This book is a good introduction to farm animals. It also is a fun recall game.
- A bag of dried corn or birdseed
- Animal flannels
- Any stuffed animals you might have that go along with the story
- Sty (the same thing as a pigpen)
- Yonder (Over there)
Before Reading the Story
Put the farm animal pictures onto the flannel board one at a time. Ask the children if they know the animals name and the animals voice. Once they are all on the flannel board cover the board with a sheet and remove one animal. Ask the children if they know what is missing. Continue to play removing different animals or combinations of animals.
Approaches to Learning/Initiative & Curiosity; chooses to participate in an increasing variety of tasks and activities.
Reading the Story
As you read, pause and encourage the children to recite how the animals ‘go’ with you.
Literacy/Book Knowledge & Appreciation; shows a growing interest and involvement in listening to and discussing a variety of fiction and non-fiction and poetry.
After Reading the Story
Place all the flannel board animals at the top of the flannel board and ask the children to help recall the order that the animals appeared in the story. How did the cat go? How did the hen go?
Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story.
Bring in real pictures of farm animals for the children to discuss
Language Development/Speaking & Understanding; develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions; and for other varied purposes.
Music and Movement
Sing the Cows in the Barn, to The Wheels on the Bus
The cows in the barn say moo, moo, moo,
Moo, moo, moo,
Moo, moo, moo
The cows in the barn say moo, moo, moo,
We want our lunch.
The horse in the stable say neigh, neigh, neigh
The pig in the sty say oink, oink, oink
The sheep in the pasture say baa, baa, baa
The goose in the grass say honk, honk, honk
Duck in the puddle say quack, quack, quack
The chicken in the coop say buck, buck, buck
Science/Scientific Knowledge; expands knowledge and abilities to observe, describe, and discuss the natural world, materials, living things, and natural processes. And Creative Arts/Music; participates with increasing interest and enjoyment in a variety of music activities, including listening, singing, finger plays, games, and performances.
Bring out the farm animals and encourage the children to build houses for the animals. I see you built a chicken coop, that is a big barn you made for the cows, I see the stable for the horses, those pigs must like that sty you built them).
Physical Health & Development/Fine Motor Skills; grows in hand-eye coordination in building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads, and using scissors. AND Language Development/Listening & Understanding; understands an increasingly complex and varied vocabulary.
In the story the sheep and the cow ate hay or long grasses. Bring in a handful of hay or long grass and rubber band together several pieces to let the children experiment using these as paint brushes.
Creative Arts/Art; begins to understand and share opinions about artistic products and experiences.
Library and Writing
Tell the children that you are going to write your own Fiddle-i-fee book. Have the children draw a picture of an animal that they like (lion, monkey, sheep, snake) and on the top of each page write; I had a ____ and the ___ pleased me. Ask the child if they think they know what the animal might eat. Write their response at the bottom of the page; I fed my ___ ___by yonder tree. (I had a monkey and the monkey pleased me, I fed my monkey bananas by yonder tree. I fed my snake fishes by yonder tree. I fed my tiger meat by yonder tree)
Science/Scientific Knowledge; expands knowledge and abilities to observe, describe, and discuss the natural world, materials, living things, and natural processes. AND Literacy/Early Writing; begins to represent stories and experiences through pictures, dictation, and in play.
Sand and Water
In the story the boy feeds the hen, the duck, and the goose dried corn. Bring in dried corn to put into the table today. The children can use it to pour and sift. If you can not find dried corn, you can use birdseed.
Social & Emotional Development/Self-Control; demonstrates increasing capacity to follow rules and routines and to use materials purposefully, safely, and respectfully.
Add any stuffed farm animals that you might have to the center. What does a pig eat? How should we pretend to feed the pig, on a plate or in a bowl? You can also make an extra set of the flannel animals and staple them to sentence strips to make animal hats. The children can pretend to be the different animals in the story.
Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story. AND Creative Arts/Dramatic Play;shows growing creativity and imagination in using materials and in assuming different roles in dramatic play situations.
Math and Manipulatives
Play a listening game with the children. Make 2-4 sets of the animals For each animal set, make a set of food pictures. Tell the children that they are going to have to listen carefully and put the correct food in front of each animal. Give directions for two animals at a time (put the apple in front of the goose and the ice cream in front of the cat. When they can do 2 directions try three and then four. You can also have one child put a food in front of each animal and the other children copy what the first child did.
Language Development/Listening & Understanding; shows progress in understanding and following simple and multi-step directions. AND Mathematics/Patterns & Measurement; enhances abilities to recognize, duplicate, and extend simple patterns using a variety of materials.
Do animal walks and make the sounds that go with the story. Have the children do the walks from one tree to the one over yonder.
Physical Health & Development/Health Status & practices; participates actively in games, outdoor play, and other forms of exercise that enhance physical fitness.
Have the children go from here to yonder center or line as an animal. Let the children take turns naming animals for each other and let the children decide the way the animal goes. (the snake goes sssssss, the elephant goes thump, thump, thump).
Approaches to Learning/Reasoning & Problem Solving; develops increasing ability to find more than one solution to a question, task, or problem.
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