C         F        G      C       C         F   G          C
Everybody sing hello. Hey hello. Hey hello.
C              F        G            C               F      G       C
You can do it if you think so. Hey hello.  Hey hello.
C         F        G      C       C          F      G        C
Everybody sing along. Hey hello. Hey hello
C            F                 G         C                  F      G    C
We are here where we belong. Hey hello. Hey hello.
              D              G        A           D      D          G     A         D
We can dance. We can play. Hey hello. Hey hello.
           D              G        A           D      D          G     A         D
Music is what we’ll make today. Hey hello. Hey hello.
              D             G    A                D         D          G    A       D
Come on in. Let’s be friends. Hey hello  Hey hello.
               D    G     A       D         D       G     A         D
It is time to pretend. Hey hello. Hey hello.
               D                         Bm                        Em7       AsusA
(Bridge) Just remember, there is no one quite like you.
D                A      Bm        B7             E           C#7      B7
You might be surprised at what you find that you can do.
             E                    A              B7           E      E     A         B7    E
It’s in your hands. It’s in your feet. Hey hello. Hey hello
             E                    A              B7                E      E       A      B7    E
It’s in your knees, in your heart beat. Hey hello. Hey hello.
                    E            A              B7     E      E       A       B7    E
So, look up here. Watch, 123. Hey hello. Hey hello
              E            A                B7           E      E     A         B7    E
Do the same thing just like me. Hey hello. Hey hello.
Benefits: Good for encouraging language via catchy, predictable, repeated “hey, hello” phrase. To elicit more interaction, try singing hello into a mic. (Party stores sell cheap, fun  toy mics).

Other Uses: Young children can tap a moving tambourine or drum decorated with eye-catching streamers as you greet them, or they greet each other. They can also shake hands,  gesture, or sign. Older children can perform two claps after each “Hey hello.”                  Discuss topics of 1.) What can I do that is special? 2.) How am I special?   3.) Things I didn’t think I could do, but did.

2.  MOVE IT TO THE MUSIC________________________________
                 Am                           Dm                      Am                  Dm
I’m gonna move. I’m gonna move. I’m gonna move it to the music.
  Am                                        E
Move it ‘til the music says “Stop!”
Am                                Dm                       Dm
Move it to the music. Come on you can do it.
 Am                 Dm                  Am          Dm   Am                  E7           Am
I’m a-gonna move, gonna move it a lot.  Move, move, move it a lot.

      I’m gonna shake.. I’m gonna shake. I’m gonna shake it to the music.

     Shake it ‘til the music says “Stop!” Shake it to the music. Come on you can do it.
     I’m a-gonna shake, gonna shake it a lot. Shake, shake, shake  it a lot.

 I’m gonna scratch. I’m gonna scratch. I’m gonna scratch it to the music.

Scratch it ‘til the music says “Stop!” Scratch it to the music. Come on you can do it.
I’m a-gonna scratch, gonna scratch it a lot.  Scratch, scratch, scratch it a lot.

      I’m gonna twist. I’m gonna twist. I’m gonna twist it to the music.

     Twist it ‘til the music says “Stop!”Twist it to the music. Come on you can do it.
     I’m a-gonna twist, gonna twist it a lot .Gonna twist, twist, twist it a lot

 I’m gonna jump. I’m gonna jump. I’m gonna jump it to the music.

Jump it ‘til the music says “Stop!” Jump it to the music.
Come on you can do it. I’m a-gonna jump, gonna jump it a lot.

      I’m gonna dance. I’m gonna dance. I’m gonna dance it to the music.

      Dance it ‘til the music says “Stop!” Dance it to the music.
      Come on you can do it. I’m a-gonna dance, gonna dance it a lot.
     Gonna dance, dance, dance it a lot.
Benefits: One step direction/movement concepts of move, shake, scratch, twist, jump,
               and dance. Impulse and motor control via the stopping and starting.
Other Uses: Dance with kids needing physical help. Use the pause button for longer “stops.”
       To add creativity: think of different ways to perform a single, specific movement ie: using only your elbows, up high, with a partner, mirroring a leader, in slow   motion. Try performing the task under specific circumstances, if you are a girl, if  you are a good swimmer, if your birthday is in June….
3. I’VE GOT THE MUSIC IN ME__________________________________

Am                       F7 Am    F7                E7

I’ve got the music in me.   Deep down inside of me.
Am                        F7  Am   E7                Am
I’ve got the music in   me.  Listen to my knees tap.

 Tap, tap, tap your knees. Tap, tap, tap your knees.

Tap, tap, tap your knees. Tap your knees with me.

Benefits: This is a good song for following simple directions, and making fun sounds that can  help with articulation and intelligibility. The last verse is especially for this.
Other Uses: Discuss and investigate how our bodies are full of music and rhythm. Ask the   children how to make hand music, or tummy drums, or nose music. Younger   children can imitate a guitar playing during the chorus while older kids can   incorporate as many signs as they are able.
4. BODY RAP____________________________________________________
I was walking down the street the other day to find some tapes that I could play.

 I never supposed the store would be closed. No music for me? No way.

I was thinking about the electric guitar when suddenly I heard the honk of a car.

It gave me a thought-one that I bought. There’s music wherever you are.

            1. So I looked both ways when I crossed the street. When I looked down I heard
                my feet goin’…

 2. That was good, but I wanted to rap. I saw my hands and they started to clap. They


  3. That was better. I was no longer bummin’. I thought of my nose and my face started

     hummin…And my hands went… And my feet went….

 4.My whole body began to move, and suddenly my shoulders got in the groove….

    And my nose went… And my hands went… And my feet went….

 5. More and more it started to spread. The next to go was my head…

    And my shoulders… And my nose… And my hands went… And my feet went…

 Well, here’s my house and here’s my door. I’ve got to get quieted down one more.

Time to eat, put away that beat. But I’ll bring it back for sure. I’ll bring it back.

Benefits: This song provides for great energy release and incorporates sequencing
              patterning, and memory skills.
Other Uses: In addition to the suggestions under “I’ve got the Music in Me,” this song is quick and requires close visual and auditory attention. It can be done while sitting. Try  dividing the kids up into specific movement teams, performing each task on cue and  “freezing” as a group at the end of the song.
 5.  EVERYBODY TOUCH________________________________________
Dm(7)                                    Am7
Everybody touch your head. Now touch your toes.
Dm(7)                                   Am7
Everybody touch your legs. Now touch your tummy.

              Gm7                               Dm

           Roll your arms  up. And roll your arms down.
             Gm7                               A7
Roll your arms up. And shake them all around.
2) eyes-lips-shoulders-knees

 3) hips-back-neck-ears

4) teeth-hands-tongue- elbows

5) cheeks-chest-chin-ankles.

Benefits: This song helps children learn various body parts and spatial concepts.
Other Uses: The Karaoke version of this song is handy for teaching. The adult can fill in the musical blanks with whatever concept the children need to learn, for example: other body parts, simple directions, pointing to objects in the environment, balancing skills etc.
6.  WE ALL HAVE FEELINGS_______________________________
C                       G                                 C
Everybody smiles when they feel happy.

 Everybody smiles when they feel happy.

C                     F                  C                 G
  Everybody.  Everybody.  Everybody.  Everybody.
C                    G                                      C
Everybody smiles when they feel happy.
Everybody cries when they feel sad.
Everybody cries when they feel sad.
Everybody. Everybody. Everybody. Everybody.
Everybody cries when they feel sad.


Everybody cries when they feel sad.

Everybody cries when they feel
Everybody. Everybody. Everybody. Everybody.
Everybody cries when they feel sad.

 Everybody stamps when they feel angry.

Everybody stamps when they feel angry.
Everybody. Everybody. Everybody. Everybody.
Everybody stamps when they feel angry.


Benefits: This song assists the verbal and non-verbal expression of feelings.

 Other Uses: Children can sing, sign, draw, make corresponding faces, move, dance and/or    choose and play instruments, along to the music.  They can create stories, or just talk  about feelings. The children can also create a feeling conga line or feeling mobile. On a  more simple note, children can draw pictures on paper plates and hold them up at the  appropriate time.
7. TWEET TWEET LITTLE BIRDY__________________________________
It is really tricky for me to format and differenciate the lyrics from the motions. The best solution is to underline the lyrics and NOT underline the motions.  Motions are merely suggestions. Move according to the abilities of your kids.

        A                                                                            Motions

The birdy sings (repeat) She shakes her wings (likewise)      Open and close hand in front of  mouth.

 She wiggles her tail. She can swing.                         Bend arms at elbow and shake them.

Wiggle.   Do a swing dance motion.                                                                                      

Tweet tweet tweet little birdy.                             Sing it out strong and/or clap on the

A                                                                                                       Word “tweet” then  flap your arms on
Tweet tweet tweet little birdy.                                                      The word “birdy.”              
Tweet tweet tweet little birdy.
           D                  A
           Little birdy. Tweet tweet.
She flies up high. She flies down low.                                          Motion likewise.

 She turns around. Where did she go? (I don’t know.)      Hold up hands to gesture “where?”

She makes a nest… She lays an egg.                                                           Pretend to build a nest and sit down.

 She keeps it warm…with her feathers and her legs.         Point to arms and legs.

The eggs all hatch… out the birdies come.                        Curl up on the floor as tightly as you can.
A birdy batch…dancin’ in the sun.                                       Break out of your shell. Dance!
She found some worms…She had good luck.                 Reach down to floor and find a pretend worm.    
The birdies say “yummmm” but you kids say “yuck!”    Rub tummy, lick lips, and then make a “yuck face.”  
(Last verse: Bb chord.  Last chorus: Eb  Bb  F  Bb.)

 Benefits: Vocalization, listening comprehension, pretending/abstracting.

  Older children can immediately echo each phrase during the short pause. This helps to develop sentence length and related memory.
Other Uses: Try having the children take turns singing into a (toy) microphone. Everybody joins   in for  the chorus. Here is an example: CD: “The birdy sings.” Child(ren:) “The  birdy sings.” She shakes her wings- “she shakes her wings.”This song can also be  used to help children visually track and/or reach out to birdy toys and puppets.
This version is a good opportunity to sing about whatever you need to. You could sing “Everybody touch your clavicle,” but don’t forget about “Everybody clap your hands,” or “Everybody shake your right knee.”  “Everybody be an elephant, or “Come on kids sing kuh, kuh, kuh…(for articulation drills)” will work too. If the directions need repeating then just go ahead and sing the sentence twice.

 9.  Very Best Band_________________________

I was walking down the street and I heard a band;
        D              G                   D            G               D                 A         D
the very best band that I ever did hear- the best band in the land.

 1. And in that band I heard a drum….

2.  And in that band I heard a drum…. and in that band I heard a maraca

3.   And in that band I heard a bell… and in that band I heard a maraca

And in that band I heard a drum….

 4.  And in that band I heard a bell And in that band I heard a tambourine…

           and in that band I heard a maraca… and in that band I heard a drum….

 5. And in that band I heard some sticks… and in that band I heard a bell…

and in that band I heard a bell…and in that band I heard a bell…
           and in that band I heard a maraca…and in that band I heard a drum….
  1. And everybody played at once
                  E               A                  E              A            E                B7         E
   in the very best band that I ever did hear; the best band in the world.
Benefits: This song is good for attention span, turn taking, instrument vocabulary and  identification, impulse control, sequencing, and contributing to the group.

 Other Uses: The instruments can e bought or made as a creative project. Activity: the children  are given instruments and play them when their instruments is mentioned in the                 song’s lyric For children too young to wait, use the enthusiasm in ways that can                 enhance listening skills. Start and stop the music and use the volume control to                 create loud and soft music. (Pause in between volume changes.)


  10.  JUMP HIGH, TURN AROUND___________________________________

                  D                    G                  D               A
Chorus: Jump high, turn around, clap your hands.
             D                    G                           A              D
            Jump high, turn around, and clap your hands.

       D                           GD   D                          G           A          DGA

1. Reach high to the sky.            Reach down low to the ground below.
    D                 GD          A
   Reach high     and reach down low.
      D                                  G            D       GD          D                                         G      A          DGA
2. March like a soldier in your   place.              Jog very fast like you’re very late.
    D                                  GD               A
   March like a soldier              and jog very fast.
      D                                      G        D     GD               D                                    G           A          DGA
3. Swing your hips from side to side.                Wiggle all around like a bowl of jello.
    D                       GD          A
   Swing your hips         and wiggle like jello.
Benefits: Children follow a sequence of three directions.
Other Uses: Listening skills, following directions, energy release,
           Concepts: jump, high, low down , turn around, clap, hands, reach, up, down,                    
march, jog, fast, swing, hips, side, wiggle. This song can also be down while   seated. Children pretend to “jump” their feet, spring their arms around, and clap.
11.  TEDDIES TO TURTLES/REGGAE TURTLES_____________________________
Teddy bear, teddy bear  turn around. Teddy bear, teddy bear touch the ground.

 Teddy bear, teddy bear shine your shoe.   Teddy bear, teddy bear   I love you.

   F                      Gm                      F     Bb C   F                                   Gm       F     Bb C
Turtles, turtles dunk a basket ball.              Turtles, whoops you took a fall.
            F                        Gm                 F     Bb C      F                           Gm     F               Bb C
           Turtles, turtles dance to the rap.                 Turtles, turtles take a nap.

 F                        Gm                  F   Bb C     F                      Gm              F       Bb C

Turtles, turtles knock on the door.         Turtles, turtles stamp on the floor.
F                        Gm               F         Bb C     F                      Gm             F        Bb C
Turtles, turtles Play your guitars             Turtles, turtles drive your cars.
           Turtles, turtles swim like a shark. Turtles, turtles hear your puppy bark.

            Turtles, turtles you are dripping wet.   Turtles, turtles ride your jet.

Turtles, turtles climb into bed and pull those covers up over your head.

Turtles, turtles turn out the light. Turtles, turtles ….turtles???  (Oh, goodnight.)

Benefits: Following multiple directions, creativity, imagination (abstraction).
Other Uses: Kids act out the words of song, and can add their own sound effects along.
See if the children can remember the events mention in the lyrics. Discuss what they like to do and play, and who they like to see. Sing or read their list back to them and act IT out. Talk about real and pretend.
12. SHARING, CARING, MOVING AND GROWING________________________________
C             F (add9)  C                           Fm (add6)
Sharing myself.    Sharing with my friends.
C                     F(add9)   Dm           (Dm/E  Dm/F)     Gsus-G
Sharing with everyone around the world   and       then…

 C               F(add9)    C                     Fm (add6)

Caring for myself.    Caring for my friends.
C               F(add9)   Dm           (Dm/E  Dm/F)  Gsus-G
Caring for everyone around the world   and      then….
Moving with myself. Moving with my friends.

 Moving with everyone around the world and then…

Growing with myself. Growing with my friends.

 Growing with everyone around the world and then..

Benefits: This is a relaxing, beautiful song to sing and /or sign for children and adults.
Other Uses: This song provides a good chance to think about ways we can be good to
ourselves, our friends, our family and others. How have others been good to us?                                                                                      Just breath and enjoy the music.
This collection of songs and activities would be a great example of songs for autistic kids, songs for children with autism, parents of special needs kids, parents of children with special needs,  songs for speech therapy songs, music for special education, songs for teaching kids, songs for day care centers, lessons plans for teachers, music education lesson plans and more! Basically, it is for all children and the young at heart to enjoy. 
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