Fingerplays for Everyone!!

Five Little Monkeys

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Five little monkeys jumping on the bed. (five fingers bouncing on opposite hand)
One fell down and hurt his head. (one finger makes falling action)
Mama called the doctor and the doctor said, (pretend to talk on telephone)
"No more little monkeys jumping on that bed!" (shake finger, as if to scold)

Four little monkeys jumping on the bed. (four fingers bouncing on opposite hand)
One fell down and hurt his head.
Mama called the doctor and the doctor said,
"No more little monkeys jumping on that bed!"

Three little monkeys jumping on the bed. (three fingers bouncing on opposite hand)
One fell down and hurt his head.
Mama called the doctor and the doctor said,
"No more little monkeys jumping on that bed!"



Two little monkeys jumping on the bed. (two fingers bouncing on opposite hand)
One fell down and hurt his head.
Mama called the doctor and the doctor said,
"No more little monkeys jumping on that bed!"

One little monkeys jumping on the bed. (one fingers bouncing)
One fell down and hurt his head.
Mama called the doctor and the doctor said,
"No more little monkeys jumping on that bed!"

Zero little monkeys jumping on the bed. (make fist, with no fingers showing)
No one fell down and hurt his head. (shake head)
Mama called the doctor and the doctor said, (pantomine telephone)
"I'm glad those monkeys quit jumping on that bed!" (clap)

Grandma's Glasses

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Here are Grandma's glasses, (Make little circles with fingers over eyes to resemble glasses.)
Here is Grandma's hat, (Circle head and pretend to be tying ribbon underneath chin.)
This is the way she folds
Her hands and puts them in her lap. (Fold hands sweetly on lap.)

Here are Grandpa's glasses (Make circles bigger than grandma's.)
Here is Grandpa's hat (Make a big hat overhead with hands and arms.)
This is the way he folds
His arms and sits like that (Fold arms across chest, lean back in chair and cross one knee over other.)

Teaching Tips

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·         Teach words "grandmother," "grandfather," and "grandparents." Review the words "mother," "father," "brother," and "sister."

·         Ask each student to bring a picture of one or more grandparents to class. Ask students to sit in circle. Collect all pictures and spread them out in table or carpet. Choose one student to begin describing his or her grandparent in English. (i.e. "My grandfather is short. He has black hair. He is sitting in a card," etc.) As soon as another student believes he or she can identify the grandparent's picture, he or she raises his or her hand. The first student to identify the picture correctly describes the next picture.

·         Create a family tree for each student, listing grandparents, parents, student, and siblings. If possible, ask students to bring pictures of each of these people for inclusion on family tree.

If I Were...

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If I were an astronaut, (Crouch down close to the ground, pretending to be in a space shuttle.)
What would I do?
Blast off to the moon, (Jump up as high as possible.)
Then look down at you. (Hold hand above eyes and look down.)
If I were a baker (Pretend to put on apron.)
What would I do?
Bake lots of cookies (Make a circle with hands.)
For me and you. (Point to self and a friend.)

If I were a dentist, (Look in friend's mouth.)
What would I do?
I'd clean your teeth (Pretend to clean friend's teeth.)
Because that's good for you!

If I were a farmer, (Pretend to remove hat; wipe forehead.)
What would I do?
I'd rise up early every day,  (Yawn and stretch.)
And milk the cows for you. (Pretend to drink glass of milk.)

If I were a pilot, (Pretend to fly.)
What would I do?
I 'd climb into the cockpit, (Pretend to climb into cockpit.)
And fly my plane for you.

If I were a secretary, (Pretend to type.)
What would I do?
Answer the phone, (Pretend to hold phone to ear.)
Saying, "How do you do?"  

My Family

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This is mama, kind and dear. (Point to thumb.)

This is papa, standing near. (Point to pointer finger.)

This is brother, see how tall! (Point to middle finger.)

This is sister, not so tall. (Point to ring finger.)

This is baby, sweet and small. (Point to little finger.)

These the family one and all! (Wiggle all fingers.)

Right Hand, Left Hand

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This is my right hand,
I'll raise it up high. (Raise right hand.)

This is my left hand,
I'll touch the sky. (Raise left hand.)

Right hand, (Show right palm.)

Left hand, (Show left palm.)

Roll them around. (Roll hands around.)

Left hand, (Show left palm.)

Right hand, (Show right palm.)

Pound, pound, pound. (Pound fists together.)

Teatime

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Here's a cup, (Cup one hand.)
And here's a cup, (Cup other hand.)
And here's a pot of tea. (Hold hand up for teapot--three middle fingers bent over, the thumb stuck out for the spout and the little finger curled for the handle.)
Pour a cup (Make pouring motion.)
And pour a cup (Repeat motion.)
And have a drink with me. (Make drinking motion.)

Teaching Tips:

• Bring actual objects to class. Show students a cup, and a teapot. Let them pretend to drink tea.
• Show students how to make both a pot and a cup with their hands. After most students are comfortable, play a short game, calling either "cup" or "pot" at random. Students must then form the object you've called with their hands. As students improve, you may turn it into a competition, eliminating the last person to create the object called, until only one student remains.
• Show the students how to pretend they are drinking and pouring. Repeat activity above. When all students demonstrate understanding of vocabulary, use all four words in a final review.
• Teach fingerplay with actions one line at a time. Have students repeat each line after you a couple of times, then say the line with the students.  Demonstrate the action, and call on various students to tell you what you are doing.

The Beehive

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Here is the bee hive, (Make fist, with thumb enclosed.)
Where are the bees? (Shrug shoulders.)
Hidden away where nobody sees. (Place other hand over "hive" as if to hide it.)
Watch and you'll see them come out of the hive, (Closely watch "hive".)
One, two, three, four, five. (One finger, beginning with thumb, comes out on each count.)
"Buzz-z-z-z-z-z." (Flutter fingers, and fly away.)

Teaching Tips

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• Teach word "where," comparing to similar word in students' native language(s) whenever possible.
• Review the concept of "where" using familiar vocabulary. For instance, if students know the meanings of "pencil," "desk," "chair," and "board," you may place a pencil on a desk, ask "Where is the pencil?", then respond "It's on the desk." After giving a couple of answers as example, begin asking students to respond.
• Create paper-mache beehive with hollow interior. (Mold paper-mache around punch-ball or balloon to create hollow interior.) Form bees from pipe cleaners. Allow students to take turns placing bees around room, then telling where they placed them. Vary number of bees each student may place. Store bees inside beehive.
• Hide a select object somewhere in the classroom. Ask students, "Where is ________?" The student who guesses correctly may hide the object next time around.

The Elephant

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The elephant walks
Like this and like that;
(Get down on all fours and walk back and forth.)

He's very tall,
(Stand and stretch arms up.)
And he's very fat.
(Stretch arms out to sides.)

He has no fingers,
(Hold hands up, making fists to hide fingers.)
But he does have toes,
(Reach down and touch toes.)

And, goodness gracious,
What a nose!
(Grab nose between fingers and thumb of left hand; insert right arm through loop to form elephant's trunk.)

Teaching Tips

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• Make sure that students know the body parts "fingers," "nose," and "toes." Ask students to stand. Call "Touch your ________!" Initially perform actions with students, then quit performing, and finally perform actions that may or may not agree with command to test students' comprehension. This is a great elimination game.
• Define the terms "this" and "that" by providing similar terms in students' native language, then place two objects various distances from you (one close; the second further away). Both should be objects that a student may keep, but one should be preferable(i.e. a sheet of paper vs. a sticker). Call a student over to you. Ask him or her, "Would you like this or that?" Whichever one the student calls is the one the student receives. Continue until all students have had a turn. They will catch on quickly....

There Was a Little Turtle

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There was a little turtle, (Make small circle with hands.)
He lived in a box, (Make a box with both hands.)
He swam in a puddle, (Wriggle hands.)
And climbed on the rocks. (Climb fingers of one hand up over the other.)

He snapped at a mosquito. (Clap hands)
He snapped at a flea. (Clap hands.)
He snapped at a minnow. (Clap hands.)
He snapped at me. (Point at self.)

He caught the mosquito. (Hold hand up, palm forward; quickly bend fingers shut.)
He caught the flea. (Repeat.)
He caught the minnow. (Repeat.)
But he didn't catch me. (Bend fingers only half-way shut.)

Teaching Tips:

• Teach the vocabulary for one segment at a time, followed by the lines and actions of that segment.
• Do not attempt to teach all three segments in one day, especially if you are teaching very young learners. Preschool and kindergarten students will become bored, then frustrated after five to ten minutes of any one activity.
• Use charades to review the following words in the first segment: little, turtle, box, swim, puddle, climb, rocks.
• Use pictures to teach the meaning of mosquito, flea, and minnow in the second segment. Also be prepared to give these words in students' native language(s).
• If you have an outside play area, tape of a small square. Choose a student to be the turtle. Other students must remain outside the square. Call one of the following words: mosquito, flea, minnow, or person. If you call "mosquito," other students must run while the turtle tries to catch them. If you call "flea," other students must jump while the turtle tries to catch them. If you call "minnow," students must walk, making swimming motions while the turtle tries to catch them. All those whom the turtle catches are out. If you call "person," no one should move. Those who do are out. The last person left becomes the next turtle.