“SING!” CD LYRICS, CHORDS AND BENEFITS

1. OPEN YOUR MOUTH
 
C                                         Gsus  G
Open your mouth and sing “Ahhhhh.”

 C                                      Gsus  G

Circle your lips and sing “Ooooh.”

 C                                            Gsus  G

Show me your teeth and sing “Eeeee.”

                       Dm    C  Dm   C  Dm   C                Dm C    Dm  C  Dm  C

Now sing me “Ooo eee ooo eee ooo eee yeah.”   Ooo eee ooo eee ooo eee yeah.

                                   D

1.        Do you like music? 
                                                      F
           Do you wanna hear some music? 
                                                       Gsus  G
           Do you want to hear some music? (I do!)

                               D

2.        Say hello to one friend.  (Hello.)
                                           F
           And another one: do it again.  (Hello.)
                               D
           Reach out around the world  (Hello.)
                               F            Gsus   G
           Reach out boys and girls
Purpose: to open the session in a friendly, social, and successful  manner.
Benefits: to help children create the “ah,” “oo,” and “ee.” vowels  and articulate the “ooh-ee”  sound.
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2. HEY MR. MONKEY 
 
     *F                    *C               *G        F                    C                 G           (Chorus)     
  Oo, oo oo.  Ah, ah ah.  Ee ee ee.    Oo, oo oo.  Ah, ah ah.  Ee ee ee.

 *F                C              *Bb     G    F                C                 D

Oo oo oo. Ah, ah, ah. Ee, ee, ee.  Oo, oo oo.  Ah, ah ah.  Ee ee ee,

G
swinging in a tree.

 C             G           Am               G         C     G       Am      D

Hey, Mr. Monkey livin’ up in a tree. A coconut is what I see.
Eb                                   Bb
Climb to the top and what do you think?
C                            D
Crack it open and take a drink.
C             G                    Am                 G        C           G                    C       D
Scratch your head and scratch your chin.    Stick out your tongue and pull it in.                            

 Eb                                   Bb                               C                                D

Scratch your side. Oh, what could it be? You’re turning into a chimpanzee!

 Bridge:

C                        G/B    D/F#          G     C                     G/B      D/F#         G
Livin’ in the circus. Livin’ in the zoo. Livin’ in the jungle. Livin’  true blue.
C                        G/B            D/F#  G    C                              A7       D
Livin’ in the trees is the best thing yet. I wish that you could be my pet!

 Benefits:    The children gain vocal and oral-motor experience as they sing “ah,”               “ee,” and “ooh.” They remember and sequence sound patterns.

 Other uses: The children can jump (or move/motion) during the verses, if they have an excess of energy.  Then, they sit and sing the chorus. You may even wish to pause and resume the CD and have the children dance and    “freeze” during the verses. Again, toys and puppets provide opportunities for all levels of interaction. Use the chorus to help                         articulation by adding different consonants in front of the vowels. 
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3. THE LEEWAY TRAIN
 
           E6
1. The Leeway train’s a-comin.’ -Chug chug chug.

     The Leeway train’s a-comin.’ -Chug chug chug.

    A7(add6)
    Nobody’s a-bummin’             -Chug chug chug.
                       E6
    When The Leeway train’s a-comin.’ Chug chug chug.
     D9         C#9             C9          B9             F#m7                                  B7           E
    Now that you have got the knack, the Leeway train’s a-comin’ down the track.  (chorus)

 2. The whistle is a-blowing; Wheeeoooheeee.

     The whistle is a-blowing; Wheeeoooheeee.
    Wouldn’t you be knowing’ when the whistle is a-blowing; Wheeeoooheeee.
    Now that you have got the knack, the Leeway train’s a-comin’ down the track.
                  E             C#m7      F#m7          B7
Chorus: Round and round the wheels are turning
                 E             C#m7      F#m7          B7
             Round and round the metal’s burning
                 E             C#m7      F#m7          B7
             Round and round the wheels are turning
              D9 C#9      C9 B9        E
             Get aboard the Leeway track.

 3. The engine is a puffin’ -puff puff puff. The engine is a puffin’ -puff puff puff.

    Trouble’s are a-nothin’ -with the engine all a-puffin -puff puff puff.
    Now that you have got the knack, the Leeway train’s a-comin’ down the track.  (chorus)

 spoken: “Uh-oh. Someone put sneezing powder in my lunch! And what’s going on with this train?”

4.  Every one’s a-sneezin.’ (Ah-choo!)    Every one’s a-sneezin.’(Ah-choo!)

    Puffin- and a-weezin.” (Ah-choo!)   It must be the season. (Oh!)
    Now that you have got the knack, the Leeway train’s a-comin’ down the track.

 Benefits: This song helps the kid’s speech skills through making the appropriate sound effects.

 Other uses: It’s easy to motion to. For the first verse, rub your hands back and forth. Pull an imaginary whistle for verse two. For the third  verse, put your fingers together and touch your lips, then move them away from your mouth on the word puff. You may also do the same but position your hand perpendicular to your lips. And lastly, try not to sneeze too hard for the last verse! During the chorus roll your arms.
 
Variations: Have the kids sit behind each other train style. Discus what the children will carry in each “car.”  Have the kids decide on a kind of place to ship for  (like a music or pet store, or fast food place)
and choose what they’ll carry. This is good for categorization. Lastly, have the kids figure out where the train will stop and what they will see there (It will stop at the zoo and I’ll see elephants etc.)
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 4. THE PUPPET SONG ( VERSION 1)

  D                                                    G

A little duck (quack, quack, quack) sat on a hill (quack, quack, quack).
             A7                                                                    D         
A little song (quack, quack, quack) came from his bill (Quack, quack, quack).
D
He quacked it soft (quack, quack quack).
G
He quacked it loud (quack, quack, quack).
                          A                 D
He quacked it for a ducky crowd.

 A little snake…  sat in the grass. He slithered through…the Sassifras.

He hissed it soft. He hissed it loud. He hissed it for a slithery crowd.

A little elephant … sat in the water… And there she did… just what he oughtter.

 She trumpeted soft. She trumpeted loud. She trumpeted for an elephant crowd.

A little cow …sat on some silk… and there she gave… some chocolate milk.

 She mooed real soft… She mooed real loud. She mooed it for a bovine crowd.

Benefits: Children connect an animal with the sound it produces.
   (I suggest using pictures, toys, or puppets to help make the activity more concrete.)
  Children vocalize the animal sounds.
  Children hear and produce loud and soft sounds.
 
For version two: Children repeat the short sentences featured in each verse.
   This helps increase memory and length of utterance.
   The children may want to draw or cut out their own pictures of the animals.
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5. TAP IT ON HOUR HEAD- – acapella version
 

           1. Tap it on your head.  Tap it on your head. Tap it on your head. It’s easy as can be.

Hey, heh, heh, hey.  Hey, heh, heh, hey.  Hey, heh, heh, hey.  Hey, heh, heh, hey.

2. Tap it on your foot. Tap it on your foot. Tap it on your foot.  It’s easy as can be.

Fooh, fooh, fooh, foot.   Fooh, fooh, fooh, foot.   Fooh, fooh, fooh, foot.   Fooh, fooh, fooh, foot.

3. Play it on your chin. Play it on your chin. Play it on your chin.  It’s easy as can be.

Cha-cha-cha-cha.  Cha-cha-cha-cha.  Cha-cha-cha-cha.  Cha-cha-cha-cha.

4. Play it on your leg. Play it on your leg. Play it on your leg. It’s easy as can be.

La-la-la-la-la.    La-la-la-la-la.    La-la-la-la-la.    La-la-la-la-la.

5. Tap it on your neck. Tap it on your neck. Tap it on your neck.  It’s easy as can be.

La-la-la-la-la.    La-la-la-la-la.   La-la-la-la-la.  La-la-la-la-la.

6. Tap it on your elbow. Tap it on your elbow. Tap it on your elbow.  It’s easy as can be.

Ehl, ehl, ehl, ehl.    Ehl, ehl, ehl, ehl.    Ehl, ehl, ehl, ehl.    Ehl, ehl, ehl, ehl.

7. Play it on your back. Play it on your back. Play it on your back.  It’s easy as can be.

Ba-ba-ba bah.   Ba-ba-ba bah.   Ba-ba-ba bah.   Ba-ba-ba bah.

8. Now do your own thing. Do your own thing. Do your own thing.  It’s easy as can be.

La-la-la-la.    La-la-la-la.    La-la-la-la.    La-la-la-la.

Benefits:  Helps to teach body part vocabulary and articulation/vocalization. The good thing about it being acappella is that the words are easy to hear and the feel of the music is gentler.

 Other uses: Tap twice after each short phrase.  Go ahead and sing other similar sounds during the artic portion.  This  portion is also a good time for older children to come up with their ideas about where to tap. 
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6. VARIATIONS ON MISS MARY MACK
 

                E                                           B7

Miss Mary Mack, Mack, Mack. all dressed in black, black, black.
                     B7                                                                  E
With sliver buttons, buttons, buttons all down her back, back, back.
                              E                                                        B7
She jumped so high, high, high. She reached the sky, sky, sky.
                                           B                                                           E
And she didn’t come back, back, back ‘till the fourth of July, ly, ly.
Miss Betty Brown, Brown, Brown from Rockettown, town, town (likewise)

 Wore her jammies… upside down ….

She asked her father… for a dime and a dollar…

So she could hear… the birds all hollar.

Miss Sally Sue… all dressed in blue.. Took her pet eel…to the zoo

 When she got there…she shaved the bear..now all his fur…is wash and wear.

Mrs. Rita Red… jumped on her bed.. And she found sheets…in her bread.

 She found oatmeal…in her dresser drawers…now she don’t jump…there anymore.

Miss Yani Dello…all dressed in yellow… took a bath….in lemon jello.

She found a shark…in her bath tub…the sang this song…and fell in lub.

Benefits: This silly song not only entices children to repeat each short phrase, but invites them to discuss the absurdities.
 
Other uses: Have the children write their own verses, or provide an opportunity to fill in  (prepared) blanks and supply their own silly verbs, nouns, and adjectives.
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7.  SING AN ECHO SONG

 Em               D     G      C            D        Em

Sing an echo song. Sing out loud and strong.
                       Em                       

                Ba-ba-ba    (Ba-ba-ba)

D

                     Ba-ba-ba    (Ba-ba-ba )
                     Em
 
                     Mah-mah    (Mah-mah)
                    B7
 
                     Mah-mah    (Mah-mah)
2. Go Go Go.   (Go Go Go.)
    Go Go Go.   (Go Go Go.)
    Co-Co-  Co- co- nut.   (Co-Co-  Co- co- nut.)
    Co-Co-  Co- co- nut.   (Co-Co-  Co- co- nut.)
  1. Choo-choo-choo.  ( (Choo-choo-choo.)
         Choo-choo-choo.    (Choo-choo-choo.)
         Shh-shh-shh.         (Shh-shh-shh.)
         Shh-shh-shh.         (Shh-shh-shh.)

 Da- da-da.     (Da- da-da.)

          Da- da-da.     (Da- da-da.)
          La-la-la.        (La-la-la.) 
          La-la-la.        (La-la-la.)
 
Benefits: This song is used to help children improve the ability to produce certain sounds, increase phrase          length, and improve auditory attention and memory.  All four skills are used by children as they put   words together in increasingly complex sentences.
           
Other uses: Sing along with the recording, and use other vowel-consonant combination,
        aka: syllables. Older children can tap the basic beat (1,2,3,4) during the                                                 
                chorus and the exact rhythms of the verses (la, la, la.)
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   8. TDLN 50s Arctic Song

 The chords to the song are a repeated progression of    D-Bm-G-A 
 
Drum line: T-t-t-t-t-t   T-t-t-t-t-t   T-t-t-t-t-t  T-t-t-t-t-t
Bass line: Doe,  Doe doe doe…. Doe doe doe…. Doe doe doe
Back up: La la la la…. La la la la…. La la la la…. La la la la
Lead Melody: See below
 
D            Bm                                    G                      A

No, no, no, no, no.  Do you like broccoli on ice cream?

No, no, no, no, no.  Do you mix mustard in whip cream?
No, no, no, no, no.  Would you like syrup on your shoe?
No, no, no, no, no.  I would never stop loving you.

No, no, no, no, no.  Would you like spaghetti on a bun?

No, no, no, no, no.  Do you like green bean flavored gum?
No, no, no, no, no.  How about licorice in your egg foo young? Spell
Yes, yes, yes, yes.        You are my special one.
Benefits: To improve the ability to “Do-wop” and articulate the “T”, “D”, “L,” and “N” sounds.
  These sounds all involve placing the tip of the tongue behind the top of the upper teeth.
 
Other uses: The melody and bass track are positioned in the right speaker while the back up and drum             lines are in the left. If a child needs practice creating one of these sounds, the balance can be adjusted to the  right or left accordingly. Don’t be afraid to sing other syllables along with the recording. You can even simplify the lines (leave out the faster “does” or “las.”)
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9. THREE LITTLE MONKEYS
 
Intro: Am G F E7 ( two measures rest ////////)
          Am G F E7
          Am G F E7

   Am                G                F             E7  AmG   F E7

1. Four Little monkeys  jumpin’ on the bed; one fell off and bumped his head.

     C                   G           F        E7    ( no chord )                                          Am   G   F    E

Mommy called the doctor- the doctor said “ No more monkeys jumpin’ on the bed!”
                                                                                                                       Am  G  F   E7
 
2. Three little monkeys jumpin’ on the bed;
    one fell off and bumped his head.
    Mommy called the doctor
    – the doctor said “ No more monkeys jumpin’ on the bed!”

 3. Two little monkeys jumpin’ on the bed;

    one fell off and bumped his head.
    Mommy called the doctor
    – the doctor said “ No more monkeys jumpin’ on the bed!”

 4. One little ( monkey sounds) jumpin’ on the bed;

    one fell off and bumped his head.
    Mommy called the doctor
    – the doctor said “ No more monkeys jumpin’ on the bed!”
Purpose:  To encourage use of sentences.
 
Benefits:  Also good for sequencing of ideas and understanding of lyrics as demonstrated by pretend play.
 
Adaptations:  Kids can pick up pictures of this story and put them in the correct order. This story can be acted out with children taking on different roles. Certainly kids can share doctor stories! Use pictures and give children a lesson on counting and one-to-one correspondence counting.
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10.  THE WOLF CUB
 
The only way I could write out both the words and motions was to underline the words. If it is not underlined, then the words describe the related  motion. When you listen to the lyrics, it is easy to imagine the motions. I do have a video on my video page with the motions – if you care to reference it.    Chords are the same from verse to verse. 
 
Intro: Am//   Fmaj7//   G //   Am/ G

       Am                              C                                                   Motions:

The wolf cub wakes up and he opens his eyes.                       Start by pretending to sleep and wake.
Am                 C/G            D/F#   G
He gives a yawn and a shake.                                                             Give a good stretch and shake awake.
                  Dm                                 Dm/C
He looks up at the sun and the snow falling down                           Point up to the sun and motion like a
               BbMaj7                       Gsus-G                                                   fluttery snow flake.
and he follows a little snow flake.

                          Am   Cmaj9    BbMaj7   Fmaj7   Am    Cmaj9       Gsus-G

(Chorus) Singing Oooooo ooooh,   Oooooo   oooooh,         Oooo  ooooo   oooooooh
 He walks over a bridge and under the trees.      (Hold one arm out horizontally in front of   you. Walk the other hand on                                  
                                                                                         …………
                                                                                           the “bridge.”   Then, hold one arm up vertically with   fingers spread.
                                                                                           Walk the other hand under the “tree.”)
 
He climbs up a mountain so high.                                                ( Motion hands up and over your head.(
Then back down he slides, and he looks side to side.             (  Sweep them down again and look side to
                                                                                                                side.)
And he said “I am lost!” and he cries.                                             (Cover eyes and pretend to cry.)

                          Dm        Dm/C        Dm/B       Bbmaj7

(Bridge) He cries “where is my mother, my father, my brother                      Put hand up above the eyes
             Dm                   Dm/C      Gsus-G                                                              and pretend to search.                             
          and where could my sisters all be.
   Dm                Dm/C           Dm/B
I know what I’ll do.      I will open my mouth.                                                   Put index finger to head.
       Fmaj7             C     Gsus-g                                                                            Open mouth.
And howl out a wolf melody!”                                                                            Hooooowl!

 The wind it does whistle and the trees whisper “whoosh”                   ( Sway arms over head.)

and the birds sing their song to the sun.                                             Use thumb and index finger to imitate a bird  in song.
                                                                                                                          
And the cub hears his mother and sisters and brother.                     Hold hand to ear.
A wolf howling band has begun!                                                              Get ready to hooowl!

       Abmaj7        G6add2

Last howl: oooooooooooooooooh!

 Benefits: Children vocalize the “ooh” sound of the wolf.

  Children act out the lyrics, and demonstrate an understanding of the concepts involved; open,      shake, over, under, up, down, side, and families. The children attend well to the idea that the fox is lost and scared. They are relieved when her family is reunited. It’s a natural opportunity to talk about families, safety, worries and comforts.
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11. THE VEHICAL SONG
       Dm                                                                      F

 A truck was driving down the road.  (Rummm.) 

Dm                                      F

A  truck was driving down the road. (Rummm.)
   Dm                           C                       Bb(maj7)            Asus A
A truck was driving down the road carrying a heavy load.
Dm                   Am  A7        Dm
(Rummm.) A truck on the road…

 A boat was floating in the sea.  (Toot!)

A boat was floating in the sea.  (Toot!)  
A boat was floating in/in the sea. A dophin jumped and winked at me.
(Toot!)   A boat on the sea…

 An airplane flew up in the sky.  (Whoosh.)

An airplane flew up in the sky. (Whoosh.)
An airplane flew up in the sky. we watched a flock of geese go by
(Whoosh.) An airplane in the sky.
.
A train was chuggin’ down the track.  (Choo-choo.)
A train was chuggin’ down the track. (Choo-choo.)
A train was chuggin’ down the track. I wonder when he’s comin’ back.
(Choo-choo.) A train on the track.

 A fire engine came along. (Whoo.)

A fire engine came along. (Whoo.)
A fire engine came along. He squirt me so I stopped my song.
(Whoo.) A fire engine song.
 
Benefits: vocalization and vocal play, imitation of common sounds, articulation.
 
Other uses: Have children choose instruments to represent each sound, and play during that  verse.
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12. THE PUPPET SONG (VERSION 2)
 
The chords are identical to the Puppet Song version 1
 
1. A little sheep( baa baa baa.)  – Sang  “baa baa baa.”( baa baa baa.)
Sang for her Maw ( baa baa baa.) -And her Paw ( baa baa baa.)
She baa’d real soft ( baa baa baa.)  She baa’d real loud ( baa baa baa.)
 She sang it for ( baa baa baa.)  a sheepish crowd. ( baa baa baa.)

 2. A little goat   (na, na, nah. etc. ) – a Billy goat.  Sang his song     -from his throat.

He naa’ed real soft.  He  naa’ed real loud.  He wore his little gotee proud.

 3. A little pig (oink, oink, oink ect.) .  Just a baby one.  Oinked in the mud. All day for fun.

     She oinked it   a piggy crowd.

 4. A little lion (rrroar etc.)- had a little roar. And he kept tryin’– to grow some more.

He roared real soft. He roared real loud. He roared it for a fi-ne (fine/fyin’) crowd. 
  
Purpose: To elicit vocalization of animal sounds.
 
Benefits: This is necessary for speech and involves articulation of specified sounds.
 
Other uses: Use pictures of these animals.  Get the actual toy as this excitement and actual manipulable may motivate sounds and concepts.
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13. TAP IT ON YOUR HEAD FULL VERSION
 
             C                       F        C                        G      C                         F             C     G        C
          1.Tap it on your head.  Tap it on your head. Tap it on your head. It’s easy as can be.
                C                       F        C                     G      C                         F       C      G               C
          Hey, heh, heh, hey.  Hey, heh, heh, hey.  Hey, heh, heh, hey.  Hey, heh, heh, hey.
2. Tap it on your foot. Tap it on your foot. Tap it on your foot.  It’s easy as can be.
 Fooh, fooh, fooh, foot.   Fooh, fooh, fooh, foot.   Fooh, fooh, fooh, foot.   Fooh, fooh, fooh, foot. 
          3. Play it on your chin. Play it on your chin. Play it on your chin.  It’s easy as can be.
          Cha-cha-cha-cha.  Cha-cha-cha-cha.  Cha-cha-cha-cha.  Cha-cha-cha-cha.
4. Play it on your leg. Play it on your leg. Play it on your leg. It’s easy as can be.
  La-la-la-la-la.    La-la-la-la-la.    La-la-la-la-la.    La-la-la-la-la.
          5. Tap it on your neck. Tap it on your neck. Tap it on your neck.  It’s easy as can be.
           La-la-la-la-la.    La-la-la-la-la.   La-la-la-la-la.  La-la-la-la-la.
6. Tap it on your elbow. Tap it on your elbow. Tap it on your elbow.  It’s easy as can be.
 Ehl, ehl, ehl, ehl.    Ehl, ehl, ehl, ehl.    Ehl, ehl, ehl, ehl.    Ehl, ehl, ehl, ehl.
          7. Play it on your back. Play it on your back. Play it on your back.  It’s easy as can be.
          Ba-ba-ba bah.   Ba-ba-ba bah.   Ba-ba-ba bah.   Ba-ba-ba bah.
8. Now do your own thing. Do your own thing. Do your own thing.  It’s easy as can be.
  La-la-la-la.    La-la-la-la.    La-la-la-la.    La-la-la-la.

 Benefits:  Helps to teach body part vocabulary and articulation/vocalization. This version works with kids who need the extra stimulation to elicit attention. Also for older kids or for a party.

 Other uses: Tap twice after each short phrase.  Go ahead and sing other similar sounds during the artic portion.  This  portion is also a good time for older children to come up with their ideas about where to tap.
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14. SING AN ECHO SONG   blank/fill-in verses
Em         D         G         C            D            Em
Sing an echo song. Sing out loud and strong….. (see song #7)

 Benefits: This version of the song is helpful because any sound can be filled in. This is good for oral-motor skills and articulation.

 Other uses:  Have the kids sing the first sound of their name, or the letter/sound  of  the week, or about the sound a sheep makes, or blow a kiss.  You can also vary the rhythm of the sounds such as
“bah. Bah. Be-be  bah.” Make little memory drills by singing such phrases as “be-bo-bay.”
If you don’t sing solo, then just speak these things over the music. Or hey, just listen!
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15.  GOODBYE NOW

D                G                D             A
Goodbye Goodbye Goodbye now.
D                 G              D             A
Goodbye Goodbye Goodbye now.
D                G               D               A
Goodbye Goodbye Goodbye friends.
D                 E7
Goodbye Goodbye
G             A D
See you again.  

 Goodbye Goodbye Goodbye now.

Goodbye Goodbye Goodbye now.

Goodbye Goodbye Goodbye friends.

Goodbye Goodbye

See you again.

Benefits:   This song is simple to sing for kids and makes it point. Encourage eye contact, waving, smiling, and singing when appropriate.  Change the words up for older kids and kids who can sing longer sentences.  For example:
“Music is over, good bye now” or “Thanks for the music, goodbye now.”
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
“This collection of songs and activities would be a great example of songs for children with autism, parents of special needs kids, parents of children with special needs songs for autistic kids, music for special education, songs for teaching kids, songs for day care centers, lessons plans for teachers, songs for speech therapy songs, music education lesson plans and more! Basically, it is for all children and the young at heart to enjoy.”  
 
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