Hey Diddle, Diddle at The Virtual Vine

Hey Diddle, Diddle

Hey diddle, diddle
The cat and the fiddle.
The cow jumped over the moon.
The little dog laughed
To see such sport.
And the dish ran away with the spoon.

Information provided on this page for classroom use only; not for publication.

thevirtualvine.com 2001

Resources:
Over the Moon - Rachel Vail

Teacher’s Helper Feb/Mar 2000
(patterning activity page)

Literature Pockets: Nursery Rhymes Gr K-1 (EMC 2700)

Literacy Centers & Activities for Nursery Rhymes PreK-1(TCM 3397)

HPD Coloring Pages
http://www.niteowl.org/kids/diddle1.html
http://www.niteowl.org/kids/diddle2.html
http://www.niteowl.org/kids/diddle3.html
http://www.niteowl.org/kids/diddle4.html

Hey Diddle, Diddle Printout
http://www.enchantedlearning.com/rhymes/coloring/Heydiddle.shtml

The Cat and the Fiddle Rebus Rhyme
http://www.enchantedlearning.com/Catandfiddle.html

Cow Printout
http://www.enchantedlearning.com/subjects/mammals/farm/
Cowprintout.shtml

Emergent reader: After you’ve introduced the rhyme, and the children are very familiar with it, you can have them color their own emergent reader. Print out the 4 coloring pages listed above (from the HPD website). Copy them, because you’re going to cut them up. Cut off any text on the pages. Enlarge the pictures on another page so that they take up the majority of the page. Leave enough room at the bottom to add text. Using Primer Print font (or another child friendly font), type up the text for each page. Cut the text out and glue it to the bottom of each page. (You need to make sure that you either put all the text at the bottom of the page, or at the top of the page. That way the children won’t have to “look for it”. Most of my children automatically look to the bottom of the page. If there’s text at the top of the page, they’ll often just skip over it. Hence, I usually add text to the bottom.) Photocopy each page with the text added, for each of your students. Staple them together and add a front/back cover if desired. Your children just need to color the picture on each page, and they will have a book that they can easily “read”.

I couldn't find my original for this (and I wasn't happy with the text for it anyway), so I just ended up redoing it. Here's the download for it:

Hey Diddle Diddle Reader

Picture sequencing: You can also use those same website graphics to create your own sequencing cards, a set of sequencing cards for each student, or a sequencing activity sheet. Take the pictures (minus the text), and shrink them on the copy machine. Copy them onto cardstock, color and laminate, and you have instant sequencing cards. For an activity sheet, copy the smaller graphics onto one page for each student. Provide them with a second page divided into 4 sections and labeled 1 – 4. Have them color the pictures and glue them in the correct place. An alternative idea would be to leave the text on the pictures as well.

Hey Diddle Banner: I created this "banner" to put in my pocketchart (I'll create one for each nursery rhyme) so that we can focus on the beginning sound of each word. I have the TA review the banners each day with the students and focus on the beginning sounds for a moment and then move on.

Hey Diddle Diddle Banner download

Nursery Rhyme Pocket: Create a pocket for each student. (go to the Jack and Jill page for more details) We included an emergent reader with the rhyme, writing samples (draw a picture about Hey Diddle Diddle and write a sentence or story to go with it), a pattern sheet, stick puppets, and a activity rewriting the rhyme.

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Stick Puppets: Create stick puppets to using in reciting the rhyme. These came from a resource book.

Art Project: from The Mailbox Kindergarten Oct/Nov 2000 (I added the banner to the moon)

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AB Patterning: Laminate yellow, brown construction paper. Use the Ellison machine to cut out moons and cows. Have the students use the cutouts to copy, extend, or create an AB pattern.

Patterning: Cut out dogs and cats to go with the cows and moons and your students can explore, copy, extend, and create more complex patterning.

*Note: I find that a great place to work on patterns is in the pocketchart. It keeps everything all nicely lined up for the children.

(I've only gotten details added to my dogs so far. :) )

Pattern Headbands: Cut out some extras, don’t laminate, and your students can create their own headband pattern on a sentence strip. Measure their head with the sentence strip first (leaving a little room to overlap), then have them glue their pattern on the sentence strip. Staple the ends together overlapping. Give the students an opportunity to share their creations and discuss the different patterns that were created.

Picture Matching: Gather the pictures needed to create this activity by searching through either clip art, computer graphics, magazine, old workbooks, etc. You will need a picture of: cat/fiddle, cow/moon, dish/spoon. Glue them on to uniform size cardstock or construction paper; laminate. The students will match the pictures that go together.

Pocketchart Counting Activity: Cut out cows, cats, dogs, and moons using the Ellison machine. Put them in the rows of the pocketcharts. Write the numbers on 3x5 index cards cut in half. Have the students count the things in each row and add the correct number to the row.

Then remove the cut-outs from the pocketchart and place in the numbers. The students count out enough shapes and place them beside each number.

ABC Sequencing: Program cut-outs with either capital or lowercase letters; laminate. Have the students sequence the letters. Provide a model for them to look out.

Capital/lowercase Matching: Program cow cut-outs with capital letters and moon cut-outs with lowercase letters; laminate. The students will match the capital letters to the lowercase letters.

Counting Activity: Make a simple dish and spoon pattern (not too hard to draw). Copy them onto cardstock to make cards. Color, or copy onto colored construction paper instead of cardstock. Program each spoon with a number using a Sharpie marker. Make the appropriate number of dots on each dish to match the numbers on the spoons. (You can use the eraser of a new pencil and an ink pad to make perfectly round dots.) Laminate, then cut into uniform sized cards. The students count the dots on the dishes and match to the spoon with the correct number.

Rhyming Words: You can also use this rhyme to introduce rhyming words for moon/spoon, cat, dog, and dish. Have your students generate lists of words that rhyme with each one.

You can make cards with either pictures or words and have them sort the ones that rhyme. This can also be done using the pocketchart.

Rhyme Props: Provide the students with props to aid in reciting/retelling the rhyme. The props could be a stuffed/toy cow, dog, or cat, a toy fiddle or a laminated picture of one, a laminated picture of a moon; a dish and a spoon.

Mobile: You’ll need a clothes hanger, a small paper plate, a plastic spoon, a picture of a cow, a moon, the cat with the fiddle, and a dog for each student. You can use Ellison cut-outs for the cow, the moon, and the dog if you wish. You’ll also need yarn.

Have the students use a marker to draw a face on the plate (the dish) and the bowl of the spoon. Have them decorate the edge of the dish as they wish. Hole punch the top of the plate and use the yarn to tie it to the clothes hanger. You can either tie the yarn around the bowl of the spoon or hot glue the yarn to the spoon. Then tie it to the hanger. The items should be hung at various levels. You could also glue the spoon to the edge of the dish if you wish; however, this might weigh that side of the dish down. (Try this out before doing it with your class.)

Next, have your students color the cow and glue yellow tissue paper pieces to cover the moon. Hole punch the top of each. Also hole punch the stomach of the cow. Use the yarn to tie the moon underneath the cow, then tie the cow to the clothes hanger. This makes the cow jumping over the moon. You’ll need to check to see whether or not this piece or the dish/spoon is the heaviest. The heaviest piece should centered in the middle of the clothes hanger.

Then color the dog, and the cat and the fiddle. Cut them out and add them to the hanger with the yarn as well. Again, the pictures from HPD Coloring Pages would make excellent pictures for this project. You may however, have to shrink them on the copy machine.

Cloze Activity: Have your students fill in the blanks with the correct answer. This can be done orally, or you can put the rhyme (blanks included) on sentence strips to use in the pocketchart. The students can either complete the rhyme using pictures in the blanks or word cards.

Hey diddle, diddle,
The cat and the ______.
The cow jumped over the ______.
The little dog laughed
To see such sport.
And the dish ran away with the ______.

Rewriting the Rhyme: Once the children are very familiar with the rhyme, you might have them do an exercise where they replace the animals in the rhyme with other animals. For instance:

Hey diddle, diddle,
The lion and the fiddle,
The kangaroo jumped over the moon.
The little hyena laughed
To see such sport.
And the dish ran away with the spoon.

And the cat ran away with the dog.

The kangaroo could also jump over something else such as a bike. Or, the toaster could run away with the can opener.

If you do this activity in the pocketchart, you can provide them with laminated pictures of animals and let them fill in the blanks with the animals. Then they can reread the rhymes using the new “words”.

Fact or Fantasy?: Discuss “real” and “make-believe”.

Letter Discrimination: Provide each student with a fairly large size copy of the poem along with a highlighter or yellow marker. Have them go through the rhyme and highlight certain letters: like all the “d”s or all the “c”s.

Comprehension and Inference: Have your students answer the following questions:

1) Who jumped over the moon?
2) Why do you think the cow jumped over the moon?
3) What instrument did the cat play?
4) What kind of music do you think he was playing? or What do you think his favorite song was?
5) Who laughed in the rhyme?
6) Why do you think the dog was laughing?
7) Who did the spoon run away with?
8) Why do you think they ran away together?

Pointer: To make a special pointer for this rhyme, you can glue a tiny laminated moon cut out to the end of a new pencil or to a wooden dowel. If you could find an appropriate eraser that goes on the end of a pencil, you could hot glue it on and use that. To make sure no one accidentally sharpens the pencil, glue the eraser to the “wrong end” of the pencil.

Counting Activity: Purchase some plain colored paper plates (small), along with some plastic spoons. Using a black Sharpie marker, put a face on each plate (dish) and each spoon. On the dish make sure to leave room at the bottom for a number to be written as well. Tie a tiny ribbon around the spoon underneath the bowl. Decorate the plate rim and maybe even add a bow-tie to the bottom of it. Program the plate with a number towards the bottom.

The students will count out the correct number of spoons to match the number on each plate.

Position Words: Use your feltboard and a cuts of the moon and a cow to practice over, under, beside, behind, etc.

Pocketchart: This doesn't show the word cards in the bag. They come with the set. They are red. The students match them to the text. You can purchase this set of rhymes at Lakeshore - Rhyme & Read Activity Program • XRR433

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Beginning Sounds: I used these cards from one of the resource books for the students to match with the correct beginning sounds. I had them match to magnetic letters. I don't remember what the cards were supposed to be used for. :)