Look who's here song

modifying this technique

  • If you have nonverbal students in your class, name games can be uncomfortably exposing. In this case, ask the rest of the class to support that student and continue the song smoothly. Courtney does a good job of including a nonverbal student without drawing extra attention to them.
  • For dual language or bilingual classes, feel free to sing this song in Spanish or another language. Even if you don’t have ENL students in your class, consider how translating the song could be a good way to expose your class to other languages.

Lyrics

Look who's here it's...(name)
Look who's here it's... (name)
Look who's here it's... (name)
Hello, hello, hello (clap clap clap)

Spanish Lyrics
Translation by Marisol Escobar

Mira quién está aquí …… (nombre)
Mira quién está aquí …… (nombre)
Mira quién está aquí …… (nombre)
Hola, hola, hola (aplaude, aplaude, aplaude)

 

skill breakdown

SCAFFOLDING
Remember, every activity in your class can be scaffolded, even songs. Make sure everyone understands each step before moving onto the next.

  • Notice: Courtney uses "let's all say/do that" to explain every step.
  • Why? Scaffolding activities is a way to make sure no one is left behind.

STEP ONE: RHYTHM AND FIRST VERSE
Start by introducing the rhythm and the first verse, "Look who's here it's..." This can be broken into two steps if you think your class needs extra support. Encourage students to keep rhythm with their hands.

  • Why? Matching physical gesture (clapping) with words helps students retain the song. Keeping students physically engaged also help them focus.

STEP TWO: ADD THE MELODY
When your class has learned the rhythm and words, introduce the melody. Notice that rhythm, words, and melody would normally be taught at the same time.

  • Why? Breaking these elements into distinct steps helps students master the song.

STEP THREE: SAY YOUR NAME
Explain that every time you sing “Look who’s here it's…” you will point to a student. That student will say their name, and then you’ll move onto the next student in the circle.

STEP FOUR: PRACTICE
Practice the entire song so far: rhythm, words, melody, and saying your name. This is an opportunity for you to check in with your class. If they have mastered the song, move onto the next step. If not, practice it a few more times.

STEP FIVE: HELLO, HELLO, HELLO
After every third person, you’ll sing “hello, hello, hello!” Practice this with the group. Counting in threes can be challenging for early learners, so make sure you’ve practiced this step enough.
Notice: Courtney pairs each “hello” with a wave.
Why? She’s purposefully engaging students’ bodies to help them focus.

STEP SIX: CONTINUE AROUND THE CIRCLE
When your class demonstrates mastery of the song, go around the whole circle asking for everyone’s name.

  • Tip: Because the rhythm is based on groups of three, if the song ends on the first or second person, the rhythm will be awkward. If this is the case, add in a line or two like “look who’s here it’s… everyone!” or “look who’s here it’s… all of us!”