look back
Down through the tunnel, don’t look back
All in line, chug on the track
Chuggin’ Chuggin down the track
Movin’ faster, don’t look back
Movin’ faster, don’t look back
All in line, chug on the track
Chuggin’ Chuggin down the track
Backing up, we’re moving back
Backing up, we’re moving back
All in line, back on the track
Chuggin’ Chuggin down the track
Slowing down, now don’t look back
Slowing down, now don’t look back
Stopping, stopping, on the track
11. Go
‘Round the Village
Circle game
that facilitates teamwork and social interaction. Can be played
holding hands or grabbing the outside of a parachute, round
table cloth, magic band (elastic) or rope.
Action: Travel around
& around in a circle changing direction (first right, then left,
then right), step in closely & back out, raise and lower arms &
legs) as if going up and down a ladder, make a wave to the
right, make a wave to the left, travel around changing
direction, bend down and sweep up from the floor, spread out
wide and keep circling, release hands to turn and step in
sideways and back out, face outward and join hands to step
backward in and out, travel around changing direction still
facing outward.
Go right around the village
Go left around the village
Go right around the village
As we have
done before
Go right around the village
Go left around the village
Go right around the village
As we have
done before
Go in close and back out now
Go in close and back out now
Go in close and back out now
As we have done before
Go up and down the ladder
Go up and down the ladder
Go up and down the ladder
As we have done before
Wave left the other way now
Wave left the other way now
Wave left the other way now
As we have done before
Go right
around the village
Go left around the village
Go right around the village
As we have
done before
Go down and sweep it up now
Go down and sweep it up now
Go down and sweep it up now
As we have done before
Go right around the village
Go left around the village
Go right around the village
As we have
done before
Go wide and spread it out now
Go wide and spread it out now
Go wide and spread it out now
As we have done before
Go sideways in and out now
Go sideways in and out now
Go sideways in and out now
As we have done before
Back in and step it out now
Back in and step it out now
Back in and step it out now
As we have done before
Go right
around the village
Go left around the village
Go right around the village
As we have
done before
12. Balance
It on My Head
A gross
motor song that develops balance and promotes good posture. The
goal is for children to place an object such as a bean bag, a
paper plate, or manipulative on their head and challenge
themselves to complete the actions without dropping the object:
walk, turn, tip-toe, dance, skip, and sit down. The activities
can be completed around a designated course, or turned into a
tag team relay.
Challenge the kids to act like
"The Cat in the Hat," who always balanced more than one
thing on his head. Layer a felt piece, a small toy plastic
plate and then a bean bag or manipulative.
What’s sitting on my head
Balancing on my head
I can walk straight ahead
With this thing on my head
What’s sitting on my head
Balancing on my head
Think I’ll turn around instead
With this thing on my head
What’s sitting on my head
Balancing on my head
Think I’ll tip toe straight ahead
With this thing on my head
What’s sitting on my head
Balancing on my head
Think I’ll try to dance instead
With this thing on my head
What’s sitting on my head
Balancing on my head
I can skip straight ahead
With this thing on my head
What’s sitting on my head
Balancing on my head
Think I’ll sit down instead
With this thing on my head
13. Keep It
Up!
A simple
“break the ice” game requiring children to keep a soft, floating
object from hitting the ground using their hands, elbows, head,
knee, or feet. Use a balloon, beach ball, or balled up
paper, a softly stuffed & tied off paper bag, or a stuffed sock. To increase the level of difficulty, do not allow the
children to use their hands.
Push it up
Keep it up
Push
it up
Mantenlo haci arriba
Avientalo para arriba
Hey!
Ho!
No hands, no hands
With your head
Con tu cabeza
With an elbow
Con tu codo
Pero, no tus manos
Whatcha' got?
Got a knee?
Set it free
Higher now
Mas alto
There it goes
Alli va
No hands
Keep it up
No tus manos
With your feet
Con sus pies
Here we go
Vamonos
Push it high
To the sky
Watch it fly
Keep it up
Push it up
Keep it up
Avientalo, mas alto,
al cielo, vamonos
Oh no! Not the flo'
Ooooouuuuu!
Got a
knee
Set it
free
Usa
tu rodilla
No hands
No hands
Ha!
Haaaaa!
Push it up
Keep it up
Push it up
Push it up
Keep it up
Push it up
14. With a
Letter or Two
A rhythmic
rap song that encourages dramatic play, creates phonemic
awareness, and develops counting and motor skills: B bats the
ball 1 time, C claps hands 2 times, D drums 3 times, J jumps 4
times, L lunges 5 times, M mixes around 6 times, P pops
imaginary bubbles 7 times, R rubs hands together 8 times, S
slides feet sideways 9 times, T taps feet 10 times. Encourage
the children to call out their own letter and number, and then
have them come up with an action that begins with the letter
they call out, and repeat the action that number of times.
Just what can you do?
With a letter or two
If you throw in a number
One move, or a few
I think you’ll enjoy
The way you can play
If you follow directions
And do as I say
B is the letter
That bats & bends
Can you bat the ball
1 time to a friend
Bat the ball 1 time
C is the letter
That claps & climbs
Can you clap your hands
2 times will be fine
Clap 2 times
D is the letter
That drums and dances
Can you bang the drum
You have 3 chances
Bang the drum 3 times
J is the letter
That jumps & jiggles
Can you jump up high
4 times with a wiggle
Jump 4 times
L is a letter
That lunges & leans
Can you lung with your legs
5, bent at the knee
Lung your legs 5 times
M is the letter
That mixes & matches
Can you mix and stir
6 times, 6 batches
Mix the batter with both hands
P is the letter
That prances and pops
Can you pop the bubbles
Pop 7, then stop
Pop the 7 bubbles with clapping hands
R is the letter
That races and rubs
Can you rub your hands
8 times rub a dub
Rub the hands together 8 times
S is the letter
That stands and slides
Can you slide your feet
9 times to the side
Slide your feet 9
times
T is the letter
That turns and taps
Can you tap your feet
10 times just like that
Tap your feet 10 times
Well, that was fine
The things that you did
The way that you moved
And, so many times
Now you pick a letter
Tell me what do
What do you have in mind?
One move, or a few
15. Bounce
That Ball to Me
Older
children have more control of the ball, so the level of
difficulty increases as they move the ball toward a goal, around
an obstacle course, or against a wall. Activity: bounce the ball
to each other, toss the ball back and forth, and dribble the
ball around the room or as directed.
Spanish:
bounce/bota la pelota, toss/tira la pelota, dribble/dribla la
pelota
Bounce that ball
to me
and I will try to catch it
Watch it come back to you
Don’t let go
Bounce it to me
again
Ever soft and gently
Thank you,
once more
Here we go
Toss that ball to
me
and I will try to catch it
Watch it come back to you
Don’t let
go
Toss it to me
again
Ever soft and gently
Thank you,
once more
Here we go
Dribble that ball
around
And keep it moving
Dribble the ball again
Push down
low
Dribble that ball
around
Ever soft and gently
Thank you, once more
Here we go
16. Step on
the Stones (Color patterns)
A more
challenging version of song # 2 that introduces color patterns:
red – yellow - blue, yellow – green – red, blue – red – green,
green – red – blue. Space out the alternate colors on the floor
using colored mats, bean bags, colored markers or tape, a
parachute, or Velcro strips. Encourage children to follow the
song as directed and step only on the color patterns that are
called as they move around in a circle or in a pattern across
the room. They can imagine that if they don’t hit their mark,
they fall in the water and get wet.
17. Build a
Bridge (Warp Speed)
Extremely
up-tempo instrumental version. Challenges children to sing and
complete the moves at a ridiculously fast pace.
18. Keep It
Up!
(Instrumental)
--- Spanish Versions ---
19. Step
on the Stones (Colors)
20. Take
That Rope (Letters)
Mueve la cuerda y ha’s la letra “O”
Circle ‘round and make
an “O”
Outside, over, open O
Ha’sla, Has’la una “O”
Ha’sla, Has’la una “O”
Mueve la cuerda y ha’s la letra “V”
Point it down and make a
“V”
Very, vivid, vocal V
Ha’sla, Has’la una “V”
Ha’sla, Has’la una "V"
Mueve la cuerda y ha’s la letra “P”
Loop it ‘round and make
a “P”
Popping, prancing, pretty P
Ha’sla, Has’la una “P”
Ha’sla, Has’la una “P”
Mueve la cuerda y ha’s la letra “C”
Open up and make a “C”
Closer, centered, careful C
Ha’sla, Has’la una “C”
Ha’sla, Has’la una “C”
Mueve la cuerda y ha’s la letra “S"
Snake around and make an
“S”
Swerving, silent, secret S
Ha’sla, Has’la una “S”
Ha’sla, Has’la una “S”
Mueve la cuerda y ha’s la letra “G”
Curve it in and make a
“G”
Goofy, grateful, gentle “G”
Ha’sla, Has’la una “G”
Ha’sla, Has’la una “G”
Mueve la cuerda y ha’s la letra “L”
Straighten out and make
an “L”
Lucky, laughing, lazy L
Ha’sla, Has’la una “L”
Ha’sla, Has’la una “L”
21.
Chuggin’ Down the Track
Engine, Engine Number 9
Goin’ Down the Railroad Line
Come on and jump on track
All in line now don't look back
Motor del tren, numero
nueve
Viendo bajo las vi’as
Ven y salta en las vi’as
Todos
el linia no miren haci atras
Chuggin, Chuggin, bajo las vi’as
Chuggin, Chuggin, bajo las vi’as
Llantas rodando bajo las vias
todos el linia no miren haci atras
Chuggin, Chuggin, bajo las vi’as
Volteando a la derecha, no miren haci atras
Volteando a la derecha, no miren haci atras
todos el linia no miren haci atras
Chuggin, Chuggin, bajo las vi’as
Volteando a la izquierda, no miren haci atras
Volteando a la izquierda, no miren haci atras
todos el linia no miren haci atras
Chuggin, Chuggin, bajo las vi’as
Sopla el pito, no miren haci atras
Sopla el pito, no miren haci atras
todos el linia no miren haci atras
Chuggin, Chuggin, bajo las vi’as
Tuercete, tuercete, no miren haci atras
Tuercete, tuercete, no miren haci atras
todos el linia no miren haci atras
Chuggin, Chuggin, bajo las vi’as
Abajo el tunel, no miren haci atras
Abajo el tunel, no miren haci atras
todos el linia no miren haci atras
Chuggin, Chuggin, bajo las vi’as
Muevete rapido, no miren haci atras
Muevete rapido, no miren haci atras
todos el linia no miren haci atras
Chuggin, Chuggin, bajo las vi’as
Muevete hacia atras, no miren haci atras
Muevete hacia atras, no miren haci atras
todos el linia no miren haci atras
Chuggin, Chuggin, bajo las vi’as
Modie’ntote despacio, no miren haci atras
Modie’ntote despacio, no miren haci atras
Para, Para en
las vias
22. Bounce
That Ball To Me
Bota la pelota a mi
tratare’ de cogerla
mirala que se regrese
no la sueltes
Bota la pelota a mi
con cuidado
gracias, otra vez
Vamonos
Tira la pelota a
mi
tratare de cogerla
mirala que se regrese
no
la sueltes
Tira la pelota a mi
con
cuidado
gracias, otra vez
vamonos
Dribla la pelota
Con las manos
Dribla la otra vez
Empu’jalo abajo
Dribla la pelota
con cuidado
gracias, otra vez
vamonos
23. Play in
the Band (Spanish Version)
Levanta un instrumento
A que tocar in la banda
Guitarra
Trombo’n
Bajo Cesto
Tambor
Saxo’fono
Piano
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children's music
preschool music