Routine Sample. Monday s Letter of the Week! ~ 9 ~

Transcription

1 Routine Sample Monday s Letter of the Week! Play the JazzleOKe song of the week -- but introduce it first. What s the story? Then everyone sings along to learn the song of the week. Sing the song twice. Then have students talk about it for 10 to 20 minutes. Now load the lyrics sheet on a screen (or printed), explaining you want students to take turns finding the focus letter for the week for example as in aa. Finally give a printed sheet to each student and have them circle the letter with a colored marker. ~ 9 ~

2 Tuesday Words of the Week! Play the animation first and have everyone sing-along! Give each student a printed lyrics sheet. Students then find the high-frequency words of the week, highlighting them with a yellow marker. ~ 10 ~

3 Wednesday s Role-play Day! Students love role-play. It is an important strategy in the acquisition of English Language communication skills. Role-play, including actions and drama, is a major language development pathway in The Lesley Beth JazzleOke English Method. Resources include guidelines to ensure the role-play is effective when used in conjunction with a JazzleOke animation. Guidelines include suggestions for preparation and the alignment of primary and support roles and tasks. By using Role-play at young age, supported by choral singing, children can be motivate to practice mouth aerobics to tone their mouth, lips and tongue movement muscles for speed and accuracy in English Language. Why Role-play Is Critical. Using JazzleOke role-play, children are able to rapidly develop self-confidence in their English Language skills. These skills cover oral language expression, comprehension and body language skills, including gestures, postures and facial expressions. Having students create the idea for role-play performances also promotes creative thinking in English along with the communication skills needed between students to share these ideas and negotiate meanings. Why Role-Play Wednesday. By the time Wednesday comes around, every student in the class will be familiar with the idea behind the week s animated story - enough to act it out! ~ 11 ~

4 The JazzleOke animation will have given each student visual understanding of the location and props they might. They ll have observed each of the characters and the roles they play along with the vocabulary used and its context. Divide the students into groups and have each group brain storm to develop a script. Now comes the exciting part. Have the groups sort out the roles for each student and then role-play Wednesday can begin either as the real thing performance or practice for the actual performance on the Thursday. Good Place to Start Every JazzleOKe animation has been especially created for Role-play or actions. The most popular with kids is pretending to be TV interviewers and weather anchors! They see the routine every night on TV so they know how to do it. They can model themselves on local station stars! JazzleOKe role-play is a remarkably flexible and effective way to engage children in creative language development, developing oral language retention, communication confidence, and emotional and nonverbal expression. Access our reinforcing JazzleOke English worksheets. Use these during rest time, playing the songs continuously in the background to provide repetition. Allow students to sing along quietly to the music. These pages all have pictures of items visually described in the animation, enabling students to remember the key words of each song. ~ 12 ~

5 Thursday s Rhythmic Reading Kinesthetics: Thursday s the time to upgrade your students to JazzleOke Rhythmic Reading Kinetics! Rhythmic reading is what the name implies. It s having students sing along while moving to the beat of the backing track, practicing one-to-one correspondence a printed lyrics sheet. It is an advanced memory-based variation of having students rhythmically chant book pages This 5 year old EL1 kindergartner is singing-along and moving to the Zooming Zebra musical backing-track. Practicing one-to-one correspondence, she s tracking print left to right without relying on illustrations to support her. Every child trained with JazzlesOke can do this some at a remarkably young age. For example, after just the first week of using JazzleOke, and working with the letter aa, the 4 year old girl (above) has developed advanced reading skills for her age. Tracking words one by one, she is even self-correcting. The teacher has created a worksheet with a printed caption line from the JazzleOke Angry Alligator song lyrics. The line says: "An angry alligator told an African ant." The girl has created her own drawing of the scene, reinforcing comprehension. Rhythmic Reading - Ensuring Every Child Succeeds! Think of it this initial activity like an athlete s warm-up! You don t compete if your muscles are cold! So, before introducing the Rhythmic Reading activity, warm the brains up! Start by stimulating every child s working memory for all letters, sounds, words and meanings they have learned during the week. Only when their minds (and confidence) are in focus, do you introduce JazzleOke Rhythmic Reading. Suggestions Start the day by getting them into rhythm! Option 1: Play percussion along to the JazzleOke animation. Children just love percussion, so this is a great way to get children on track for rhythmic reading! Use percussion as the medium for tapping out syllables and rhythms to the JazzleOke sung stories. Percussion includes body percussion (clapping/tapping etc) as well as playing instruments such as the triangle, guido, castanet, shakers, maracas and bongo drums! ~ 13 ~

6 Option 2: Dance integrates kinesthetic creative learning with understanding. Using dance, you heighten children s sensory awareness and consciousness along with the activities of thinking, understanding, learning, and remembering. For example, having children talk about how to choreograph a JazzleOke song gets them thinking about how to creatively translate the story into dance moves. All of this is powerful reinforcement learning. Note: Dance may involve children creating props or dressing up so may involve planning on Wednesday. Option 3: Actions is to dance in that children need think about how to creatively translate the story into body language including clapping, gestures, posture and facial expression, use of percussion and dance moves. Kids love brainstorming actions and this enhances their comprehension as well and oral language skills. JazzleOke Friday The JazzleOke English Method is based of very similar learning sciences as the Suzuki Method. While the Suzuki Method is based on playing instruments, JazzleOke is based on using the voice as the musical instrument. The outcomes in terms of brain enriched learning are the same. For JazzleOKe Friday, use the animation labeled JazzleOke Friday. The animation coordinates the scrolling lyrics with the movements, behaviors and expressions of the animated characters. To maintain variety, each song uses different musical styles including rhythm and blues, rock and roll, boogie, mambo, Cha Cha, swing, funk, country, and Dixieland. Children read the scrolling lyrics and sing-a-long to the backing music. In the classroom, children may also dress up as the characters in the song and act out and sing their parts. Karaoke is a good language-development activity allowing students, alone or in a group, to record and/or vide o themselves performing. ~ 14 ~