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Cool, Cool,
Cool
by Bobby Susser
1. The child/children may join in the chorus.
2. The parent/teacher may ask the child/children to name something that feels cool. (Jello, raindrops, fanning
yourself with a paper fan, sitting in the shade.)
3. The parent/teacher may ask the
child/children what he/she/they like most about the autumn season.
4. The parent/teacher may ask the child/children to name the different items of clothing he/she/they wear in the
autumn when the weather gets cooler.
The weather is getting cooler
The weather is getting cooler
It’s cool cool cool cool cool cool cool
The weather is getting cooler
The weather is getting cooler
It’s cool cool cool cool cool cool cool
Some people call it autumn
Some people call it fall
The weather is getting cool
And everyone is back in school
The weather is getting cooler
The weather is getting cooler
It’s cool cool cool cool cool cool cool
The weather is getting cooler
The weather is getting cooler
It’s cool cool cool cool cool cool cool
Sometimes we wear a sweater
Sometimes a flannel shirt
The nights are getting long
And the early bird sings this song
The weather is getting cooler
The weather is getting cooler
It’s cool cool cool cool cool cool cool
The weather is getting cooler
The weather is getting cooler
It’s cool cool cool cool cool cool cool
The weather is getting cooler
The weather is getting cooler
It’s cool cool cool cool cool cool cool
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Hello Mr.
Jack-O-Lantern
by Bobby Susser
1. The child/children may sing along.
2. The child/children may be encouraged
by the parent/teacher to express particular
costumes he/she/they like for Halloween.
3. The parent/teacher may wish to explain
to the child/children that a pumpkin is a fruit that grows on the
trailing vine of a pumpkin plant.
4. The child/children may draw a jack-o-lantern and put it on display.
5. If the setting is appropriate and safe, the
child/children may dance in a circle around a jack-o-lantern.
Hello Mr. Jack-O-Lantern
You’re a pumpkin with a smile
Hello Mr. Jack-O-Lantern
Stay with me a little while
Hello Mr. Jack-O-Lantern
Halloween is here today
Hello Mr. Jack-O-Lantern
Do you think I’m dressed okay
Hello Mr. Jack-O-Lantern
You light up Halloween
Hello Mr. Jack-O-Lantern
Do you like my tambourine
Hello Mr. Jack-O-Lantern
Would you like some things to eat
Hello Mr. Jack-O-Lantern
I have food from trick or treat
Hello Mr. Jack-O-Lantern
I love to say hello to you
Hello Mr. Jack-O-Lantern
I love to say hello to you
Hello Mr. Jack-O-Lantern
Hello Mr. Jack-O-Lantern
Hello Mr. Jack-O-Lantern
Hello Mr. Jack-O-Lantern
Hello Mr. Jack-O-Lantern
Hello Mr. Jack-O-Lantern
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The Green Leaves
by Bobby Susser
1. This song may be used as an introduction to teach colors while
heightening an awareness of changes during autumn.
2. The child/children may draw and color
the autumn leaves.
3. If the parent/teacher wishes, he/she
may construct a tree by drawing and cutting a tree shape from a large
piece of brown oak tag. The child/children may then display the drawn
and colored leaves on the tree.
4. The child/children may listen to this song
as the parent/teacher plays it during rest, nap, or bedtime.
The green leaves on the
trees turn to yellow
Yes they do
Yes they do
The green leaves on the
trees turn to red
Yes they do
Yes they do
The green leaves on the
trees turn to orange
Yes they do
Yes they do
The green leaves on the
trees turn to brown
Yes they do
Yes they do
And the green that
turn to yellow
The green that turn to red
The green that turn to orange
The green that turn to brown
Fall to the ground
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I Love My Coat
by Bobby Susser
1. The child/children may sing along.
2. The parent/teacher may ask the
child/children to name something that feels
cold. (Snow, ice, ice-cream).
3. As the singer sings of each article of
clothing (coat, gloves, hat), through
pantomime, the child/children may pretend to wear that particular
article of clothing.
4. The parent/teacher may ask the child/children to name his/her/their favorite article of winter clothing.
5. As a reading readiness activity, the
parent/teacher may choose to draw a coat, gloves and/or hat, and write
the name of the article next to each drawing. If possible, the
child/children may copy each drawing and word on a piece of paper or
index card. This may be the beginning or an addition to the
child’s/children’s collection of picture words.
I love my coat
I love my coat
It keeps me nice and warm
I love my coat
I love my coat
It keeps me nice and warm
The days are shorter
The nights are longer
The wind is blowing
The grass stopped growing
And it’s cold cold cold
But I love my coat
I love my coat
It keeps me nice and warm
I love my coat
I love my coat
It keeps me nice and warm
It’s really freezing
My friend is sneezing
My hands start shaking
There’s no mistaking
That it’s cold cold cold
But I love my gloves
I love my gloves
They keep me nice and warm
I love my gloves
I love my gloves
They keep me nice and warm
I wear my red hat
My winter red hat
My head is covered
My ears are covered
‘Cause it’s cold cold cold
I love my hat
I love my hat
It keeps me nice and warm
I love my hat
I love my hat
It keeps me nice and warm
And I love my coat
I love my coat
I love my gloves
I love my gloves
I love my hat
I love my hat
I love my coat
I love my coat
I love my gloves
I love my gloves
I love my hat
I love my hat
I love all the clothes that keep me warm
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Snowflakes
by Bobby Susser
1. The child/children may sing along with the song.
2. The child/children may draw snowflakes,
a great snowman and name him.
3. The parent/teacher may ask the
child/children to share a memorable
experience he/she/they had in the snow.
Snowflakes flying all around
Snowflakes flying all around
Look so pretty
Look so pretty
Look so pretty
Flying all around
Flying all around
Snowflakes sticking to the ground
Snowflakes sticking to the ground
Look so pretty
Look so pretty
Look so pretty
Snowflakes on the ground
Snowflakes on the ground
Snowflakes make a great snowman
Snowflakes make a great snowman
Name him Billy
Name him Willy
Name him Silly
Name him if you can
Name him if you can
Snowflakes start to melt away
Snowflakes start to melt away
All the sunshine
All the sunshine
All the sunshine
Melts the snow away
Melts the snow away
But-
Snowflakes will come back again
Snowflakes will come back again
In the winter
In the winter
In the winter
They come back again
They come back again
They come back again
They come back again
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I Can Hear The
Sleigh Bells Ringing
by Bobby Susser
1. The child/children may join in the chorus.
2. The parent/teacher may give the child/children sleigh bells or similar bells. The child/children can then
shake the bells in various rhythmic patterns to the song.
3. If the setting is appropriate and safe, the
child/children may dance to the song.
4. The child/children and parent/teacher
may discuss the many joys of Christmas, Santa Claus, and the spirit of
this holiday during the winter season.
I can hear the sleigh bells ringing
I can hear the sleigh bells ringing
Ringing ringing
I can hear the sleigh bells ringing
It’s Christmas Eve and Santa Claus
is on his way to me
He’s coming down the chimney
with a present on his knee
I knew he would be here
I knew he would be here
He’s coming down the chimney
with a present on his knee
I can hear the sleigh bells ringing
I can hear the sleigh bells ringing
Ringing ringing
I can hear the sleigh bells ringing
I can hear the sleigh bells ringing
I can hear the sleigh bells ringing
Ringing ringing
I can hear the sleigh bells ringing
And every year he passes by
and brings a gift for me
I always leave him cookies
underneath the Christmas tree
They’re gone in the morning
They’re gone in the morning
The cookies that I left him
underneath the Christmas tree
And I can hear the sleigh bells ringing
I can hear the sleigh bells ringing
Ringing ringing
I can hear the sleigh bells ringing
I can hear the sleigh bells ringing
I can hear the sleigh bells ringing
Ringing ringing
I can hear the sleigh bells ringing
I can hear the sleigh bells ringing
I can hear the sleigh bells ringing
Ringing ringing
I can hear the sleigh bells ringing
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Springtime Is
Here Again
by Bobby Susser
1. The child/children may join in the chorus.
2. The child/children may clap hands to the
song.
3. The parent/teacher may may ask the
child/children to name something that feels warm. (Blanket, one’s body
after exercise, mittens.)
4. The parent/teacher may ask the child/children to name some flowers that begin to grow in the spring, and if
possible, draw pictures of these flowers to be hung in the
child’s/children’s room.
Springtime is here again
It’s getting warmer everyday
Springtime is here again
It’s getting warmer everyday
Flowers
Pretty little flowers
And the grass is growing high
Flowers
Pretty little flowers
And the grass is growing high
Springtime is here again
It’s getting warmer everyday
Springtime is here again
It’s getting warmer everyday
Daytime
We have much more daytime
And the days are getting long
Daytime
We have much more daytime
And the days are getting long
Springtime is here again
It’s getting warmer everyday
Springtime is here again
It’s getting warmer everyday
Da da
Da da da da da da
Da da da da da da da
Flowers
Pretty little flowers
And the grass is growing high
Springtime is here again
It’s getting warmer everyday
Springtime is here again
It’s getting warmer everyday
Springtime is here again
It’s getting warmer everyday
Springtime is here again
It’s getting warmer everyday
Springtime is here again
It’s getting warmer everyday
Springtime is here again
It’s getting warmer everyday
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Baseball, Baseball
by Bobby Susser
1. The child/children may join in the chorus.
2. The child/children may sing along with
the coach, “Keep your eye on the ball.”
3. The parent/teacher may choose to
introduce the idea of staying focused on a goal to succeed; And in doing
so, he/she may refer to the line, “Keep your eye on the ball”, as an
example of focusing on a goal. Whenever and however the parent/teacher
decides to teach this idea, it will be one that the child/children can
utilize throughout his/her/their lives.
4. The parent/teacher may want to discuss
how baseball, as well as other sports, may be enjoyed by girls as well
as by boys.
It’s the time of year we start to play
baseball baseball
It’s the time of year we start to play
baseball baseball
Billy loves to be the second baseman
Sarah really loves to pitch the ball
Matthew hits the ball over the fences
And the coach says keep your eye on the ball
It’s the time of year we start to play
baseball baseball
It’s the time of year we start to play
baseball baseball
Everybody’s playing in the sunshine
There goes Abbe sliding down to third
Everybody’s screaming hit a home run
And the coach says keep your eye on the ball
It’s the time of year we start to play
baseball baseball
It’s the time of year we start to play
baseball baseball
Kathy’s always been a real fine catcher
Justin’s always great in centerfield
Everybody wants to win the ball game
And the coach says keep your eye on the ball
It’s the time of year we start to play
baseball baseball
It’s the time of year we start to play
baseball baseball
It’s the time of year we start to play
baseball baseball
baseball baseball
baseball baseball baseball
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You Can Feel The
Spring
by Bobby Susser
1. The child/children may sing along with the song.
2. The child/children may imitate the sound
of birds singing along.
3. The parent/teacher may ask the child/children to discuss the things he/she/they like to do in the spring.
4. The parent/teacher may ask the child/children “What happens that makes you feel
spring is here?”
5. The parent/teacher may ask the child/children to draw a picture of a spring setting.
You can feel the Spring
You can feel the Spring
Everywhere you go
You can hear the birds sing
And watch all the flowers grow
Spring is really nice
Spring is really nice
There’s a lot to do
Just take a look around
It’s all here for me and you
Doo Doo Doo Doo Doo
Doo Doo Doo Doo Doo
Doo Doo Doo Doo Doo
Doo Doo Doo Doo Doo Doo
Doo Doo Doo Doo Doo Doo Doo
You can feel the Spring
You can feel the Spring
Everywhere you go
You can hear the birds sing
And watch all the flowers grow
Spring is really nice
Spring is really nice
There’s a lot to do
Just take a look around
It’s all here for me and you
Just take a look around
It’s all here for me and you
Just take a look around
It’s all here for me and you
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In The Summertime
by Bobby Susser
1. The child/children may join the chorus.
2. The parent/teacher may ask the child/children what he/she/they like most during the summer season.
3. The parent/teacher may ask the child/children to name something that feels hot. (The sun, soup that is just
cooked is too hot to drink and we must wait a little while for it to
cool off so we don’t burn ourselves, wearing a winter coat in the summer
will make us feel hot.)
In the summertime days are easy
In the summertime it gets hot
In the summertime days are easy
In the summertime it gets hot
The days are longer than they were before
And everybody's got some time to play
some more
The nights are shorter than they were before
And we can spend a lot of time down by the shore
In the summertime days are easy
In the summertime it gets hot
In the summertime days are easy
In the summertime it gets hot
School is over now just like a holiday
And everyone wants to have some fun today
The sun is getting hotter everyday
And lots of people want to swim the day away
In the summertime days are easy
In the summertime it gets hot
In the summertime days are easy
In the summertime it gets hot
In the summertime days are easy
In the summertime it gets hot
In the summertime days are easy
In the summertime it gets hot
In the summertime days are easy
In the summertime it gets hot
In the summertime days are easy
In the summertime it gets hot
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It’s Too Hot For That
by Bobby Susser
1. The children may join in and sing the line “It’s too hot for that”,
or they may sing the entire song.
2. If the setting is appropriate and safe, the
child/children may dance to the song.
3. The parent/teacher may ask the child/children to name his/her/their favorite article of summer clothing when
the weather gets hot.
4. The parent/teacher may ask the child/children to draw a picture of a summer setting and if possible, further
express his/her/their personal feelings by naming it.
I don’t need my coat
I don’t need my coat
It’s too hot for that
It’s too hot for that
It’s too hot for that today
It’s too hot for that today
I don’t need my gloves
I don’t need my gloves
It’s too hot for that
It’s too hot for that
It’s too hot for that today
It’s too hot for that today
I don’t need my sweater
I don’t need my sweater
It’s too hot for that
It’s too hot for that
It’s too hot for that today
It’s too hot for that today
I don’t need my winter clothes
I don’t need my winter clothes
It’s too hot for that
It’s too hot for that
It’s too hot for that today
It’s too hot for that today
It’s too hot for that
It’s too hot for that
It’s too hot for that today
It’s too hot for that today
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Fireflies
by Bobby Susser
1. This song may be used to help children expand their horizons by
eliminating their possible fear of the dark (unknown).
2. This song may also be used as an introduction to lessons about
insects.
3. The child/children may listen to this song as the parent/teacher
plays it during rest, nap, or bedtime.
Twinkle twinkle fireflies when I go to sleep
Fireflies light up the skies
Fireflies light up the skies
Fireflies light up the skies
Fireflies light up the skies
It’s not so dark
When I go to sleep
It’s not so dark
When I go to sleep
Twinkle twinkle fireflies when I go to sleep
Fireflies light up the skies
Fireflies light up the skies
Fireflies light up the skies
Fireflies light up the skies
Twinkle twinkle fireflies when I go to sleep
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