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Lyrics &
Teaching Tips
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-BACK-
40-50 Second MP3
Sound Clips
1.
Clap 1 to the Left
2.
Nine Big Planets
3.
Plant a Seed
4.
Insect Acts
8.
Four Seasons
10.
Up and Down our
Bodies
11.
Off To the Doctor
12.
AEIOU Long Vowels
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Smart Songs 1
Lyrics for
Music CD
"Best
Educational" Children's Music Web Awards 2003.
1. Clap One to the Left 1:02
2. Nine Big Planets 1:51
3. Plant a Seed
1:09
4. Insect Acts 1:31
5. There are 12 Months a Year 2:04
6. Days of the Week 1:50
7. Yesterday, Today & Tomorrow 2:06
8. Four Seasons 1:23
9. There are 5 Senses 2:10
10. Up and Down Our Bodies 1:11
11. Off to the Doctor
1:06
12.
AEIOU (long
vowels) 1:19
13. I Spy (shapes) 2:09
14. Transportation 1:28
15. Don’t Talk to Strangers 1:13
16. To Cross a Street 1:09
17. If There is a Fire 1:03
18. I
Know Spanish (numbers)
1:22
19.
Counting We Will Go (From 10 to 1) :34
20. A
Counting We Will Go (By 2 to 20) :34
21.
A Counting We Will Go (From 1-100) 2:17
22. Clap One to the Left (Spanish Version) 1:02
23. Make Up a Story (About a Boy) 3:09
Approx. running time: 28 min.
© 2003 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.
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1.
Clap One to the Left
This song helps emphasize concepts such
as right, left, front, back, up, and low, as the children
are directed to clap in a specific location or direction.
It teaches rhythm as children learn to speed up or slow
down in order to fit a number of claps (1-4) into a given
space of time. The correct rhythm is provided by knocks
and ticks. Young children will be challenged to count the
correct number of claps. Your goal with them is simply to
get them to clap in response. Don’t try to get them to
clap a number of times or in any specific direction. A
slower version "Clap 1 Far Out" can be found on "Smart
Songs for Kids 2".
You'd
better listen
and clap where I tell you
Clap
1 To the left <Clap>
4 To the right <Clap Clap Clap Clap>
2 To the front <Clap Clap>
3 To the back <Clap Clap Clap>
2 Right Clap
1 straight up <Clap>
3 down low <Clap Clap Clap>
Once again
Now here we go.
Clap 2 To the right
3 To the front
1 To the left
2 To the back
4 way up
2 down low
4 straight back
Once again
Now here we go.
Clap 3 To the front
1 To the right
2 To the left
4 To the back
3 To the left
1 straight up
2 down low
And
the song ends
Just like so
_____________________________________
2.
Nine Big Planets
The 9
big planets in orbit around the sun.
There
are 9 big planets
Going around the Sun
There are Mercury and Venus
And much bigger ones
We live on planet Earth
And farther back is Mars
Out there with the stars
Jupiter’s the biggest
Saturn has some rings
Uranus & Neptune
Out there wandering
Pluto’s all that’s left
About as small as Mars
Out there with the stars
There
are 9 big planets
Going around the Sun
There are Mercury and Venus
And much bigger ones
We live on planet Earth
And farther back is Mars
Out there with the stars
Jupiter’s the biggest
Saturn has some rings
Uranus & Neptune
Out there wandering
Pluto’s all that’s left
About as small as Mars
Out there with the stars
3.
Plant a Seed
Most
plants need water and sunlight to grow, some more than others.
Plants can grow from seeds in different climates. When you buy
plants at the store, they come with instructions on how often to
water them, and how much sunlight they need.
o
Types of plants: trees, plants, bush, flowers, grass,
plants, vines, weeds, seaweed, cactus, edibles fruits and
vegetables, inedible berries, etc.
o
Characteristics of plants to introduce: Blooms, grows
toward the sun, twists together, branches, thorns, catches
insects, grows under water…
o
Location (Jungle, ocean, city, park, in house, in sun, in
shade)
Activities:
-
Place a bean in a jar along the side where it can be observed, insert a moist
paper towel. Place it in the sunlight. Keep the towel moist, and
watch it grow. Baby food jars work well, but any jar will do. Once the bean
sprouts, you can replant it in a pot and soil
- Build a paper garden using
Templates 12 and
Template 12B.
- Take 2 small plants. Cover one small plant so that it doesn't get sunlight,
and leave the other
out in the sun. Show the kids how sun affects a
plant's growth.
Plant
a seed
and a flower may grow
or a tree
from the dirt
up
they go
In
the sun
Water well
and you know
Plant
a seed, and a flower may grow.
Plant
a seed
and a flower may grow
or a tree
home to birdies
you know
And its leaves
in
the wind
they will blow
Plant
a seed, and a flower may grow.
Plant
a seed
and a flower may grow
or a tree
banging
low
Plant a seed
you will reap
what you sew
Plant
a seed, and a flower may grow.
Plant
a seed, and a flower may grow.
4.
Insect Acts
Discuss bugs/insects
and their different characteristics (colors, shapes, how they
move, where they live, etc.). Children should know what bugs
to be wary of and that bugs have their place both in the food chain
and in nature. Use the bugs to reinforce letter usage and
phonics. (B is for Butterfly, Bee, etc)
Click here for
more on Insects.
Let's
see what you know
about insects or bugs.
Some
bugs crawl down on the ground
On the ground, On the ground
Some bugs crawl down on the ground
Which bugs crawl down on the ground?
(beetles, ants, roaches, spiders,
caterpillars, etc)
Others
like to fly around
fly around, fly around
Others like to fly around
Which bugs like to fly around?
(bees, butterfly, moths, wasps, fly,
ladybugs, dragonflies, mosquitoes, etc.)
Some
bugs might just bite on you
Bite on you, Bite on you
Some bugs might just bite on you
Which bugs might just bite on you?
(mosquitoes, flies, ants, fleas, etc.)
Others
might just sting you too
Sting you too, sting you too
Others might just sting you too
Which bugs might just sting you too?
(bumble bees, wasps, hornets, yellow
jackets, etc.)
Some
bugs have so many legs
Many legs, many legs
Some bugs have so many legs
Which bugs have so many legs?
(caterpillar, spider, ants, etc.)
5.
There are 12 Months a Year
Start off each week with this song and show the kids which
month/week/day today is on a calendar. At the beginning of
each month, discuss and mark the important days of the month
(holidays, birthdays, special events, etc.) Have the children
count the number of days in the current month, and even the
number of months until the end of the year, or until the next special
occasion.
ACTIVITY:
Have the kids make name plates
for each month and then graph the months they were born.
There
are 12
Month’s a year
Shout them like a cheer
In groups of 3
Shout after me
All 12 months
Of the year
January,
February, March HEY!
April, May, June HO!
July, August, September HEE!
October, November December WHEW!
There
are 12
Month’s a year
Shout them like a cheer
In groups of 3
Shout after me
All 12 months
Of the year
January,
February, March HEY!
April, May, June HO!
July, August, September HEE!
October, November December WHEW!
Which
day starts the New Year?
___?___
(January)
Spring
comes in...?
___?___
(March)
Summer
starts in the month of...?
___?___
(June)
You were born in the month of
___?___
We are in the
month of
___?___
Which
day ends the year?
___?___
(December)
6. Days of the Week
This can be played as a game. You can turn the song off
and children can take turns
shouting the way they want the "Days of the Week" to be
said. They can take turns with the teacher and vice
versa. It is a good time to introduce the concepts
of slow, fast, soft, loud, sad, happy, mad, high pitch,
and low pitch. Use the calendar as an aide, and as the
days are sung, have the children tap on the proper days of
the week. Introduce emotion, and assign a physical motion
that the kids do to each command. They will make a sad
face, bunch their fists in anger, smile, shout to the
ceiling or cup their hands around their mouths to be loud,
hunch down to get lower, put one finger over their mouth
to be quiet, etc. The technique of the song can be
used to teach children how to spell their name or memorize
their address, phone number, or other specifics.
Monday,
Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
(Slower) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
(Faster) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
(Softly) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
(Louder) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
(Sad) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
(Happy) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
(Madder) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
(High) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
(Lower) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
From
the middle (Wed, Thurs, Fri, Sat, Sun, Mon, Tues)
Backward
(Sun, Sat, Fri, Thurs, Wed, Tues, Mon)
Spanish (Lunes, Martes, Mie'rcoles, Jueves, Viernes, Sa'bado,
Domingo)
7. Yesterday, Today &
Tomorrow
A difficult concept to
teach preschoolers. You can use a calendar and show the
students where "today" is, and then move forward and back.
Using hand signs helps. Point down at your feet for
"today". Point forward for "tomorrow" or "the
future". Hitch hike your thumb over your shoulder for
"yesterday" or "the past". Tick tock your head around in
a circle for the "after that's" and "after nows". Use this
song to teach the concept of TIME. What will the kids do
tomorrow? What will they do today? What did they do
yesterday? What do they want to be in the future?
Today is the day we are in
Tomorrow’s the day that comes
after today
The day after tomorrow will come
After that, after that, after that, after
that
Today is the day we are in
Tomorrow’s the day that comes
after today
The day after tomorrow will come
After that, after that, after that, after
that
Today is the day we are in
Yesterday’s the day that came
before today
The day before yesterday
Came before that, before that, before that,
before that.
The present is here and it’s now.
The past is what came before
what’s here and now
The future is the time that comes
After now, after now, after now, after now.
The present is here and it’s now.
The past is what came before
what’s here and now
The future is the time that comes
After now, after now, after now, after now.
8.
Four Seasons
Use this song to teach the children
about the weather, the seasons, and sun safety. What does
someone wear in the snow? In the rain? In the Sun?
Where does it snow? What activities do we do in the snow?
In the rain? What do we do with leaves that fall from the
trees?
ACTIVITY:
Go on a nature walk and have the
children pick up leaves, sticks, rocks, dirt, pine cones,
and other natural things they find on the ground. Bring
them back into the classroom and first categorize them
into groups, count all of the sticks, rocks, etc. Make a
graph based on the results of their count. Then have the
kids put them in sequential order. Which came first
the leaf or the twig? The dirt or the pine cone?
Make a collage with paper leaves and put the kids names on
them. Have them cut out flowers, leaves, trees, etc.
from a magazine and add them to the collage.
Have the kids glue the items on a piece of paper to make a
face.
In
the spring the flowers bloom
The cold is gone
In the spring the flowers bloom
The cold is gone
It
can get windy and rainy
Days are just a little zany
In the spring the flowers bloom
The cold is gone
In
the summer comes the heat
And days are long
In the summer comes the heat
And days are long
I
wear sun screen and sun glasses
I play sports, take fewer classes
In the summer comes the heat
And days are long
In
the fall leaves can turn brown
And drop from trees
In the fall leaves can turn brown
And drop from trees
We
can pile the leaves real high
And jump in like we can fly
In the fall leaves can turn brown
And drop from trees
Then
comes winter with the cold
and sometimes snow
Then comes winter with the cold
and sometimes snow
We
will dress in our warm clothes
Cover up from head to toe
In the winter comes the cold
and sometimes snow
9.
There Are 5 Senses
Review the 5 senses. As an example,
point to the part of your body that answers the question
in the song. Have the children point to the part of their body that is
the answer. Toward the end of the song, children are given
an opportunity to name things that they can see, hear,
smell, taste and touch.
Click here
for some suggestions and activities.
There
are 5 senses
5
senses, 5 senses
There
are 5 senses
Now,
what could they be?
I
see, I see
With what can I see
With my eyes I see
see with my
___?___
I
hear, I hear
With
what can I hear
With
my ears I hear
I
hear with my ___?___.
I
smell, I smell
With
what can I smell
With
my nose I smell
I
smell with my
___?___.
I
taste, I taste
With
what can I taste
With
my tongue I taste
I
taste with my ___?___
I
touch, I touch
With
what can I touch
With my skin I touch
I touch with my
___?___
Okay
kids, let’s name some things, you see, hear and smell
Name
some things you see, you see with your eyes
___?___
Name
some things you hear you hear with your ears
___?___
Name
some things you smell, you smell with your nose
___?___
Name
some things you taste, you taste with your tongue
___?___
Name
some things you touch, you touch with your skin
___?___
10.
Up & Down Our Bodies
Purpose:
Familiarity with our bodies and following directions
within a given period of time. Discuss what the various
parts of our bodies do. How many parts do we have? Does
everyone have them? It's a good time to discuss
disabilities. What if we didn't have some of these
parts?
Click here
for some suggestions and activities.
Follow
me little children
follow me, follow me
I will show you a wonder
as true as can be.
Come
away with me here
Come away with me there
On a trip up and down our bodies
We
will tap on our noses
We’ll rub on our chins
We
will slide over elbows
and drum on our shins
We
will wiggle our fingers
And tap with our toes
As
we travel our bodies like so
We
will tug on our ears
Pat our cheeks, 1, 2, 3
We
will click with our heels
We will scratch on our knees
We
will shake our own hands
Brush across our tummies
On
a trip up and down our bodies.
On a trip up and down our bodies
11. Off To See The Doctor
Discuss why we go to the doctor, the process of a typical
doctor's visit, as indicated in the song, and why it's
important to tell your parents if you aren't feeling well,
but not to fake it. Review "The Boy Who Cried Wolf". Why
do we have to get shots? What does a high temperature
mean? Why and how do we take medicine? Do we take medicine
whenever we want to? Doe we take as much as we want to?
Does medicine always taste good? Does everyone have to get
shots? Do your parents always do what the doctor tells
them to do? Talk about the various aspects of a check-up
and their purpose.
I’m
off to see the doctor
I
don’t feel very well
He’ll
take my blood pressure
And
temperature
See
what I weigh
Might
get shots for sure
No,
I’m not afraid
Of
the doctor
He
knows best what to do
So
I’ll take all my medicine
And
feel better, soon
That’s
right
I’m
off to see the doctor
I
don’t feel very well
He’ll
peek in my ears
And
say open wide
He’ll
check my body
Press
on my sides
No,
I’m not afraid
Of
the doctor
He
knows best what to do
So
I’ll take all my medicine
And
feel better, soon
12. AEIOU (long)
Basic phonics. Short
vowels can be found on "Smart Songs for Kids 2"
This
is the way we say long vowels
Say
long vowels
Say
long vowels
This
is the way we say long vowels
AEIOU
A
sounds like (a) in CAKE,
MAKE, LAKE
Long, long (a) in CAKE
AEIOU
E
sounds like (e) in FEET,
MEET, GREET
Long, long (e) FEET
AEIOU
I
sounds
like (i) in RIDE,
SIDE, HIDE
Long, long (i) in RIDE
AEIOU
O
sounds like (o) in HOLE,
MOLE,
POLE
Long, long (o) in HOLE
AEIOU
U
sounds like (u) in RULE,
CUTE,
MULE
Long, long (u) in
RULE
AEIOU
13. I Spy
(shapes)
1) Tape up a variety of shapes
in the room and have the children identify them as the
song plays. 2) Give the children a physical activity
that they have to complete when they find the shape. For
instance, "Hop over to each shape you find." 3)
Have the children find shapes in everyday
things that they see in and out of the classroom. 4) Tape
off large shapes on the floor, and when the kids find the
shape, they have to all squeeze into that shape on the
floor without stepping over the taped line. 5)
Place paper cut-outs of
shapes (each shape can be a different color) on the floor
and have children try to cross the room by only stepping
on a specific color or shape. It's a silly, inexpensive
version of Twister. 6) Give the kids a baggie of small
foam or paper shapes and let them use their imagination to
see what they can make with them. 7) Tape off child size
shapes on the floor, and have the children lay down on
them to make the shape. You can take pictures of them and
mount them with the proper name underneath. 8) Have the
kids toss bean bags into taped off shapes on the ground
and record how many bean bags land in what shapes. 9)
Children can identify
and count the many shapes in their room or the hallway.
o
Types (diamond, triangle, rectangle, square, cube, box,
heart, octagon, hexagon…)
o
Things in different shapes (kite, table, window, frame,
donut, wheel, truck, piece of pie…)
I
see shapes
with my keen eye
Can you find shapes
Come play I spy
I
spy a circle
Round like a pie
Do you see a circle?
Come play I spy
___?___
I
spy a square
With 4 equal sides
Do you see a square?
Come play I spy
___?___
I
spy a rectangle
with 2 long sides
Do
you see a rectangle?
Play I spy
___?___
I
spy a diamond
shaped like a kite
Do
you see a diamond?
Come
play I spy
___?___
I spy an oval
round, with long sides
Do
you see a oval?
Come
play I spy
___?___
14. Transportation
The many modes of
transportation. How did people get around in the old
days? How will they get around in the future?
What are the kid's experiences with different modes?
Is one faster than the other, louder, harder, or bumpier?
What kind of sounds do they make? How do they move? (in
the air, on the ground, on a track, on the dirt, in the
street, on the water...) Where do they have to go to take
these modes? (a bus station, a bus stop, a train station,
an airport, a stable, the driveway or garage...)
Where can these modes take you? Where can they not
take you? Can they take a train to school? Do
their parents take a bus to work? Have they ever
ridden on a bus? a train? a horse? a wagon? What are some
of the ways that kids get around now? (Skateboard,
motorized skateboard, roller skates, ice skates, roller
shoes, bike, scooter, etc.)
Transportation
Transportation
There are many ways to go
There are many ways to get there
Choose a way
And then you go
Transportation
Transportation
There are many ways to go
Take a plane and fly with others
Bike or cycle your way home
Transportation
Transportation
There are many ways to go
Ride a bus that carries many
Take a car and drive the road
Transportation
Transportation
There are many ways to go
Take a train on tracks with others
Ride a horse and travel slow
Transportation
Transportation
There are many ways to go
Take a boat over the water
Sail or motor, try to row
15. Don’t Talk to Strangers
Teaching tip: Remind
children who they can to go to if they are lost. Teach them that, mothers with children, other children, store
clerks, police officers in uniform, fireman, and security
guards in uniform are usually safe havens.
“Don’t talk to strangers” can send a mixed message to
kids who are encouraged to greet strangers everyday when
with their parents. Teach them to trust their feelings,
but follow specific rules.
And, that it is okay to shout; “NO!” to someone
they don’t know and run away.
Teach children how to
dial "911".
Teach children that
there are good and bad people in the world, and that bad
people don't look like they are bad. They can look
nice, dress nice, have a nice smile, and sound nice.
What do they think a bad person looks like? A good
person? A nice person? A mean person?
Practice and set-up real
life role-plays with them whenever possible. Teach them
not to fall for tricks designed to trick them into going
places, or lure them away from friends; help finding pets,
the promise of money/gifts/rides, carrying packages,
helping with directions, playing games, playing with an
unseen child.
Kids must always check with their caregivers first.
They should:
 | Never share
their address, name or phone number with people they
don’t know
|
|
Lock their home & car
doors/windows and never open doors to people they don’t
know.
|
| Never stray
from their parents or caregivers
in the company of strangers.
|
|
Play and walk where their
parents direct them to, avoiding short cuts.
|
|
Try to always walk with a buddy. |
Please stay safe
Don’t talk to strangers
People you don’t know
You don’t know what
they are thinking
Don’t go with them
No, No, No
Strangers look like
normal people
But inside you can’t see
if they are bad or they’re evil
Things aren’t what they seem
Please
stay safe
Don’t
talk to strangers
People
you don’t know
You
don’t know what
they
are thinking
Don’t
go with them
No,
No, No!
If
they ask you for a favor
go
straight to your family
Then
you will be well protected
if
that stranger’s mean
16.
To
Cross a Street
Discuss the importance of always looking both ways when
crossing the street and using the safety tips in this song.
What can happen if they don't look
for cars? Teach children the colors of a traffic light and
what they mean so that they
associate
traffic light color with an appropriate response. Instruct
them to practice proper traffic movement in the car with
whomever is driving them.
To
cross a street
I
cross it carefully
If
I am hit by a car
That
could be the end of me
I
wait for cars
to
pass by
they
might not see me
I
hold a grownup’s hand
I’m
as careful as can be
To
cross a street
I
cross it carefully
If
I am hit by a car
That
could be the end of me
17. If There is a Fire
Teaching
tip: At home
and school, have
emergency drills and make children practice the "stop, drop
& roll" technique, as well as, crawling down low, and using
an item they find near by to make noise. Teach children
where the exits are, and where the safe havens are in the
case of a fire, tornado, or an earthquake. If above the 1st
floor, lead them through the halls to the stair well and the
proper exits. Click here for more tips.
SS - Tips (Fire)
If
there is a fire
I get out
I practice
and know where to go
If
I see some smoke
I crawl down low
The air is
much better below
If
I am on fire
I stop my body
I stop, I drop fast & I roll
When
I know I can
I call for help
I dial 911
and breath slow
The
fireman
puts the fire out
If I’m still inside
I make noise
So
he knows
just where
to come and get me.
He’ll
come get
a girl or a boy
18.
I
Know Spanish
(numbers)
I
know Spanish
How
about you?
I
know numbers
You
can too
I
say words
Here’s
what you do
Copy
me
So
you’ll know too.
When
I say one,
you say uno.
One, uno
one, ___?___
Spanish
numbers
one,
uno
two,
dos
three,
tres
four,
cuatro
five,
cinco
six,
sies
seven,
siete
eight,
ocho
nine,
nueve
ten,
diez
A note about
COUNTING...
Rote counting is the simplest of counting concepts to learn.
The ability to count by rote can be deceiving. One cannot
assume that just because a child has memorized the numbers
from 1-100 or more, does not mean that a child has an
understanding of what those numbers mean.
Children should learn count
objects (one-to-one), learn that the number of objects won't
change if you move them around, learn that a total number of
objects includes all of the objects in a particular group,
understand the number names that indicate a position in a
series (1st, 2nd, 3rd..), learn how to add on to a total
number of objects that have been previously counted.
Children learn how to count
when they are surrounded by a variety of counting activities
and experiences.
Counting exercises....
- Shadow
counting is saying either the odd or the even numbers softly and consistently throughout the count.
- Try clapping only on the odd numbers, and slapping your
knee on the even numbers. Then instruct the children to be
silent when they clap.
- Try popping up a puppet only on the even numbers.
- Count the number of steps it takes to get somewhere.
- Count as you stretch your body taller, and shrink as you
count in reverse order.
- Find a common attribute that the children have, i.e.
wearing red, tied shoes, etc. Count the number of
children with that attribute.
- Each time the children line up, have them count off. Have
the first child shout, and every other child whisper.
19. A
Counting We Will Go (from 10 to 1)
A
counting we will go
just pick something you know
Hi, Ho, the merry O
A counting we will go
From 10
to
1
___?___
20. A
Counting We Will Go (by 2 to 20)
A
counting we will go
just pick something you know
Hi, Ho, the merry O
A counting we will go
From by 2
___?___
21. A
Counting We Will Go (from 1 to 100)
A
counting we will go
just pick something you know
Hi, Ho, the merry O
A counting we will go
From 1 to
100
___?___
22. Clap One to the Left (Spanish
Version)
The English version of this song is song number 1 on this
CD.
Escucha
bien
Y applaude donde te digo
Aplaude
una vez la izquierda
cuatro a la derecha
dos enfrente
tres detras
dos a la derecha
Una arriba
Tres abajo
Otra vez
Pues vamanos
Otra vez
Pues vamanos
Aplaude
tres enfrente
Una la derechaDos a la izquierda
Quarto detras
Tres a la izquierda
Una arriba
Dos abajo
Y la
cancion
Termino
23. Make Up a Story (About a Boy)
Note: Have the children take turns filling in the blanks of
this story. Answers
can be silly or serious, or both.
There once was a boy named __1__, who had hair the color of
a __2__ and eyes color of __3__. He lived in a __4__ right
beside a __5__ that had very pretty __6__ in the back. This
boy, named __7__, had two pet animals; one was a __8__ named
__9__ who was as wide as a __10__ and liked to eat lots of
__11__. The other pet animal was a __12__ named __ 13__ who
was as tiny as a __14__, and likes to watch plenty of
__15__. The boy and his pet animals enjoyed going to the
__16__ to sit on top of the __17__ and watch the __18__ go
by. He also liked to go by himself to the __19__ where he
could play in the __20__, and roller blade around the
__21__. When he did, he always passed the __22__ store, and
sometimes, he would dig in his pockets for some __ 23__, and
go in the store to buy himself as many __24__ as he could
afford. At other times, he would go straight to his
friend’s house. His friend’s name was __25__. They would
play together and build a wonderful __26__, and paint it the
color of __27__, and draw a bunch of __ 28__ on it. Then
they would get in and pretend they could __29__, or pretend
they were great __30__ in the land of __31__. The boy
always had to be home before __32__, because it wasn’t safe
to stay out too late. So, he would leave his friend’s house
early and head for __33__, and he always made sure he got
home in time for __34__. He would give his mom a big __35__,
take a nice warm __36__, put on his comfortable __37__, and
then crawl into __38__. Once in bed, he would think about
his __39__, fall asleep, and dream about being a famous
__40__ one day. The End
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Credits:
Music
Composition, Arrangement & Production:
Bill Burchell
Original
Lyrics & Original Songs: Angela
Russ
Producer &
Director:
Angela Russ,
Russ InVision
Recording
Engineer:
Master Groove
Studies
CD Graphics:
Moonlight Graphics
Special
thanks to Robert Picardo for his rendition of
“Off to
the Doctor”
Singers:
Angela Russ,
Tim Russ, Robert Picardo, Jisel Soleil Ayon
Dedicated
to my loving family: Jose, Jisel &
Marcos Ayon
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|
Contact
us for questions and information
info@abridgeclub.com
AbridgeClub.com is a Russ Invision Company
P.O. Box 8248, Long Beach, CA 90808
888.421.RIV8
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children's music
preschool music