Bible and Rhyme Activities

 

Joyful Heart Bible and Rhyme
Joyful Learning for 3-5 year olds

The following are descriptions and printables for some of the activities used within the Bible and Rhyme Lessons.

 

 

Bible Memory Charts

Scripture memory is a key element in the Joyful Heart preschool curriculum. The verses have been chosen to coordinate with the Weekly Bible Story. Each Joyful Heart Tune Chart (Bible Memory Chart) has a picture and a song tune associated with it in order to aid comprehension and memorization for the visual and auditory learners. Most have simple sign language to be used for kinesthetic learners as well.  Additional charts, not incorporated into the Joyful Heart Bible and Rhyme Curriculum, can also be found at the Bible Memorization page.

 

* Please note: I think I was a little overzealous in my planning a verse a week for my 3 year old to memorize!  Verses marked with an asterisk (*) below are the ones we will be memorizing.  The other verses will be discussed as they pertain to the Bible stories, but no plans for memorization of them at this age level is planned. This will  help create more time to review the new verses as well as verses previously learned at age 2.

Week

Memory Verse

1

*Genesis 1:1

2

Continue Genesis 1:1

3

*Psalm 119:11

4

Genesis 6:22

5

*Luke 1:37

6

Proverbs 19:2

7

Genesis 50:20a

8

Exodus 15:13a

9

Review

10

*Joshua 1:9b

11

1 Samuel 12:24

12

Review

13

*Proverbs 3:5-6

14

*Psalm 118:24

15

Exodus 20:4-5a

16

Review

17

Colossians 3:2

18

Jonah 2:1

19

*Luke 2:11

20

Review

21

Review

22

Matthew 5:16b

23

*Proverbs 30:5

24

John 6:35

25

*Proverbs 3:9a

26

Review and 1 Corinthians 13:4a

27

*2 Peter 3:18a

28

*Proverbs 3:27

29

*Psalm 23:1a

30

Review

31

*Ephesians 4:32

32

*1 Corinthians 15:33

33

*Psalm 34:13

34

*Romans 5:8b

35

Review

36

*John 3:16

37

Review

38

Review

 

Picture Review Sheets

The Picture Review Sheets are intended to be used in two ways. First, when each sheet is introduced and displayed for the week, it is used as a way to make a connection to the Bible Story, Nursery Rhyme, and Focus Letter.   Second, when hole punched and added to the Joyful Heart Rhyme Time binder, it is a means for visual review during the remainder of the year.

Joyful Heart Bible and Rhyme Cover (for Binder)

Aa is for Adam
Bb is for Boat
Cc is for Count
Dd is for Dinner
Ee is for Emergency
Ff is for Follow
Gg is for Go
Hh is for Horn
Ii is for Israelite Army
Jj is for Joy
Kk is for King
Ll is for Listen
Mm is for Mighty
Nn is for Nativity
Oo is for On
Pp is for Pounding
Qq is for Quiet
Rr is for Rich
Ss is for Seeds
Tt is for Time
Uu is for Under
Vv is for Vehicles
Ww is for Walk
Xx is for Fox
Yy is for Yell
Zz is for Zero

 

Flashcards

The following PDF contains flashcards that correspond with the picture review sheets for each week.  I printed mine, cut them apart, and then glued them back to back. For example, 'Aa'  went on the back of the picture of Adam. You will probably want to laminate them for greater durability.  These are great for review of the letters and sounds studied.  Once or twice a week, we will go through each of the cards. My daughter says the name of the letter. We then turn the flashcard over and practice the sound of the letter and sing the corresponding Letter Song and do the accompanying movements.

Flashcards

Letter Songs
(These are also written on the back of the Picture Review Sheets.)

ABC Chart
(Per request:  This is a one page chart containing smaller images of the pictures that
were used on both the flashcards and picture review sheets.)

 

Letter Song Craft Book

The ideas for this section came from a visitor who has implemented Bible and Rhyme with her child in Panama, Jana Crizon.  Thanks for sharing, Jana!

These are sheets and simple projects to illustrate each week's corresponding letter song.  The following are printable sheets for your child to place their song crafts on. You can place these in a 3 prong pocket folder to create a Letter Song Craft Book and to use as additional review.  A couple of photos are shown below, but photos of each craft can be found on the corresponding weeks.

Aa - Adam ate an apple.

Zz - Zero mean none at all!

Letter Song Craft Sheet Aa
Make an apple.
Letter Song Craft Sheet Bb
Form a boat.
Letter Song Craft Sheet Cc - counting kids
Stick on some kid stickers or draw stick kids.
Letter Song Craft Sheet Dd
Construct a pot of stew.
Letter Song Craft Sheet Ee
Fill in the colors for Joseph's coat.
Letter Song Craft Sheet Ff
Form the pillars that the people followed.
Letter Song Craft Sheet Gg
Make a stoplight.
Letter Song Craft Sheet Hh
Make a horn.
Letter Song Craft Sheet Ii
Make David's slinghot.
Letter Song Craft Sheet Jj
Add a photo of your child jumping.
Letter Song Craft Sheet Kk
Make a king's  crown.
Letter Song Craft Sheet Ll
Make a face with large 'listening' ears.
Letter Song Craft Sheet Mm
Create a fish.
Letter Song Craft Sheet Nn
Form a  nativity scene / manger with craft sticks.
Letter Song Craft Sheet Oo
Construct a candle.
Letter Song Craft Sheet Pp
Build a popsicle stick house.
Letter Song Craft Sheet Qq
Make quiet lips and finger prints to signal 'shh' or make pop out praying hands.
Letter Song Craft Sheet Rr
Create coin rubbings or trace your child's hand and stamp coins.
Letter Song Craft Sheet Ss
Glue on some seeds.
Letter Song Craft Sheet Tt
Attach some band aids.
Letter Song Craft Sheet Uu
Make a handprint lamb or a cottonball lamb under a table.
Letter Song Craft Sheet Vv
Create vehicle prints.
Letter Song Craft Sheet Ww
Attach, draw, or paint two friends holding hands.
Letter Song Craft Sheet Xx

Letter Song Craft Sheet Yy
Make a stone and tomb 'He has risen' craft.
Letter Song Craft Sheet Zz
Do a crayon resist.

 

Phonemic Awareness Ideas

Phonemic Awareness is the ability to hear and manipulate sounds in spoken language.  It is different from phonics in that phonics involves making connections between sounds and print. It is a foundation for future or concurrent phonics instruction.   Phonemic Awareness is concerned with just the sounds and is done orally.  It is often taught through nursery rhymes and stories, silly songs and movement, the use of puppets, and with picture cards. Below is a typical sequence for teaching phonemic awareness and a few ideas to implement  the teaching of each skill.  Each Weekly Bible and Rhyme Web Plan contains specific activities for incorporating phonemic awareness skills.

Skills with a star next to them indicate that they will be introduced and focused on in the Bible and Rhyme 3's curriculum.

 

Type

Explanation

Ideas to Incorporate

*Auditory Discrimination

-sounds of objects (environmental, instrumental sounds)
-animal sounds-sounds of words

Being able to match sounds and distinguish sounds…

-the sound of a doorbell and the sound of a tea kettle are different

-when hearing the sound of a duck, a frog, and a duck, telling which ones were the same

-when hearing the two words, hat and cat, telling that they  are different, not the same

  • Listening Games
  • Listening Walks
  • Sound Bingo

*Rhyming

Identifying and producing rhyming words

  • Reading books and poems with rhyme
  • Chant, sing, and move to nursery rhymes
  • While reading, pausing and letting children supply the rhyming word
  • In a nursery rhyme, replace the rhyming words with other words that rhyme
  • Oddity Tasks – exp, "Which picture rhymes with bat?"  "Which picture does not rhyme? (cat, pig, hat) "
  • Rhyming Bingo
  • Rhyming Memory
  • Rhyme Box – find pairs of items that rhyme and place them in a box
  • Brainstorm words that rhyme
  • 'Erase a Rhyme'
  • Rhyming Picture Sort

*Segmenting Sentences

Recognizing that sentences are made up of words

  • Clapping or moving in some way for each word in a sentence

*Alliteration

Recognizing words that begin with the same sound

  • Read ABC books
  • Sing silly songs
  • Practice saying tongue twisters
  • Create tongue twisters and illustrate them
  • Create a Story- "I'm going on a trip and I'm taking a bat, a ball, a book, etc.)
  • Beginning Sound Hunt – look for objects that begin with a particular sound
  • Sort pictures by their beginning sound
  • Oddity Tasks — exp. Which picture does not begin with the same sound?

*Syllable Splitting and Counting

Recognizing that words can be broken down into syllables and counting the number of syllables in words

  • Use hands to clap, snap, or tap each syllable
  • Use instruments to count syllables (drum, maracas, rhythm sticks)
  • Use a 'syllable shaker' (film canister with rice) to shake on each syllable
  • Sort pictures by the number of syllables heard in the name of each

*Blending Onsets and Rimes

Blending of compound words as well as onsets and rimes

Exp.
rain + coat = raincoat
/c/ + at = cat

  • After seeing three pictures and hearing the name of one of the pictures (broken into an onset and rime)  point to the picture that was named
  • After hearing a  puppet slowly say a  word (broken into onset and rime) say the entire word blended together
  • Use songs      Exp.  Clap, clap, clap your hands, clap your hands together (cup-board)  Snap. Snap, snap these parts, snap these parts together (cup - board)  Say, say, say this word, say this word together   (cup – board  -Cupboard!)
  • Use riddles. Exp. I'm thinking of an animal. It is a /d/ og.  What am I thinking of? Dog!
  • Drawing what you hear (exp. drawing a /b/ + at or a base + ball)

Phoneme Blending

Blending sounds to make words

Exp. (/c/, /a/, /t/ = cat)

  • Use the same activities as for blending onsets and rimes, except break words into individual phonemes (sounds)
  • Use songs    Exp. The sounds in the word go /h/ /a/ /t/  /h/ /a/ /t/ , /h/ /a/ /t/ The sounds in the word go /h/ /a/ /t/ . Can you guess this word? (Tune: Wheels on the Bus)

Phoneme Isolation

Isolating and identifying beginning, ending, and medial sounds in words

  • Sort pictures by their beginning, ending, or medial sound.
  • Place several objects in a box.  Distinguish which objects in the box begin with the same sound. (or end, or contain the same middle sound).
  • Oddity Tasks — exp. Which two pictures begin with the same sound, end with the same sound, or have the same middle sound?
  • Play a simple memory type game in which there are two pictures for each (beginning, middle, or ending) sound you want to focus on.
  • Say three to four words (such as sad, hide, card, kid). What is the last sound that you hear?  The child would state the sound - /d/.   (Use in a similar fashion with beginning and medial sounds.)
  • Show a picture.  One at a time, say other words – some that begin with the same sound as the picture and some that do not begin the same.  Have the child wave his hands (or some other motion) when a word is heard with the same beginning sound. (Use also with ending and medial sounds.)
  • Sort picture cards into two categories (according to whether a certain sound is heard at the beginning of a word or at the end of a word. ) Exp. Pictures of a car and pear would be in one pile and pictures of a rake, roof, and rattle would be in another.
  • Say three words that contain a certain sound in the same position (beginning, medial, or ending).  What sound is the same in each of the words?  Exp. If the words are 'shake, share, ship',  the child would respond with /sh/.
  • Use a simple clipart of a train with an engine, one middle car, and a caboose. Say a sound, such as /m/. Then say a word, such as 'jam'. Ask the child to place a toy animal or some other type of marker on the train car in which the sound was heard – at the beginning, middle, or end.

Phoneme Counting

Counting the number of phonemes (sounds) heard in a word

  • Say a word.  Clap (or some other movement) the number of sounds that you hear.  Exp. For the word 'cat', stretch out the sounds /c/ /aaaaa/ /t/ and the child would clap three times.
  • Use instruments to count phonemes (drum, maracas, rhythm sticks).
  • Lay out numeral cards – 1 through 4. Sort picture cards according to how many sounds are heard in the name of the picture. Exp. The picture of a cat (/c/ /a/ /t/) would go under the numeral 3, but the picture of a bee (/b/ /ee/) would go under the numeral 2.
  • Repeat the above activity, except use real objects and a graph.
  • Say a word.  Have the child move a manipulative (blocks, pennies, tokens, shaped erasers, etc.) into one box of a five boxed set for each sound that they hear in the word. Exp. For the word 'pack'   /p/ /a/ /k/, they would place one manipulative in each of three boxes. When they counted the manipulatives, they would have a total of three – representing that they heard three sounds in the word.
  • Repeat the above activity, but have the child attach clothespins to the five boxed set.

Phoneme Segmentation

Breaking apart words into individual sounds

  • Say a word.  Have the child hop (or any other movement) and make the individual sounds for the number of sounds they hear.  For example, for the word 'go', they would hop two times as they orally break apart the word into individual sounds /g/  /o/.
  • Say a word.  Have the child link cubes or chain links together to signify the number of sounds heard in the word. Then ask them to take off one cube or link as they orally say each sound.
  • Have a puppet say a word.  Have the child repeat the word slowly, breaking it up into individual sounds.
  • Say a word with two to 5 sounds.  Have the child repeat the word slowly, placing his/her hands on their head, shoulders, waist, knees, and toes for each sound.

Phoneme Manipulation

Addition – adding a beginning, middle, or ending sound to a word to create a new word

Deletion – omitting a beginning, middle, or ending sound from a word to create a new word

Substitution – replacing a new sound in a word at the beginning, middle, or ending in order  to create a new word

Addition –

  • Say a word and ask the child what new word they would have if they added a beginning, medial, or ending sound. For example, What new word would we have if we added a /l/ to the middle of 'pay'? (Play!)
  • Show various pictures. Have a puppet say the name of one of the pictures, omitting one of the sounds.  Let the child point to and say the name of the picture the puppet was trying to say.  For example. Say there are pictures of a hat, rake, duck, and chain. Tell the child that the puppet often misses the beginning sound in words.  If the puppet says 'at' , the child would say 'hat'.

Deletion –

  • Have a puppet say a word.  Ask the child to repeat the word, but without the first sound (or last). For example: The puppet could say the word 'lock' and the child would say 'ock' (initial deletion) or the puppet could say 'seat' and the child would say 'sea' (ending deletion).
  • Say a word and ask the child what new word they would have if they took out the medial sound. For example, What new word would we have if we took out the /l/ in 'play'? (Pay!)

Substitution –

  • Use riddles! Exp. What rhymes with 'jar' and starts with /k/?  (Car!)
  • Use different sounds at the beginning of the child's name to create a new, funny name.  For example, for the name 'Mikayla' ask her to change the first sound to a /s/ and she would say 'Sikayla'!
  • Tell the child a sound.  Say words and have the child switch the beginning, medial, or ending sound with the sound given.  For example:
  • Replace the first sound in the word 'sail' with /t/.  (Tail!) Replace the middle sound in the word 'big' with /a/.  (Bag!)
  • Replace the last sound in the word 'map' with /d/. (Mad!)

 

 

Sing/Chant/Move to ABC's

Here are a few simple ideas to get you moving.....

 

Singing...

  • Sing the ABC song, singing the names of  the letters.
  • Sing the ABC song, singing the sounds of the letters.

Chanting...

  • Chant (with a picture chart as a visual) 'A, a, apple...B,b, balloon, etc.'
  • Chant (with a picture chart as a visual) 'Aa, /a/', apple etc.

Moving...

  • Hop on the corresponding letter square as each letter (or sound) is said.
  • Toss a bean bag on the corresponding letter square as each letter (or sound) is said.
  • Make a movement for each letter as it is being said or pointed to (repeating the same movement for each letter) For example, clapping, touching head, moving arms across the chest, standing up and squatting down, bouncing a ball, jumping in and out of a hoop, etc.

 

 

Tactile Experiences to Practice Letter Formation
(also good for shapes, numerals, etc!)

While practicing the proper letter formation, ask your child what sound the letter makes.  For example, as they are tracing over a sandpaper 'c', he or she would say /k/ or they could state, 'C says /k/'.'

 

Trace Over:

  • Sandpaper
  • Pre-formed Letter on a Dry Erase Board

Write In:

  • Colored Rice
  • Colored Pasta
  • Sand
  • Shaving Cream
  • Flour
  • Pudding
  • Fingerpaint

Form With:

  • Wikki Sticks
  • Yarn
  • Pipe Cleaners
  • Shoe Laces
  • Geoboard and Bands
  • Stamps and Ink
  • Stickers
  • Fun Shaped Erasers
  • Craft Pom Poms
  • Lite Brite Pegs
  • Blocks
  • Pieces of craft  fabric ribbon
  • Playdough 
    (Here are Printable Playdough Letter Cards to laminate and use to place playdough 'snakes' on!  Free from Making Learning Fun)

 

Letter Art

The letter links, listed below, will take you to printable letter outlines.  Have children decorate as suggested in the Weekly Bible and Rhyme Web Plans.   As children are creating each one, encourage conversation about the corresponding letter name and the beginning sound made by the objects/materials being attached.

AaBb, Cc, DdEeFf,
Gg, HhIi, JjKkLlMm,
Nn, Oo, Pp, Qq, Rr, Ss, Tt,
Uu, Vv, Ww, Xx, Yy, Zz
 

Joyful Heart Bible and Rhyme Letter Art Cover (This can be printed and inserted into the fron and back clear pockets of a  binder to create a place to store the completed Letter Art Projects.  Place in a spot where your child can look at it often and use as a review.)

 

Letter Sorts

As each letter is introduced, it is important to focus on the certain characteristics that make up that particular letter.  For example, is the letter rounded/curved, does it have a straight stick, are their diagonal lines, etc.   For the 3's curriculum, students will be sorting the uppercase from the lowercase as well as sorting and distinguishing between the letter they are studying and other letters.  By using a variety of fonts, children will also be getting accustomed to how they will eventually be reading and needing to recognize the letters in context of newspapers, textbooks, advertisements, food labels, etc. 

Fonts to Sort! - Print out a variety of fonts for each upper and lowercase letter!
(Free From www.jmeacham.com )

 

Environmental Print

Environmental print is print that is all around us.  We are emersed in print everywhere we go! Environmental print is on the food and product labels in our cupboards, the names of our favorite restaurants and stores, on billboards, on traffic signs, in magazine and newspaper advertisements, and part of coupons. It is often the first print children recognize and read! Who hasn't known a toddler who spies those golden arches and the big M and blurts out "McDonalds"!?

Below are just a few ideas using environmental print that you may wish to do with your three year old...

  • Take the time to play 'I Spy' anytime while running errands, putting groceries away, walking in the neighborhood, etc.  See which things your child can 'read' or search for letters in the environmental print!
  • Make an "I Can Read" bulletin board. For each focus letter, share a piece of environmental print that begins with that letter.  For example, for 'Ww', you may want to show a Wendy's bag.  Ask your child 'Can you read this?' Then let your child hunt for other print to add to the I Can Read board - at least one piece each week. Take time to reread the board and watch your child's confidence and 'can do attitude' soar!
  • Make an ABC book of environmental print.
  • Make environmental print puzzles by cutting discarded food boxes.

 

 

Friend and Family Name Wall

Photos and names of family members and friends are added to the Friend and Family Name Wall as each focus letter is introduced.  The names are added when they begin with the same letter as the focus letter for the week. For example, when the focus letter is 'Mm', the names 'Mommy' and 'Mikayla' are added to the wall.

Here are some simple ideas to use with 3 year olds as a new name is added to the name wall.

  • Pray for the individual as their name is added.
  • Stress that the first letter in a name is always uppercase.
  • Hunt for the corresponding lowercase letter in the other names already on display.
  • For review, point and read all of the names on the Friend and Family Name Wall.

At the end of the year, place all of the names and picture cards in a Flip and Match book.

If wall space is not available, print out the following sheets and place them in a 'Friend and Family Name Binder' instead!  Attach a photo of your child to personlaize it.

Friend and Family Name Binder Sheets

 

Imagination Art Station

While teaching at a kindergarten center, all of the teachers had set up what they called "Imagination Stations'.  An imagination station is a place where there are a variety of materials and children can use them in any way they wish to create their own masterpieces and inventions! What fun for a preschooler as well! Below are some items you may wish to include in your own Imagination Art Station!

  • Empty cardboard tube rolls
  • Ribbon and rick rack
  • Scraps of fabric
  • Sequins
  • Yarn
  • Buttons
  • Feathers
  • Pom poms
  • Cotton balls
  • Wiggle eyes
  • Stickers
  • Popsicle sticks
  • Paper plates
  • Paper lunch bags
  • Muffin liners
  • Safety scissors
  • Glue sticks
  • Stapler
  • Tape
  • Hole punches
  • White paper
  • Construction paper
  • Envelopes
  • Washable markers
  • Colored pencils
  • Crayons - regular and glitter

 

 

Manipulatives

A curriculum plan for 3's should have ample time for free and structured play.  Manipulatives are small objects that help develop a child's fine motor skills. Manipulatives such as the following are especially good to use when there is a short, structured  break between lessons.  There are many more great toys and manipulatives available!  The manipulatives mentioned below, and others , should be provided during other times of play as well.

  • Puzzles
  • Lacing beads
  • Pegboards
  • Lite brite and pegs
  • Beginner pattern blocks
  • Plastic chain links
  • Shape sorters
  • Legos
  • Toys or puzzles that encourage snapping, buttoning, etc

 

Calendar/Oral Counting with Movement

These are a few activities that you can do daily in conjunction with
 the calendar for this age level.

 

  • Talk about what day of the week it is and sing 'Seven Days'.

Seven Days
(Tune: 'Frere Jacques')

Seven days, seven days.
In a week. In a week.
Sunday, Monday, Tuesday,
Wednesday, Thursday, Friday,
Saturday.  That's a week!

  • Place a yellow card behind today's date, a red card behind yesterday's date, and a green card behind tomorrow's date.
  • Point to each numeral on the calendar, up to today's date, and count orally.
  • Repeat, only this time, do a movement for each day, such as hop each time, or slap, clap, slap, clap, etc. Gradually increase the difficulty of the movement pattern.

 

 

 

Last Modified:08/06/14

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