The Hullabaloo ABC, by Beverly Cleary

            This alphabet book encourages a loud and busy day on the farm.  Let the children have fun learning the alphabet through this noisy book.

Materials

  •  Index cards
  • Books or pictures of farm scenes
  • Stuffed animals that are farm related
  • Plastic Easter eggs

Vocabulary

  •             Hullabaloo (to make a whole lot of noise!)
  •             Echo (a repeated sound or word)
  •             Bawl (to cry)
  •             Yodel (a kind of singing)

Before Reading the Story

            Show the children the cover of the book and ask the children if they recognize what is on the girl’s shirt. Read the title of the book and ask the children if they know what a hullabaloo is? Tell them it is to make a whole lot of noise!  Ask the children what they can do while they sing the alphabet song to make a hullabaloo (clap, shout the words, stomp their feet), pick one idea and sing the alphabet song.  As you sing, point to the letters on your alphabet wall chart.

Literacy/Alphabet Knowledge; knows the letters of the alphabet are a special category of visual graphics that can be individually named.

Reading the Story

            As you read the story, talk about what is happening on the pages (A-B; can you tell what game they are playing? E; who knows what an echo is?  Have the children try a few/ Hello!/hello, Ms. ____ is the best teacher!/Ms ____is the best teacher!). Continue through the book.

Language Development/Listening & Understanding; demonstrates increasing ability to attend to and understand conversations, stories, songs, and poems.

After Reading the Story

            On index cards write the children’s first letter of their name, K=Kerry.  Hold up the letter and ask if anyone recognizes this letter, do you know it’s name?  Help the children think up a sound they can make with their letter (K=crow, R=roar, T=tap your feet on the floor).

Literacy/Alphabet Knowledge; shows progress in associating the names of letters with their shapes and sounds.

Discovery

Put out books or pictures of farm scenes for the children to talk about and compare. Can the children name different structures on the farm? Do they know the kinds of animals that might live on a farm or the produce that a farm might sow? Explain to the children that it takes many people to make a farm run and it is hard work. On farms where animals live, the animals must be fed and cleaned (someone has to muck up all that poop). And on farms that grow produce someone has to plant the seeds and water then. And when the produce is mature someone has to pick it and put it in the trucks to take it to the market.

Science/develops an increasing ability to observe and discuss common properties, differences and comparisons among objects and materials. AND Approaches to Learning/Initiative & Curiosity; grows in eagerness to learn about and discuss a growing range of topics, ideas, and tasks.

Music and Movement

            Sing the alphabet song pointing at the letters as you go.

Literacy/Alphabet Knowledge; shows progress in associating the names of letters with their shapes and sounds.

            Put out your music instruments to make lots of noise.  Add a metal coffee can to make the sound of drumming on the washtub.

Creative Arts/Music; experiments with a variety of instruments.

            Sing Down By the Bay and have the children echo back each line. https://www.youtube.com/watch?v=jAjhLexlrDc

            Teacher                                                             Child Response

            Down by the bay                                                 Down by the bay

            Where the watermelons grow                         Where the watermelons grow

            Back to my home                                                 Back to my home

            Where I dare not go                                            Where I dare not go

            For if I do                                                          For if I do

            My Mamma would say                                       My Momma would say

                                                Did you ever see a whale, waving his tail, down by the bay.

                                                Did you ever see a snake baking a cake, down by the bay

                                                Did you ever see a mouse painting a house, down by the bay

Encourage the children to help make up more verses.

Literacy/Phonological Awareness; progresses in matching sounds and rhymes in familiar words, games, songs, stories, and poems.

Sing Sweetly Sings the Donkey. Use the beginning of the song Down by the Station and then make the donkey braying sounds loudly!

Sweetly sing the donkey,

At the break of day.

If you do not feed him

This is what he’ll say…

Hee-haw, hee-haw, hee-haw, hee-haw, hee-haw!

Creative Arts/Music; participates with increasing interest and enjoyment in a variety of musical activities, including listening, singing, finger plays, games, and performances.

Teach the children how to yodel (o-d-lady, o-d-lady, o-d-lady-i-o).

Creative Arts/Music; participates with increasing interest and enjoyment in a variety of musical activities, including listening, singing, finger plays, games, and performances.

Go on a farm exercise adventure. https://www.youtube.com/watch?v=iHJ2fW3iJVE. Can the children help make up more adventure?

Physical Health & Development/Health Status & Practices; participates actively in games, outdoor play, and other forms of exercise that enhance physical fitness.

Blocks

            Use index cards and write the letters E,T, W, H, L, F, N. Add these to the center and encourage the children to try to make the letters using blocks.

Literacy/Alphabet Knowledge; shows progress in associating the names of letters with their shapes and sounds.

Art

            Ask the children if they remember where the setting was in the story ( a farm).  Encourage the children to draw farm animals.

Physical Health & Development/Fine Motor Skills; progresses in abilities to use writing, drawing, and art tools, including pencils, markers, chalk, paint brushes, and various types of technology.

Library and Writing

            Put the book in the center and let the children use magnet letters.  Can they put them in alphabet order? Can they match the letter to the page?

Literacy/Alphabet Knowledge; shows progress in associating the names of letters with their shapes and sounds.

Sand and Water

            Put dirt in the table today and let the children add water to make mud, slick and wet.

Science/Skills & Methods; begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials, and observe processes and relationships.

Dramatic Play

            Add any stuffed farm animals that you might have and plastic eggs to gather from the chickens. 

Creative Arts/Dramatic Play; shows growing creativity and imagination in using materials and in assuming different roles in dramatic play situations.

Math and Manipulatives

            Cut index cards in half.  On each half write a capital letter, you do not have to use all 26 letters, just make sure you have some that are made with all straight lines (WETIHL) and some that have curved lines (QRPSGJC).  Put out a piece of paper with a line drawn down the middle.  On one side write straight lined letters and on the other side write curved line letters.  Let the children sort the letters accordingly. Can they name any of the letters as they sort?

Mathematics/Patterns & Measurement’ shows increasing abilities to match, sort, put in a series, and regroup objects according to one or two attributes such as shape or size. AND Literacy/Alphabet Knowledge; identifies at least 10 letters of the alphabet, especially those in their name.

Outdoor Play

            Ask the children to help you think of ways to make noise on the playground today. (use a stick along the chain link fence, use a shovel to bang on a bucket,  kick a ball, scream, etc.)

Approaches to Learning/Reasoning & Problem Solving; develops increasing ability to find more than one solution to a question, task, or problem.

Transitions

            Turn to various pages in the book and ask the child if they can name the letter, then read the page and let them make the noise of that letter (J is for jabber, the child can say go away, go away!)

Literacy/Alphabet Knowledge; identifies at least 10 letters of the alphabet, especially those in their name. AND Language Development/Listening & Understanding; demonstrates increasing ability to attend to and understand conversations, stories, songs, and poems.

Resources

Mrs. Wishy-Washy’s Farm, by Joy Crowley

            What happens to the farm animals when they decide they no longer want to be bathed and run away from Mrs. Wishy-Washy? 

Materials

  • Picture of a washing tub
  • Bubble Solution/ 1 cup water, 2 Tablespoons Joy dish soap, 1 Tablespoon glycerine
  • Bubble Blowers/pipe cleaners, straws, berry basket, spools, small pvc piping
  • Bucket or large container

Vocabulary

  • Scrub (to be bathed)
  • Stampede (when animals or people rush headlong somewhere).
  • Anxious (feeling nervous)

Before Reading the Story

            Begin a conversation about when you go somewhere new or very different how it can make you feel anxious or nervous.  Remind the children about their first days at school, remember when you did not feel like you knew what you were supposed to do or where you were supposed to go?  What did you do, who helped you feel better?  Explain that today’s story is about some animals that run away from the farm and go to the city.  The animals have never been to the city before and find that it makes them nervous and confused. Ask, “I wonder what will happen”? and leave a beat to see if any child has an idea.

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; to predict what will happen next in a story. AND Language Development/Speaking & Communicating; develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions; and for other varied purposes.

Reading the Story

            When you get to the part where the animals run away, ask the children if they can tell how Mrs. Wishy-Washy must feel.  Were the animals nice to her?  Why did they want to run away?  What could they have done instead?  When you get to the page where the animals are in jail and hear the chug, chug, chug of the old farm truck; stop and ask the children what they think will happen next.

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; to predict what will happen next in a story.

After Reading the Story

            Play slippery soap with the children.  It is similar to Simon Says except that each child is given a paper towel and the caller calls out body parts to be washed.  Slippery soap says wash your leg, Slippery soap says wash your wrist, behind your ear, under your chin.

Language Development/Listening & Understanding; shows progress in understanding and following simple and multiple-step directions.

Discovery

            Put out bubbles and blowers today and let the children make bubbles. If you do not have a lot of bubble blowers, you can make simple ones out of pipe cleaners.

Science/Scientific Skills & Methods; begins to participate in simple investigations to test observations, discuss and draw conclusions, and form generalizations.

Music and Movement

            Put on this video song and have the children sing and dance to the song, I Took a Bath in a Washing Machine https://www.youtube.com/watch?v=65Moz_FSkRw

            Sing This is The Way We… https://www.youtube.com/watch?v=o0e1_rV_oms

This the way I wash myself, wash myself, wash myself

This is the way I wash myself to make me nice and clean.

This is the way I wash my face.

This is the way I brush my teeth.

This is the way I wash my hands.

Physical Health & Development/Health Status & Practices; shows growing independence in hygiene, nutrition, and personal care when eating, dressing, washing hands, brushing teeth , and toileting.

Blocks

            Encourage the children to sort any animals in the center by farm animals and non-farm animals.

Mathematics/Patterns & Measurement; shows increasing abilities to match, sort, put in a series, and regroup objects according to one or two attributes such as color, shape, or size.

Art

            Finger paint today!  Can the children write their name in the finger paints? Are they able to draw shapes as you call them out?

Mathematics/Geometry & Spatial Sense; progresses in ability to put together and take shapes apart. AND Literacy/Early Writing; progresses from using scribbles, shapes, or pictures to represent ideas, to using letter-like symbols, to copying or writing familiar words such as their own name.

Library and Writing

            Give each child a paper with the washing tub on it.  Ask the children to draw a picture of a farm animal in the tub.  Underneath write, The _______ is in the tub. Put them all together and make a classroom Washy Book.

Literacy/Early Writing; begins to represent stories and experiences through pictures, dictation, and in play.

Sand and Water

            Let the children wash baby dolls or plastic farm animals in bubble water.  Add scrub brushes (tooth brushes, nail brushes). 

Physical Health & Development/Health Status & Practices; shows growing independence in hygiene, nutrition, and personal care when eating, dressing, washing hands, brushing teeth , and toileting. AND Creative Arts/Dramatic Play; shows growing creativity and imagination in using materials and in assuming different roles in dramatic play situations.

Dramatic Play

            Add any old slippers and aprons that you might have to share.  Bring in a bucket and any stuffed animals you might have.  The children can pretend to be Mrs. Wishy-Washy.

Creative Arts/Dramatic Play; participates in a variety of dramatic play activities that become more extended and complex.

Math and Manipulatives

Put out pictures (or the real objects) of various brushes and tools. Give a simple definition and see if the child is able to identify the correct tools. (You use this to scrub your teeth clean, you use this to get the knots out of your hair, you use this to cut paper).

Approaches to Learning/Reasoning & Problem Solving; develops increasing abilities to classify, compare, and contrast objects, events, and experiences.

Outdoor Play

            Have the children dig a hole in the dirt and add water to make mud play. Let them dig a hole and then carry buckets of water to fill it. As the water evaporates into the soil, mud play! Talk about what is happening to the water that is poured into a dry hole. Will the same thing happen to a hole that is already wet down? In the sand?

Science/Scientific Skills & Methods; begins to participate in simple investigations to test observations, discuss and draw conclusions, and form generalizations.

Transitions

            As the children wash their hands throughout the day make sure that they are using good hand washing techniques.  As they scrub the bubbles have them repeat wishy-washy, wishy-washy, wishy-washy.

Physical Health & Development/Health Status & Practices; shows growing independence in hygiene, nutrition, and personal care when eating, dressing, washing hands, brushing teeth , and toileting.

Resources

Mr. Gumpy’s Outing, by John Burningham

            Mr. Gumpy owns a boat.  One day Mr. Gumpy was going out for a boat ride and it seemed like everybody wanted to come with.  Watch what happens when a boat full of animals and people  is crowded and on the river.

Materials

  • Several Life preservers if available
  • Chest plate to represent Gumpy, boy, girl, rabbit,Cat, dog, pig, sheep, chicken, cow, goat
  • Roll of tin foil

Vocabulary

  • River (a long channel or stream of water that flows to a lake or the ocean)
  • Squabble (to fuss at or bicker with someone)
  • Muck about (to mess around with or poke nose into someone else’s business).
  • Bleating (the sound sheep make)
  • Trample (to step on)
  • Float ( it stays on the top of the water)
  •  Sink ( it goes to the bottom of the water)

Before reading the Story

            Hold up the cover of the book and ask the children if they know what everyone is sitting in (boat)? Ask the children if they have ever been in a boat?  Where do you use a boat, what do you need to wear in a boat and what do you do in a boat?  Bring in several pictures of kinds of boats to name and discuss with the children. Hang the boats on the wall. Give each child a slip of paper with their name on it and have them tape it beneath their favorite boat.

Mathematics/Patterns & Measurement; begins to make comparisons between several objects based on a single attribute.

Reading the Story

As you read, whenever Mr. Gumpy is asked if someone can come along, answer shaking your head. When you get to the page where it says, “For a little while they all went along happily, read until it says the children squabbled and then stop and ask the children if they can guess what is going to happen?

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.

After reading the Story

            Go through the story one more time and have the children act it out with you.  The teacher can be Mr. Gumpy and the children can be the other characters (put on the picture mantels so everyone knows what part each person is playing).  Make sure that they help you figure out how to act out mucking about and squabbling.

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.

Discovery

            Add a large bowl or bucket of water to the center.  Put out a variety of small classroom objects that the children can experiment with to see if they will sink or they will float.  Have them sort them accordingly. 

Science/Scientific Skills & Methods; begins to participate in simple investigations to test observations, discuss & draw conclusions, and form generalizations. AND Mathematics/Patterns & Measurement; begins to make comparisons between several objects based on a single attribute.

Music and Movement

            Sing Row, Row, Row Your Boat with the children and act out different ways you can row the boat individually or with a partner.  https://www.youtube.com/watch?v=WphumMGa7Ms Think of a variety of ways to row the boat.

Social & Emotional Development/Self-Control; develops growing understanding of how their actions affect others and begins to accept consequences of their actions.

            Mr Gumpy’s boat is a long narrow punt type boat that you must push with a pole.  Have the children stand and row or punt to the left, the right, the left, the right.

Blocks

            If you are lucky enough to have access to several life preservers, bring them in for the children to put on and practice buckling and unbuckling. If you do not have access to life preservers, hang up the pictures of people wearing life preservers. Explain to the children that it is the law to wear them if you are in a boat on the water. Encourage the children to make a boat out of the blocks.

Physical Health & Development/Fine Motor Skills; grows in hand-eye coordination in building with blocks, putting together puzzles, preproducing shapes and patterns, stringing beads, and using scissors. AND Physical Health & Development/Health Status & Practices; builds awareness and ability to follow basic health and safety rules a such as fire safety, traffic and pedestrian safety, and responding appropriately to potentially harmful objects, substances, and activities.

Art

            Give the children squares of tin foil and ask them to see if they can make a boat that will float in the water table.  Will their boat hold bear counters?  Mr. Gumpy would be so pleased.

Creative Arts/Art; begins to understand and share opinions about artistic products and experiences. AND Mathematics/Number & Operations; begins t make one-to-one correspondence in counting objects and matching matching groups of objects.

Library and Writing

Make a copy of the Mr. Gumpy path pages for each child. Can they follow the path and stay inside the lines?

Literacy/Early Writing; experiments with a growing variety of writing tools and materials, such as pencils, crayons, and computers.

Sand and water

            Put water into the table today and boats to float.  If you have no boats, use plastic Tupperware containers.  Challenge the children to see how many counting bears they can put into the boat/Tupperware before it tips.

Mathematics/Number & Operations; begins to associate number concepts, vocabulary, quantities, and written numerals in meaningful ways.

Dramatic Play

Make a set of character medallions for the children to retell the story in dramatic play.

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 Social & Emotional Development/Cooperation; develops increasing abilities to give and take in interactions; to take turns in games and using materials; and to interact without being overly submissive or directive.

Math and Manipulatives

            Make a simple boat shape that is just big enough for three counters of choice.  Mark a “river” on the table using 2 pieces of masking tape.  Give the children 10 counters and tell them that they have to get them all across the river.  How many times will the boat have to go back and forth to get 10 counters across?  Remember that one counter has to stay in the boat to steer.  Walk the children through the steps to figure out how many times the boat has to go back and forth across the water.

Mathematics/Number & Operations; demonstrates increasing interest and awareness of numbers and counting as a means for solving problems and determining quantity.

Outdoor Play

Encourage the children to work together to build a river in the sand box. When they are finished, let them pour water into the river. What happens(evaporation)? Can the children saturate the sand enough to have it fill with water? Try this in the dirt, is it easier or harder?

Science/Scientific Methods & Skills; begins to participate in simple investigations to test observations, discuss and draw conclusions, and form generalizations.

Put out a balance beam on the playground and have the children practice walking it forward, backward, sliding side -to-side, etc.. Play a game that if you fall off then you fall into the water.

Physical Health & Development/Gross Motor Skills; chows increasing levels of proficiency, control, and balance walking, climbing, running, jumping, hopping, skipping, marching, and galloping.

Transitions

            Can you name an animal that was on the boat?  Pretend to swim to the next activity.  Can you name some more farm animals?

Approaches to Leatning/Reasoning & Problem Solving; develops increasing abilities to classify, compare, and contrast objects, events, and experiences.

Resources

Can the children draw a line inside the pathway from a character to the boat?
Boats for discussion
Life preserver pictures for discussion
boat ideas for blocks or dramatic play