edse inclusion

Multiculturalism- Fun and Games

2010-03-07T11:56:00.001-08:00

Multiculturalism- Fun and Games

Chapter 4

Multicultural Activities

Multiculturalism is all about being accepting of people’s differences and educating oneself on cultural similarities. The saying “ What makes us different is what makes us the same” is the key mantra one should express and model , when teaching a formal or informal education session on cultural awareness.

What better way to learn than to learn while having fun. Games and minilessons are the key to any lesson. Kids of any age are more relaxed in an informal lesson and will tend to comprehend and retain more when less anxious. Tricking kids into learning by making it fun is an integral tool to a students learning.

“Multicultural education is a progressive approach for transforming education that addresses current shortcomings, failings, and discriminatory practices in education”. It is grounded in ideals of social justice, education equity, and a dedication to facilitating educational experiences in which all students reach their full potential as learners and as socially aware and active beings, locally, nationally, and globally. Multicultural education acknowledges that schools are essential to laying the foundation for the transformation of society and the elimination of oppression and injustice. “ http://www.edchange.org/multicultural/initial.html

As facilitators, one of our many duties is to model acceptable behaviors and provide informal and formal learning sessions that promote cultural awareness and acceptance. A child learns from what we do and not what we say. Especially in the NYC school system, children are very fortunate that they are able to experience, coexist, and learn together within a vast collection or “ melting pot” of cultures and learning abilities/styles. Integration of students of all abilities and learning styles is imperative to the acceptance of differences. Some can be as follows:

The sharing of holiday celebrations (cultural and historical). Students can learn the principles taught by that culture and see how those principles tie to their own. Another project is one that we have all done in elementary school. The Family Tree project has many benefits. One benefit is to share common stories and beliefs with fellow students. Another benefit is to record your family’s personal history, and to be able to share what you have learned with fellow students, both in written form, and verbal, and maybe audio-visual form.

The greatest example and exercise to teach multiculturalism was taught to me in a graduate level class in my second semester. Students were given numbers and then asked to choose from a list of cultures and nationalities that exist here in the United States.

The list was taken from sources that included the US Census and it was that student’s challenge to find everything about that culture and to share their learning experience with the rest of the class in a user friendly, multifaceted/multimedia lesson.

The topics that included culture, birthrate, religion, cultural foods and recipes, dance, music, mortality rates/ health related issues, wedding customs, family leadership (matrilineal vs. patrilineal), important people and contributions to society were all very intriguing topics to uncover and discover.

However, the most intriguing topics that all students enjoyed were the “food recipes/food samples” and “the games people play” portions of the presentations. I chose to explore the Nigerian American culture and picked up a lot of information on the various religions that co-exist in Nigeria, and also learned because there are so many coexistent cultures and languages, there are many ways to say “hello”.

Music: There are many types of music and music pays a pretty big part in all Nigerian culture. However, what I found most interesting was the “games people play” portion.( See (http://www.motherlandnigeria.com/games.html))

In Nigeria, they call it “ Ayo ”(Yoruba for “game”). In America, you might know it as “Mancala”,

The game includes 48 seeds and the objective is to move around the board and get the most seeds. You can use any round objects as seeds like marbles, beans, or stones. There are usually 2 players.

Rules

The game starts by placing 4 seeds in each of the 12 cups on the board, and each player sits with 6 of the cups on their side of the board. The first player for this turn and every turn after chooses a cup, takes all the seeds in that cup, and goes around the board in a counterclockwise direction, planting one seed in each cup as they go.

If your last seed lands in your opponent's cup, you can capture all the seeds in that cup, and add it to your bank.

The game continues until one player can not move, at which point, the one with the most seeds wins.

One variation that I use when playing mancala is rather than stopping when you finish the current cup, you may pick up all the seeds in it, and continue to drop one in each consecutive cup, and continue doing this until you reach an empty cup. If that empty cup is on your side of the board, you may capture all the seeds in your opponent's cup right across from this last cup. If it is on their side, you don't capture any seeds.

Did you know the derivation of the word “mankala”? “The name mankala or mancala as it is sometimes written is derived from the Arabic word naqala, meaning “to move something around.” Mankala is actually a general name for the many variations of the game that are played throughout Africa, as well as many other parts of the world. The names of the game boards are usually determined by what type of seed is used for playing, and game boards may vary as far as the number of rows of pockets is concerned as well as slight variations in the rules. Because the art piece I am researching is from the Yoruba people, from now on I will refer to it as Ayo; but the Yoruba people will also refer to it as Ayoayo, meaning “real ayo,” which distinguishes the male version, from those played by women and children.

http://www.clarku.edu/~jborgatt/discover/1meaghan/ayo.htm

The exercise of learning the games of different cultures is a fun and interactive way for students (whether in elementary, intermediate, college, or graduate school) to share a fun activity and informally learning the similarities between one culture and their own, and then to explore the history/ derivation of that game. As students share there multicultural game experiences, they will see the evolution of games from the times of “Ayo”/”Mankala”, to “Chinese Checkers“ to “Parchessi / Sorry” to board games like “Candy Land” and ”Monopoly” then to the era of video games with games like “Tetris” and “Marioland” and now onto war-games like “ Modern Warfare”.

I found some interesting facts about the game of “Ayo” listed below” from an Internet article: Ayo: The Yoruba Game Board

by Meaghan O'Connell (http://www.clarku.edu/~jborgatt/discover/1meaghan/ayo.htm

“Ayo game boards are usually found in the town square. They are carved out of large tree trunks, along which many games that can take place at the same time. The game is played with two people, each person sitting on either of the longer sides of the board. Four seeds are placed in each of the carved wooden pockets. The row of six pockets closest to each player is considered theirs to try to keep filled with seeds. The players take turns by picking up all of the seeds from one of the pockets and distributing one seed to each of the pockets in order. The first player to empty the other player’s six pockets wins the game. It may be inferred that the way this game is played, face-to-face, reflects the values of the culture pertaining to interactions amongst people. Yoruba people prefer interacting with others face-to-face, or directly, rather than sending messages through other people. This value is revealed in the playing of Ayo. I also learned about who would own such an elaborate game board such as the one that I have chosen to research. I discovered that due to the elaborate carvings on the sides, it would usually be owned by a religious person of stature.

Ayo is usually played during the day, after work is finished. It is not just a game for the older crowd; in fact, many young children learn how to play Ayo in order to sharpen their math skills. Ayo is generally played by people of the same age group and gender, meaning men play with men, women play with other women, and children play amongst themselves. The mixing of these groups is very uncommon. As a tradition of African society and the belief of male superiority, males and especially elders commonly separate themselves from women and children in order to display their masculinity and authority.

Some resources state that Ayo is not just a recreational game, but that it also has spiritual significance:

“It is played in a house of mourning to amuse the spirit of the dead before it is buried. It is very unlucky to play the game at night as the spirits will want to join in and may carry off the living at the end of the game. Each village would have two types of boards, one with a flat top and one with a curved top, a bit like a banana. When a man died the villagers would play on the board that was not his favorite, so that his spirit would not want to join in” (Mancala Games 2004).

So, In conclusion, Multiculturalism is all about being accepting of people’s differences and educating oneself on their similarities. The saying “What makes us different is what makes us the same” is the key mantra one should express and model, when teaching a formal or informal education session on cultural awareness.

There are several ways to share creatively about a specific culture, through a family tree project, of study of a holiday. However, what better way to learn that to learn than while having fun. Games and minilessons are the key to any lesson. Kids of any age are more relaxed in an informal lesson and will tend to comprehend and retain more when less anxious. Tricking kids into learning by making it fun is an integral tool to a students learning. Learn- and have Fun!!!! Or

Have Fun!!!! And Learn!!!!!

CEC SMARTBRIEF JAN 21,2010

2010-01-21T14:33:00.000-08:00

CEC Smart Brief Jan 21, 2010 http://r.smartbrief.com/resp/uingyjbatdxkuFCicefGCicNtKog Reading this on a mobile device? Try our optimized mobile version here: http://r.smartbrief.com/resp/uingyjbatdxksFXnMK

January 21, 2010 News for special education professionals

Curriculum & Instruction

School for students with learning disabilities plans expansion
A Massachusetts private school for students with language-based learning disabilities is experiencing a rise in enrollment despite the recent economic downturn and has purchased another facility to expand its programs -- adding a grade and including up to 100 more students. The Carroll School offers classes of six to eight students who receive individualized instruction to strengthen their written and oral language skills; they also receive a core curriculum that includes physical education and arts instruction. The Boston Globe (1/21)
Students in Pennsylvania gifted program celebrate Shakespeare
Students who are gifted at a suburban Pittsburgh elementary school recently participated in a daylong Shakespeare festival, where they provided an audience with a creative adaptation of the playwright's "A Midsummer's Night's Dream." Multiple students provided interpretations of each role in a performance enhanced with narration, dance numbers and modern-day pop music. The event also featured word games that gave students a chance to craft insults and praise in the dialect spoken during Shakespeare's time. Pittsburgh Post-Gazette (1/21)
Educational Leadership

Duncan marks first year in office as reform agenda advances
Education Secretary Arne Duncan is completing his first year as the nation's top education official, and many are wondering whether he will be successful in achieving an ambitious education-reform agenda -- backed by nearly $10 billion in federal grant programs -- and revising the No Child Left Behind law. Duncan's detractors say his reforms are heavy-handed, but even critics of Duncan's policies say he is effective at promoting them. "My report card is that he gets an A for being effective and a D-minus for the bad ideas," education expert Diane Ravitch wrote recently. Education Week (premium article access compliments of EdWeek.org) (1/20)
Gifted class that adopted Haiti school finds out students are safe
Pam Ross, a gifted-education teacher at Pennsylvania's Marshall Middle School, and her students adopted a Haitian school as a class project and had been awaiting news about the fate of the school's teachers and students in the aftermath of the Jan. 12 earthquake in Haiti. All students and teachers at the school and orphanage were reported to be accounted for and safe. "All the children are fine ... Every single one is safe," Ross said. Pittsburgh Post-Gazette (1/21)
Technology Trends

Students who cannot see can experiment with accessible lab equipment
Students with visual impairments at a Canadian high school are participating in science experiments with the help of specially designed lab equipment their school purchased to make the lessons more accessible. "In junior high, we wouldn't be able to participate much in labs at all," one student with visual impairments said. "We'd be the people who just record the information or hold things. It was frustrating for us and frustrating for our lab partners, as well, because they'd end up doing all the work and we'd just be sitting there." The Edmonton Journal (Alberta) (1/20)
Expert: Virtual-school movement can transform education
Virtual schools can change the face of education because they present a model for learning unlike those already seen, and they target a population of students whose needs may be ignored in traditional schools, Nova Southeastern University professor Michael Simonson writes. The educational-technology expert argues that that online schools can transform education by building on the strengths of traditional schools while addressing future student needs. eSchool News (free registration) (1/18)
Other News
District graduates more students by monitoring student achievement electronically
The Indianapolis Star (1/21)

Policy News

N.J. district spends stimulus cash on special-education upgrades
A New Jersey school district is spending federal stimulus money on upgrades to its special-education programs. Those improvements include purchasing new computers that have speech recognition and other specialized capabilities and hiring two staffers to help students make smooth transitions after graduation and provide training in assistive classroom technology. Program officials said the grant money -- earmarked for one-time expenses -- may also be used to purchase interactive whiteboards for the district's high schools and middle schools. NorthJersey.com (Hackensack, N.J.)/The Item (Millburn and Short Hills, N.J.) (free registration) (1/21)
Cuts could close advocacy group for people with hearing impairments
Officials with the Idaho Council for the Deaf and Hard of Hearing say their organization will not survive the budget cuts proposed by Gov. Butch Otter, and the group says its closure could leave the state vulnerable to lawsuits from those who rely on its services. Over four years, the group would lose more than $150,000 in annual state aid, which is the group's entire yearly budget. "We have stretched our budget almost to the breaking point, but I am very proud of the work we have done," the group's executive director said. KTVB-TV (Boise, Idaho) (1/20)

The Buzz(CORPORATE ANNOUNCEMENTS)

3-Minute Motivators is a collection of over 100 simple, fun activities for any grade that will help you use "a little magic" to take a quick break, engage students, and refocus them on the task at hand. Click here to browse Chapter 1 online!

Interested in learning more about advertising in CEC SmartBrief? Contact Joe Riddle at (202) 737-5500 x228 or jriddle@smartbrief.com.

Eye on Exceptionalities

Illinois athletes with special needs participate in skating events
Children and adults with disabilities such as autism and Down syndrome came from across the Midwest to participate recently in the 18th annual Special Needs Skating Competition. The event was a Special Olympics qualifier for figure skating, hockey, speed skating and sled hockey. Pioneer Press newspaper group (Glenview, Ill.) (1/21)
Vermont teen with visual impairments wins scholarship
Vermont high-school student Dillon Hawley has not let his visual impairment interfere with his academic achievement or his participation in activities such as theater, chorus and running track and cross country. Hawley has been recognized as a top student in many of his courses and recently received a $10,000 college scholarship, one of 16 given to students nationwide by the Jewish Guild for the Blind. "What separates him from everyone else is not his disability, it's his commitment to his studies," one of his teachers said. Bennington Banner (Vt.) (1/18)
CEC Spotlight

Call for papers is extended for international conference in Riga, Latvia
"Embracing Inclusive Approaches for Children and Youth with Special Education Needs," to be held from July 11 to 14 in Riga, Latvia, will bring together practitioners, researchers, policymakers and nongovernmental organizations from around the globe to discuss the current state of educating children and youth with special needs. The submission deadline has been extended to Jan. 30, and registration is now open. Learn more.
Multicultural Institute to address education needs of students from diverse populations
New this year, CEC is proud to offer a daylong Multicultural Institute on April 21 that will explore topics related to the education of students with exceptionalities from culturally and linguistically diverse populations. Led by Alba Ortiz of the University of Texas at Austin and Donna Ford of Vanderbilt University in Nashville, Tenn., this institute will present successful strategies for addressing disproportionate representation -- both over-representation and under-representation -- in schools. Register for the Multicultural Institute when you register for the CEC Convention & Expo.
Learn more
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Special Education Doctoral Program in EBD University of Nebraska-Lincoln Lincoln, NE USA

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spanish songs for children

2010-01-14T22:23:00.003-08:00

Songs To Teach
Songs to teach- Head Shoulders
• Cabeza, hombros, rodillas y dos pies
• "Head, Shoulders, Knees and Two Feet" in Spanish
Performed by Marla Lewis
•
Cabeza, hombros, rodillas
y dos pies
Cabeza, hombros, rodillas
y dos pies
• Ojos, orejas, boca y una nariz
Cabeza, hombros, rodillas
y dos pies
•
• English Translation
(Not on the download.)
• Head, shoulders, knees
And two feet
Head, shoulders, knees
And two feet
• Eyes, ears, mouth and a nose
Head, shoulders, knees
And two feet
• Cabeza head
• Y head
• Hombros shoulders
• Rodillos knees
• Pies feet

• Ojos eyes
• Orejas ears
• Boca mouth
• Nariz nose

Songs to teach- Brilla Brilla Estrellita (Twinkle Little Star)
• Brilla brilla estrellita
• En el cielo TAN bonita
• Deja el cielo y ven aca
• A jugar, conmigo ya
• Brilla brilla estrellita
• En el cielo mas bonita

• Brilla brilla estrellita
• En el cielo mas bonita
• Deja el cielo y ven aca
• A jugar, conmigo ya
• Brilla brilla estrellita
• En el cielo mas bonita

• A-E-A-E-A-E-d-A-

• Do- c RE- d
• Mi- e Fa- f
• So g La- a
• Ti- B Do-C
• Brilla brilla estrellita Twinkle Little Star
• En el cielo mas bonita in the sky most pretty
• Deja el cielo y ven aca Leave the sky and come here
• A jugar, conmigo ya to play with me now
• Brilla brilla estrellita
• En el cielo mas bonita

Songs to teach- abEcE dArio
•
El alfabeto
• Children's Song Lyrics and Sound Clip
Jim Nailon
• Listen to this song.
• This song is available on Jim Nailon's "Canciones de mi clase"

• Comments from Jim Nailon:
There is disagreement in the Spanish speaking world as to what actually constitutes their "extra letters." I have included all four possibilities in this song.
The fact that I place them at the end of the alfabeto instead of their usual place is a weakness and a strength. I think it helps Spanish students by grouping the new letters together, but they are not in the traditional Spanish order. Nevertheless, the song provides a fun (and familiar) way to learn to pronounce the Spanish alfabeto.
•
• a, b, c, d, e, f, g
h, I, j, k, l, m, n
o, p, q, r
s, t, u, v
w, x
y, z
Y tenomos cuatro mas:
ch y ll
ñ rr

• (Pronunciation guide and translation)
• a, b, c, d, e, f, ga, be, ce, de, e, efe, ge
• h, i, j, k, l, m, nhache, i, jota, ka, ele, eme, ene
• o, p, q, ro, pe, cu, ere
• s,t,u,v,ese, te, u, ve
• w,xdoble ve, equis
• y,zi griega, zeta
• (y tenemos cuatro mas)(And we have four more)
• ch y llche and elle
• ñ, rreñe, doble ere
•
•
•
See more of our Spanish Songs

Songs to Teach- vengan a ver mi granja

VENGAN A VER MI GRANJA ES HERMOSA, vengan a ver mi granja QUE ES HERMOSA
• El patito hace asi: cui cui
• El patito hace asi: cui cui
• O vengan amigos, vengan amigos, venga amigos vengan (2x)
• El gatito hace asi: meow meow (2x) Refrain
• .. El pollito hace asi: pio pio
• .. El perrito hace asi: guau guau
• .. El vaquita hace asi: mu mu
• El gallito hace asi: kikiri ki
• El cerdito hace asi: oinc oinc
• El burrito hace asi: ija ija
VENGAN A VER MI GRANJA ES HERMOSA, vengan a ver mi granja ES HERMOSA Were on our way going to Grandpas farm which is beautiful
• El patito hace asi: cui cui – THE DUCK QUACK QUACK
• El patito hace asi: cui cui
• O vengan amigos, vengan amigos, venga amigos vengan (2x) COME ON FRIENDS LETS GO
• El gatito hace asi: meow meow (2x) Refrain THE CAT MEOW MEOW
• .. El pollito hace asi: pio pio THE CHICK PIO PIO
• .. El perrito hace asi: guau guau THE DOG QUAU QUAU
• .. El vaquita hace asi: mu mu THE CALF MU MU
• El gallito hace asi: kikiri ki THE ROOSTER KIRIRI KI
• El cerdito hace asi: oinc oinc THE PIG OINC OINC
• El burrito hace asi: ija ija THE DONKEY IJA IJA

Songs to teach- De Colores
•
DE COLORES (A el ritmo de vals)
• LA De colores, de colores se visten los campos
• MI en la primavera MI De colores, de colores son los pajarillos LA que vienen de afuera.
• LA De colores, de colores MI es el arco iris que vemos lucir MI De colores, de colores se viste el diamante LA que debo lucir RE LA y por eso los grandes amores MI LA de muchos colores me gustan a mi. RE LA y por eso los grandes amores MI LA de muchos colores me gustan a mi. LA De colores, de colores brillantes y finos MI se viste la aurora MI de colores, de colores son los mil reflejos LA que el sol atesora. LA De colores, de colores brillantes y finos MI se viste la aurora, MI de colores, de colores son los mil reflejos MI que el sol atesora. RE LA y por eso los grandes amores MI LA de muchos colores me gustan a mi. RE LA y por eso los grandes amores MI LA de muchos colores me gustan a mi.
• A-E-A-E-A-E-d-A-E

• Do- c RE- d
• Mi- e Fa- f
• So g La- a
• Ti- B Do-C
•
De colores – the colors colorful
• se visten appear
• los campos en la primavera
the fields in springtime
• los pajarillos que vienen de afuera
th birds which come from outside
• es el arco iris que vemos lucir
is the rainbow we see shining
• De colores
Y por eso and for that reason
• los grandes amores
the great love affairs
• De muchos colores me gustan a mi
I like

Y por eso los grandes amores
De muchos colores me gustan a mi

• Canta el gallo con el quiri quiri quiri quiri quiri rooster noise
the rooster with Canta el gallo
La gallina
La gallina the hen con el cara cara cara cara cara
hen noise
• Los polluelos
the chicks Y por eso los grandes amores
chicks noise
De muchos colores me gustan a mi
Y por eso los grandes amores
De muchos colores me gustan a mi
Los polluelos con el pio pio pio pio pi
[Se repite el primero verso y coro]

[Repeat the first verse and chorus]

Songs to teach- Los Deditos
•
Un deditos , Dos deditos, tres deditos, tres
• Cuatro deditos, Cinco deditos, seis deditos , Seis
• Siete deditos, Ocho deditos , Nueve deditos, Diez, deditos Diez
• Una mano, cinco deditos mas cinco deditos diez

• Un deditos , Dos deditos, tres deditos, tres
• Cuatro deditos, Cinco deditos, seis deditos , Seis
• Siete deditos, Ocho deditos , Nueve deditos, Diez, deditos Diez
• Una mano, cinco deditos mas cinco deditos diez

•
Un deditos One finger,
• Dos deditos, Two
• tres deditos, tres Three
• Cuatro deditos, Four
• Cinco deditos, Five
• seis deditos , Seis Six
• Siete deditos, Seven
• Ocho deditos , Eight
• Nueve deditos, Nine
• Diez, deditos Diez Ten
• Una mano, One Hand
• cinco deditos Five Fingers
• mas cinco deditos diez plus five fingers make 10
• [Repeat the first verse and chorus]

Songs to teach- Hand Dance
• Prepara tus dos manos
• Preparate a bailar
• El baila de los manos
• Al ritmo y al compas
• Con los manos para arriba, arriba, arriba
• Con los manos para abajo abajo abajo
• Con los manos para arriba, arriba, arriba
• Con los manos para abajo abajo abajo

• Con los manos a los lados los lados
• Con los manos a aplaudir, aplaudir aplaudir
• Con los manos a los lados los lados
• Con los manos a aplaudir, aplaudir aplaudir

• Con los manos adelante adelante adelante
• Con los manos para atras atras atras
• Con los manos adelante adelante adelante
• Con los manos para atras atras atras
• Y a volar, a volar a volar a volar a volar
• Vamos todos a volar
• Y a volar, a volar a volar a volar a volar
• Vamos todos a empazar

• Prepara get ready
• Tus your
• Dos two
• Preparate get yourself ready

• los manos the hands
• Bailar el baile de con

• Al ritmo to the rhythm y al compas to the beat
• arriba, arriba, arriba – Up Up Up
• abajp abajo abajo Down Down Down
• Con los manos para arriba, arriba, arriba
• Con los manos para abajp abajo abajo

• Con los manos a los lados los lados to the sides
• Con los manos a aplaudir, aplaudir aplaudir to clap
• Con los manos a los lados los lados
• Con los manos a aplaudir, aplaudir aplaudir

• Con los manos adelante adelante adelante forward
• Con los manos para atras atras atras backward
• Con los manos adelante adelante adelante
• Con los manos para atras atras atras
• Y a volar, a volar a volar a volar a volar Lets alll fly
• Vamos todos a volar
• Y a volar, a volar a volar a volar a volar
• Vamos todos a empazar – We go to the START

Songs to teach- El Arco Iris Rainbow Los Colores Espanol

• C Am F G
• Siete seven
• Son are the colors that has the rainbow
• Lindos despues de una tormenta Pretty after the storm

• Which do you know cuales sabes tu

• Rojo la fresa strawberry Manzana and apple
• aNaranjado oranGE LA ZANAHORIA CARROT
• Amarillo LA PINA PINEAPPLE banana BANANA
• Verde GREEN LA ESPINACA SPINACH LA LECHUGA LETTUCE
• Azul BLUE ARANDANOS BLUEBERRIES
• Indigo INDIGO LIKE LA ZARZAMORRA BLACKBERRY LA CIRUELA PLUM
• Violeta VIOLET LIKE flores EN EL CAMPO FLOWERS IN THE COUNTRY

• EL Canto EL ARCO IRIS – THE SONG OF THE RAINBOW

• C AM F G-

• Do- c RE- d
• Mi- e Fa- f
• So g La- a
• Ti- B Do-C

• Siete seven
• Son are the colors that has the rainbow
• Lindos despues de una tormenta Pretty after the storm

• Which do you know cuales sabes tu

• Rojo la fresa strawberry Manzana and apple
• aNaranjado oranGE LA ZANAHORIA CARROT
• Amarillo LA PINA PINEAPPLE banana BANANA
• Verde GREEN LA ESPINACA SPINACH LA LECHUGA LETTUCE
• Azul BLUE ARANDANOS BLUEBERRIES
• Indigo INDIGO LIKE LA ZARZAMORRA BLACKBERRY LA CIRUELA PLUM
• Violeta VIOLET LIKE flores EN EL CAMPO FLOWERS IN THE COUNTRY

• EL Canto EL ARCO IRIS – THE SONG OF THE RAINBOW

Songs to teach
• Cabeza, hombros, rodillas y dos pies
• "Head, Shoulders, Knees and Two Feet" in Spanish
Performed by Marla Lewis
•
Cabeza, hombros, rodillas
y dos pies
Cabeza, hombros, rodillas
y dos pies
• Ojos, oidos, boca y una nariz
Cabeza, hombros, rodillas
y dos pies
•
• English Translation
(Not on the download.)
• Head, shoulders, knees
And two feet
Head, shoulders, knees
And two feet
• Eyes, ears, mouth and a nose
Head, shoulders, knees
And two feet
Songs to teach
• Colors
• Teaching Names of Colors in English
Hap Palmer
• Listen to this song.
• This song is available on Hap Palmer's Learning Basic Skills Through Music: Volume 1.

Printable Right-Hand Music Notation with Chords is also available for this song.

• This is a song about colors, colors
You see them all around.
There is red on the stop sign,
Green on a tree,
Blue in the sky and sea.
• This a song about colors,
Colors you see them all around.
It's about the happiest song in town.
All you have to do is stand up and sit down.
All you have to do is stand up and sit down.
•
RED stand up,
BLUE stand up,
YELLOW and
GREEN stand up.
• RED sit down,
BLUE sit down,
YELLOW and GREEN sit down.
• RED stand up,
GREEN stand up...
• BLUE stand up,
YELLOW stand up...
•
This is a song about colors, colors;
You see them all around,
There is yellow on bananas and green on a tree, blue
in the sky and the sea.
• RED stand up...
• BLUE sit down...
• GREEN sit down...
•
This is a song about colors, colors;
You see them all around.
It’s about the happiest song in town.
All you have to do is stand up and sit down.
All you have to do is stand up and sit down.
All you have to do is stand up and sit down.
• This song is available on Hap Palmer's Learning Basic Skills Through Music: Volume 1.

Songs to teach
• Cabeza, hombros, rodillas y dos pies
• "Head, Shoulders, Knees and Two Feet" in Spanish
Performed by Marla Lewis
•
Cabeza, hombros, rodillas
y dos pies
Cabeza, hombros, rodillas
y dos pies
• Ojos, oidos, boca y una nariz
Cabeza, hombros, rodillas
y dos pies
•
• English Translation
(Not on the download.)
• Head, shoulders, knees
And two feet
Head, shoulders, knees
And two feet
• Eyes, ears, mouth and a nose
Head, shoulders, knees
And two feet
Songs to teach
•
El alfabeto
• Children's Song Lyrics and Sound Clip
Jim Nailon
• Listen to this song.
• This song is available on Jim Nailon's "Canciones de mi clase"

• Comments from Jim Nailon:
There is disagreement in the Spanish speaking world as to what actually constitutes their "extra letters." I have included all four possibilities in this song.
The fact that I place them at the end of the alfabeto instead of their usual place is a weakness and a strength. I think it helps Spanish students by grouping the new letters together, but they are not in the traditional Spanish order. Nevertheless, the song provides a fun (and familiar) way to learn to pronounce the Spanish alfabeto.
•
• a, b, c, d, e, f, g
h, I, j, k, l, m, n
o, p, q, r
s, t, u, v
w, x
y, z
Y tenomos cuatro mas:
ch y ll
ñ rr

• (Pronunciation guide and translation)
• a, b, c, d, e, f, ga, be, ce, de, e, efe, ge
• h, i, j, k, l, m, nhache, i, jota, ka, ele, eme, ene
• o, p, q, ro, pe, cu, ere
• s,t,u,v,ese, te, u, ve
• w,xdoble ve, equis
• y,zi griega, zeta
• (y tenemos cuatro mas)(And we have four more)
• ch y llche and elle
• ñ, rreñe, doble ere
•
•
•
See more of our Spanish Songs

Songs to teach- Head Shoulders
• Cabeza, hombros, rodillas y dos pies
• "Head, Shoulders, Knees and Two Feet" in Spanish
Performed by Marla Lewis
•
Cabeza, hombros, rodillas
y dos pies
Cabeza, hombros, rodillas
y dos pies
• Ojos, orejas, boca y una nariz
Cabeza, hombros, rodillas
y dos pies
•
• English Translation
(Not on the download.)
• Head, shoulders, knees
And two feet
Head, shoulders, knees
And two feet
• Eyes, ears, mouth and a nose
Head, shoulders, knees
And two feet
• Cabeza head
• Y head
• Hombros shoulders
• Rodillos knees
• Pies feet

• Ojos eyes
• Orejas ears
• Boca mouth
• Nariz nose

Songs to teach- De Colores
•
DE COLORES (A el ritmo de vals)
• LA De colores, de colores se visten los campos
• MI en la primavera MI De colores, de colores son los pajarillos LA que vienen de afuera.
• LA De colores, de colores MI es el arco iris que vemos lucir MI De colores, de colores se viste el diamante LA que debo lucir RE LA y por eso los grandes amores MI LA de muchos colores me gustan a mi. RE LA y por eso los grandes amores MI LA de muchos colores me gustan a mi. LA De colores, de colores brillantes y finos MI se viste la aurora MI de colores, de colores son los mil reflejos LA que el sol atesora. LA De colores, de colores brillantes y finos MI se viste la aurora, MI de colores, de colores son los mil reflejos MI que el sol atesora. RE LA y por eso los grandes amores MI LA de muchos colores me gustan a mi. RE LA y por eso los grandes amores MI LA de muchos colores me gustan a mi.
• A-E-A-E-A-E-d-A-E

• Do- c RE- d
• Mi- e Fa- f
• So g La- a
• Ti- B Do-C
•
De colores – the colors colorful
• se visten appear
• los campos en la primavera
the fields in springtime
• los pajarillos que vienen de afuera
th birds which come from outside
• es el arco iris que vemos lucir
is the rainbow we see shining
• De colores
Y por eso and for that reason
• los grandes amores
the great love affairs
• De muchos colores me gustan a mi
I like

Y por eso los grandes amores
De muchos colores me gustan a mi

• Canta el gallo con el quiri quiri quiri quiri quiri rooster noise
the rooster with Canta el gallo
La gallina
La gallina the hen con el cara cara cara cara cara
hen noise
• Los polluelos
the chicks Y por eso los grandes amores
chicks noise
De muchos colores me gustan a mi
Y por eso los grandes amores
De muchos colores me gustan a mi
Los polluelos con el pio pio pio pio pi
[Se repite el primero verso y coro]

[Repeat the first verse and chorus]

Songs – More Links

• A-E-A-E-A-E-d-A-E

• Do- c RE- d
• Mi- e Fa- f
• So g La- a
• Ti- B Do-C

• http://lacuerda.net/

• http://www.songsforteaching.com/store/we-love-math-with-miss-jenny-cd-and-book-kit-pr-1027.html
• http://www.spanishtoys.com/UDmusicaDetail.asp?

•
[Repeat the first verse and chorus]

Critique on Teaching Special Needs Students Life Skills

2009-12-01T09:18:00.001-08:00

Article Critique- N - Assignment
Instructions

Reflection Questions: 1. Summarize article and Reflect.

I had a few articles which were of interest which I brought to the attention of our class, and one article that I shared was about the characteristics, strengths, and challenges of students with Spectrum Disorders. In addition, I shared an article from the CEC email that was quite relevant. The article showed a positive trend of education administrators to integrate and accept children with Special Needs and the importance of teaching general life and coping skills.

One specific challenge that children on the spectrum is they lack the practice and training of social and life skills. Often, it is difficult for them to deal with adversity and to appropriately express their feelings in a more socially acceptable way. Transition from activity to activity also poses a challenge. The challenge of fear and anxiety, and the challenge of not knowing how to deal with these feelings, is a skill that all students who have not practiced, must be taught and reinforced.

The need for practice of this skill and interaction for children on the spectrum are that much more important. “General life skills” which include , learning proper behavior and response to situations is a major portion of a curriculum, that should be taught to each student (and of course, reinforced at home) whether a student in exceptional or general education.

When I read the quote from the opening of the article from Plumstead Superintendent Mark Demareo , it made me reflect upon what I had learned in a Philosophy of Education class, about Thomas Jefferson and the importance of “ Education for the Citizenry (Masses)”. Thomas Jefferson, was a highly educated man , and a student of the Enlightenment era. He wanted to create a society where all people would free to pursue the benefits of “ life, liberty, and the pursuit of happiness”. Many don’t know that he was the major contributor for the right to a public education and also set the ground rules for the first Public University (U of VA.), an educational institution that still stands today.

The general theme of Jeffersonian philosophy, was that it was imperative to have citizens, that are given the opportunity for enlightenment and education, for with a proper public education, they become responsible and productive citizens. The more opportunities of education to the citizenry, the more apt that these citizens become more responsible and beneficial to the current society. The philosophy also expresses the themes in the idioms “ Teaching a Person to Fish – You’ll Eat For A Lifetime” or “ Helping Others To Help Themselves”.

The quote used in the article , not only refers to teaching life skills to Special Needs students, but can apply to every situation. I would like to share it with you.

"The main objective of the program is to prepare our students for the important steps in their lives," "As they take the journey to adulthood, we will support and extend their efforts to become responsible, productive young adults in their community."
Plumsted Superintendent of Schools Mark DeMareo said.

The role of society is to model, support, teach, and reinforce younger citizens to become responsible, productive young adults in their community.

This is a major concept that I take away from this article, other than the importance of creating a curriculum for all students, not only exceptional students, to model, each and reinforce acceptable life skills.

The 12- Plus program is a new life-skills curriculum /pilot program offered for students with special needs at NJ’s New Egypt High School . The objective for its current student population which caters students classified as special-needs, is to keep the students educated in their own neighborhood school to the greatest extent possible as they begin their transition to adult life and productive citizenship in the community. The classroom which is termed “ The Learning Cottage”-provides the student with functional academics in literacy and math, activities of daily living, technology, related arts, social skills, and pre-vocational skills.

The 12- Plus Program will assist students who remain in special education until they are 21 make an easier transition to life in the workplace and the community, and includes an area set up like an apartment to teach life skills. A benefit of this effort is to keep students with special needs in schools near their homes.

In conclusion, it is up to our society, not only schools, but our parents, and our places of work, to shape our youth,-“ to teach them how to fish”, so that they may be responsible and productive members of society.

________________________________________________________________

http://tritown.gmnews.com/news/2009/1029/schools/034.html
Schools October 29, 2009 Search Archives:

Special-needs students being taught life skills
BY DAVE BENJAMIN Staff Writer

PLUMSTED — New Egypt High School has introduced a 12-Plus program for special-needs students.

"The main objective of the program is to prepare our students for the important steps in their lives," Plumsted Superintendent of Schools Mark DeMareo said. "As they take the journey to adulthood, we will support and extend their efforts to become responsible, productive young adults in their community."

The new program has been created to meet the needs of the first group of specialneeds students from New Egypt High School who will be remaining in the Plumsted School District until they are 21 years old as provided by the New Jersey Special Education Code, the superintendent explained.

Keeping students in their own neighborhood school to the greatest extent possible as they begin their transition to adult life and productive citizenship in the community is the vision of the school district, DeMareo said.

"Our commitment is to inclusive education for all students," he said.

New Egypt High School Principal Tom Farrell said he is proud of the new program.

"The new in-house high school 12-Plus program is fantastic," Farrell said. "Our staff is instilling life-long learning skills to our students. These life skills will prove invaluable to our students in the future."

Special education teacher Barbara Weaver and paraprofessional Craig Conk work in the special-needs classroom, which is called the Learning Cottage.

They provide their students with functional academics in literacy and math, activities of daily living, technology, related arts, social skills and pre-vocational skills, all of which follow the New Jersey Core Curriculum Content Standards.

Plumsted Supervisor of Special Services Jodie Greene said she thinks the school district has a unique program.

Greene said the Learning Cottage is set up to resemble an apartment so the students can gain firsthand knowledge about living independently. These skills are taught in a real-life setting so that the probability of carrying over the skills to reality is significantly increased, Greene said.

One day each week, students attend the Career Pathways Program at the Dorothy B. Hersh High School in Tinton Falls, Monmouth County. The Dorothy B. Hersh High School is a fully accredited private school for students with developmental disabilities between the ages of 14 and 21.

In this program, the special-needs students experience career reading and math, involvement in community-based instruction (which may include volunteering at community sites), attending field trips, and participation in structured learning experiences in retail, food service, janitorial work and day care.

The students are learning how to engage in computer job searches and how to complete a job application, said Greene.

Educators at the Dorothy B. Hersh High School work with educators in the Plumsted School District to locate appropriate employment for students who stay in New Egypt.

Article Critique- N - Assignment
Instructions

Reflection Questions: 1. Summarize article and Reflect.

I had a few articles which were of interest which I brought to the attention of our class, and one article that I shared was about the characteristics, strengths, and challenges of students with Spectrum Disorders. In addition, I shared an article from the CEC email that was quite relevant. The article showed a positive trend of education administrators to integrate and accept children with Special Needs and the importance of teaching general life and coping skills.

One specific challenge that children on the spectrum is they lack the practice and training of social and life skills. Often, it is difficult for them to deal with adversity and to appropriately express their feelings in a more socially acceptable way. Transition from activity to activity also poses a challenge. The challenge of fear and anxiety, and the challenge of not knowing how to deal with these feelings, is a skill that all students who have not practiced, must be taught and reinforced.

The need for practice of this skill and interaction for children on the spectrum are that much more important. “General life skills” which include , learning proper behavior and response to situations is a major portion of a curriculum, that should be taught to each student (and of course, reinforced at home) whether a student in exceptional or general education.

When I read the quote from the opening of the article from Plumstead Superintendent Mark Demareo , it made me reflect upon what I had learned in a Philosophy of Education class, about Thomas Jefferson and the importance of “ Education for the Citizenry (Masses)”. Thomas Jefferson, was a highly educated man , and a student of the Enlightenment era. He wanted to create a society where all people would free to pursue the benefits of “ life, liberty, and the pursuit of happiness”. Many don’t know that he was the major contributor for the right to a public education and also set the ground rules for the first Public University (U of VA.), an educational institution that still stands today.

The general theme of Jeffersonian philosophy, was that it was imperative to have citizens, that are given the opportunity for enlightenment and education, for with a proper public education, they become responsible and productive citizens. The more opportunities of education to the citizenry, the more apt that these citizens become more responsible and beneficial to the current society. The philosophy also expresses the themes in the idioms “ Teaching a Person to Fish – You’ll Eat For A Lifetime” or “ Helping Others To Help Themselves”.

The quote used in the article , not only refers to teaching life skills to Special Needs students, but can apply to every situation. I would like to share it with you.

"The main objective of the program is to prepare our students for the important steps in their lives," "As they take the journey to adulthood, we will support and extend their efforts to become responsible, productive young adults in their community."
Plumsted Superintendent of Schools Mark DeMareo said.

The role of society is to model, support, teach, and reinforce younger citizens to become responsible, productive young adults in their community.

This is a major concept that I take away from this article, other than the importance of creating a curriculum for all students, not only exceptional students, to model, each and reinforce acceptable life skills.

The 12- Plus program is a new life-skills curriculum /pilot program offered for students with special needs at NJ’s New Egypt High School . The objective for its current student population which caters students classified as special-needs, is to keep the students educated in their own neighborhood school to the greatest extent possible as they begin their transition to adult life and productive citizenship in the community. The classroom which is termed “ The Learning Cottage”-provides the student with functional academics in literacy and math, activities of daily living, technology, related arts, social skills, and pre-vocational skills.

The 12- Plus Program will assist students who remain in special education until they are 21 make an easier transition to life in the workplace and the community, and includes an area set up like an apartment to teach life skills. A benefit of this effort is to keep students with special needs in schools near their homes.

In conclusion, it is up to our society, not only schools, but our parents, and our places of work, to shape our youth,-“ to teach them how to fish”, so that they may be responsible and productive members of society.

________________________________________________________________

http://tritown.gmnews.com/news/2009/1029/schools/034.html
Schools October 29, 2009 Search Archives:

Special-needs students being taught life skills
BY DAVE BENJAMIN Staff Writer

PLUMSTED — New Egypt High School has introduced a 12-Plus program for special-needs students.

"The main objective of the program is to prepare our students for the important steps in their lives," Plumsted Superintendent of Schools Mark DeMareo said. "As they take the journey to adulthood, we will support and extend their efforts to become responsible, productive young adults in their community."

The new program has been created to meet the needs of the first group of specialneeds students from New Egypt High School who will be remaining in the Plumsted School District until they are 21 years old as provided by the New Jersey Special Education Code, the superintendent explained.

Keeping students in their own neighborhood school to the greatest extent possible as they begin their transition to adult life and productive citizenship in the community is the vision of the school district, DeMareo said.

"Our commitment is to inclusive education for all students," he said.

New Egypt High School Principal Tom Farrell said he is proud of the new program.

"The new in-house high school 12-Plus program is fantastic," Farrell said. "Our staff is instilling life-long learning skills to our students. These life skills will prove invaluable to our students in the future."

Special education teacher Barbara Weaver and paraprofessional Craig Conk work in the special-needs classroom, which is called the Learning Cottage.

They provide their students with functional academics in literacy and math, activities of daily living, technology, related arts, social skills and pre-vocational skills, all of which follow the New Jersey Core Curriculum Content Standards.

Plumsted Supervisor of Special Services Jodie Greene said she thinks the school district has a unique program.

Greene said the Learning Cottage is set up to resemble an apartment so the students can gain firsthand knowledge about living independently. These skills are taught in a real-life setting so that the probability of carrying over the skills to reality is significantly increased, Greene said.

One day each week, students attend the Career Pathways Program at the Dorothy B. Hersh High School in Tinton Falls, Monmouth County. The Dorothy B. Hersh High School is a fully accredited private school for students with developmental disabilities between the ages of 14 and 21.

In this program, the special-needs students experience career reading and math, involvement in community-based instruction (which may include volunteering at community sites), attending field trips, and participation in structured learning experiences in retail, food service, janitorial work and day care.

The students are learning how to engage in computer job searches and how to complete a job application, said Greene.

Educators at the Dorothy B. Hersh High School work with educators in the Plumsted School District to locate appropriate employment for students who stay in New Egypt.

School Attitude- Education World

2009-11-23T07:18:00.001-08:00

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E-Learning

Home > Administrator's Desk Channel > Administrator's Desk Archive >Leadership > School Administrators Article

SCHOOL ADMINISTRATORS ARTICLE

Is Your School's Culture
Toxic or Positive?

From time to time, Education World updates and reposts a previously published article that we think might be of interest to administrators. We hope you find this recently updated article to be of value.

"School culture is the set of norms, values and beliefs, rituals and ceremonies, symbols and stories that make up the 'persona' of the school," says Dr. Kent D. Peterson, a professor in the Department of Educational Administration at the University of Wisconsin-Madison. Education World recently talked with Peterson about the differences between positive and negative school cultures and how administrators and teachers can create a positive culture in their schools. Included: Tips for creating a positive school culture.

"The culture of a school consists primarily of the underlying norm values and beliefs that teachers and administrators hold about teaching and learning," according to Dr. Kent D. Peterson. That culture is also composed of "traditions and ceremonies schools hold to build community and reinforce their values," says Peterson, a professor in the Department of Educational Administration at the University of Wisconsin-Madison and co-author of Shaping School Culture: The Heart of Leadership.

Every school has underlying assumptions about what staff members will discuss at meetings, which teaching techniques work well, how amenable the staff is to change, and how critical staff development is, adds Peterson. That core set of beliefs underlies the school's overall culture.

POSITIVE OR NEGATIVE?
In a school with a positive culture, Peterson says, "[T]here's an informal network of heroes and heroines and an informal grapevine that passes along information about what's going on in the school... [A] set of values that supports professional development of teachers, a sense of responsibility for student learning, and a positive, caring atmosphere" exist.

On the other hand, in a toxic school environment, "teacher relations are often conflictual, the staff doesn't believe in the ability of the students to succeed, and a generally negative attitude" prevails, notes Peterson.

Staff and administrators in a positive school culture believe they have the ability to achieve their ambitions. Their counterparts operating in a negative school environment lack faith in the possibility of realizing their visions.

School culture has a profound effect on staff development. "It affects attitudes toward spending time to improve instruction, motivation to attend workshops, and the [activities] people choose to participate in," Peterson says.

GANADO PRIMARY SCHOOL
In the article Positive or Negative? (Journal of Staff Development, Summer 2002), Peterson writes about the exemplary school culture at Ganado (Arizona) Primary School. Located in one of the poorest counties in the United States, the school has not always boasted a vibrant professional community. "Over time," Peterson wrote, "Sigmund Boloz, the principal, and his staff developed a strong, professional culture that supports staff and student learning."

Toxic or Positive?

Which term describes your school's culture?
A toxic school culture
* blames students for lack of progress
* discourages collaboration
* breeds hostility among staff.

A positive school culture
* celebrates successes
* emphasizes accomplishment and collaboration
* fosters a commitment to staff and student learning.

In that article, Peterson described a school culture in which staff, students, principal, and community members are all seen as learners. All teachers have been trained in a reading intervention program called CLIP (Collaborative Literacy Intervention Project). Teachers are supported in their use of the program and are invited to regular "curriculum conversations" to discuss new ideas and share experiences.

At Ganado, "[T]he presence of a staff professional library symbolically communicates the importance of learning," Peterson continued. "The school has amassed 4,000 professional books and 400 videotapes on effective teaching and other professional issues." In addition, the school hosts an academy for parents each year to help enhance parenting abilities.

"Staff members feel responsible for improving their own skills and knowledge to help students learn," concluded Peterson. "They regularly recount stories of successfully using new ideas. The staff expects and encourages collaboration and sharing. In short, professional learning is valued in the culture."

CHANGING A TOXIC CULTURE
According to Peterson, schools with a negative, or toxic, culture

lack a clear sense of purpose
have norms that reinforce inertia
blame students for lack of progress
discourage collaboration
often have actively hostile relations among staff.

In fighting such a negative culture, Peterson tells Education World, "to begin with, the staff must assess the underlying norms and values of the culture and then as a group activity, work to change them to have a more positive, supportive culture."

WHAT CAN ADMINISTRATORS DO?
Principals need to "read the school," Peterson suggests. They must talk to storytellers on the staff to discern what kind of history the school has. Staff and administrators need to examine what they have learned about the school culture, and then they must ask two questions:

What aspects of the culture are positive and should be reinforced?
What aspects of the culture are negative and harmful and should be changed?
In "Positive or Negative?" Peterson shared ways in which principals and staff leaders can nurture the school culture's positive aspects. They include the following:
Celebrate successes in staff meetings and ceremonies.
Tell stories of accomplishment and collaboration whenever there's an opportunity.
Use clear, shared language created during professional development to foster a commitment to staff and student learning.

When administrators and staff collaborate in a strong push to foster an environment in which learning blooms, Peterson concluded, they will decrease such negatives as student misbehavior and faculty grousing and create an overall positive school culture with a flourishing staff and students.

WANT TO LEARN MORE?
Positive or Negative?
The culture of a school is always active, either positively or negatively influencing adult and student learning, Kent D. Peterson, Ph.D., suggests in this Journal of Staff Development article. "Being able to understand and shape the culture is key to a school's success in promoting staff and student learning."

Shaping School Culture: The Heart of Leadership
A brief summary of this book, says authors Terrence E. Deal and Kent D. Peterson, shows how school leaders can use the power of school culture to create a vibrant, cooperative spirit and a school "persona."

Shaping School Culture Fieldbook
By Terrence E. Deal and Kent D. Peterson (Jossey-Bass, 2002), this book provides solid methods, questions to contemplate, and group activities for a school's staff to use in assessing and changing its culture.

Article by Sharon Cromwell
Education World®
Copyright © 2009 Education World

Originally published 7/30/2002
Last updated 05/25/2009

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Sundown http://www.youtube.com/watch?v=MOOs-MqDOI0

2009-11-09T19:54:00.001-08:00

http://www.youtube.com/watch?v=MOOs-MqDOI0

2009-11-09T19:53:00.000-08:00

intro: E.......E7 on upstroke (if you listen to the recording, you'll get the idea!)

E
I can see her lyin' back in her satin dress
B7 E
In a room where ya do what ya don't confess

A
Sundown ya better take care
D E
If I find you bin creepin' 'round my back stairs
A
Sundown ya better take care
D E
If I find you bin creepin' 'round my back stairs

E
She's bin lookin' like a queen in a sailor's dream
B7 E
And she don't always say what she really means

A
Sometimes I think it's a shame
D E
When I get feelin' better when I'm feelin' no pain
A
Sometimes I think it's a shame
D E
When I get feelin' better when I'm feelin' no pain

E
I can picture every move that a man could make
B7 E
Getting lost in her lovin' is your first mistake

A
Sundown ya better take care
D E
If I find you bin creepin' 'round my back stairs

A
Sometimes I think it's a sin
D E
When I feel like I'm winnin' when I'm losin again

instr:

E
I can see her lookin' fast in her faded jeans
B7 E
She's a hard lovin' woman, got me feelin' mean

A
Sometimes I think it's a shame
D E
When I get feelin' better when I'm feelin' no pain

A
Sundown ya better take care
D E
If I find you bin creepin' 'round my back stairs
A
Sundown ya better take care
D E
If I find you bin creepin' 'round my back stairs

A
Sometimes I think it's a sin
D E
When I feel like I'm winnin' when I'm losin' again

--------------------------------------------------
simescan (rick s.)

<

Peter Paul and Mary - there is a ship video - you tube

2009-11-09T18:54:00.000-08:00

2009-11-09T18:52:00.000-08:00

http://www.youtube.com/watch?v=cuS1cCnG8xc

embed
">

http://www.youtube.com/watch?v=wZWvh0aEs8w

2009-11-09T18:48:00.001-08:00

http://www.youtube.com/watch?v=wZWvh0aEs8w

the ship is gone on my own medley- peter paul mary edse tab

2009-11-09T18:46:00.001-08:00

THERE IS A SHIP (The Water is Wide) -- Peter, Paul and Mary.

PP&M's version of this lovely folksong.

D G D
There is a ship and she sails the sea
D Bm Em A
She’s loaded deep, as deep can be
A7 F#m D7 Bm
But not as deep as the love I’m in
G6 F#m A D
I know not if I sink or swim

(Same chords for rest of song)
I leaned my back against an oak
Thinking it was a trusty tree
But first it bent and then it broke
Just as my love proved false to me

Oh, love is gentle, and love is kind
The sweetest flower when first it’s new
But love grows old and waxes cold
And fades away like the mornin’ dew

The water is wide, I cannot get o’er
Neither have I the wings to fly
Give me a boat that can carry two
And both shall row my love and I

D Em D D/C#
On my own, pretending hes beside me,
Bm E A AM7
All alone, I walk with him till morning,
G F#7 Bm
Without him, I feel his arms around me,
Em A
And when I lose my way I close my eyes and he has found me.

In the rain, the pavement shines like silver,
All the lights are misty in the river,
In the darkness, the trees are full of starlight,
And all I see is him and me forever and forever.

Bb G#7 Bb Bb/A
And I know its only in my mind,
Gm Gm7 Eb
That Im talking to myself and not to him,
Em B B7
And although I know that he is blind,
C C7
Still I say theres a way for us.

F Gm F F/E
I love him, but when the night is over,
Dm G C CM7
He is gone, the rivers just a river,
Bb A7 Dm
Without him the world around me changes,
Gm C
The trees are bare and everywhere the streets are full of strangers.

I love him, but every day im learning,
All my life Ive only been pretending,
Without me his world will go on turning,
A world thats full of happiness that I have never known.

F F7 Bb
I love him, I love him, I love him,
F#7 F
But only on my own.

weave me the sunshine- peter paul and mary- chords edse tabe

2009-11-09T17:54:00.000-08:00

{title:Weave Me the Sunshine}
{st:Peter Yarrow}
{c:Chorus:}
[C]Weave, [D]weave, [G]weave me the [Em]sunshine
[C]Out of the [D]falling [G]rain.[Em]
[C]Weave me the [D]hope of a [G]new to[Em]morrow,
And [A7]fill my cup ag[D]ain.

[C]Weave, [D]weave, [G]weave me the [Em]sunshine
[C]Out of the [D]falling [G]rain.[Em]
[C]Weave me the [D]hope of a [G]new to[Em]morrow,
And [A7]fill my cup ag[D]ain.

Well I've [Em]seen the steel and [Bm]concrete crumble,
[C]Shine on [D]me ag[G]ain.
The [Em]proud and the mighty [A7]all have stumbled,
[D]Shine on me ag[D7]ain.

{c:Chorus.}

They say that the tree of loving,
Shine on me again,
Grows on the bank of the river of suffering,
Shine on me again.

{c:Chorus.}

If only I could heal your sorrow,
Shine on me again,
I'd help you to find your new tomorrow,
Shine on me again.

{c:Chorus.}

Only you can climb that mountain,
Shine on me again,
If you want to drink at that golden fountain,
Shine on me again.

{c:Chorus.}
#
# Submitted to the ftp.nevada.edu:/pub/guitar archives
# by Steve Putz
# 7 September 1992

Peter Paul and Mary - if i had a hammer- Tab - Chords

2009-11-09T17:43:00.000-08:00

If I had a hammer Intro: A C#m D E (2x)

Note: The verse begins the second time E is played in the intro

(Verse Part 1)
E A C#m D
If I had a hammer
E A C#m D
I'd hammer in the morning
E A C#m D
I'd hammer in the evening
E
all over this land,

(Verse Part 2)
E A
I'd hammer out danger
Dmaj7**
I'd hammer out a warning
D A D A D
I'd hammer out love between my brothers and my sisters
E A C#m D
All over this land.

** I play this as Dmaj7 but its not quite right. I'm not sure what this actual chord is, but you can play either
Dmaj7 or D and it sounds fine.

(Verse Part 1)
If I had a bell
I'd ring it in the morning
I'd ring it in the evening
All over this land,

(Verse Part 2)
I'd ring out danger
I'd ring out a warning
I'd ring out love between my brothers and my sisters
All over this land.

(Verse Part 1)
If I had a song
I'd sing it in the morning
I'd sing it in the evening
all over this world,

(Verse Part 2)
I'd sing out danger
I'd sing out a warning
I'd sing out love between my brothers and my sisters
All over this land.

(Verse Part 1)
If I've got a hammer
And I've got a bell
And I've got a song to sing
all over this land,

(Verse Part 2)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
All over this land.

(Last verse Repeated)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
E A D A
All over this land.

Chords:
A C#m D E Dmaj7
E|--5----4---5--7----5----|
B|--5----5---7--9----7----|
G|--6----6---7--9----6----|
D|--7----6---7--9----7----|
A|--7----4---5--7----5----|
E|--5----4---5--7----5----|

Intro: A C#m D E (2x)

Peter Paul and Mary - Puff the Magic Dragon- Tab - Chords

2009-11-09T17:27:00.000-08:00

PUFF THE MAGIC DRAGON

intro:
E|------------------------|
B|------------------------|
G|-2-2-2-2-1-----2-2------|
D|-----------2-4-----2----|
A|------------------------|
E|------------------------|

E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---1-2-4-----|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|

E|------------------------|
B|------------------------|
G|-2-2-2-2-1--------2-2---|
D|-----------2-4-4------2-|
A|------------------------|
E|------------------------|

E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---2-1-4-2---|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|

LESSON 2

Tabbed by: Patrick McFadden (patzy46@hotmail.com)
Tuning: Standard (E A D G B E)

Capo on 2nd Fret. All positions and chord formations are relative to capo.

Intro (fingerpicked)

G Bm C G
E|--3-----3-------2-------2--------0------0-----------3------3--------||
B|----0-----0--------3-------3--------1------1-----------0-----0------||
G|------0---------------4---------------0------------------0----------||
D|--------------------------------------------------------------------||
A|----------------2----------------3----------------------------------||
E|--3-------------------------------------------------3---------------||

C G C D G

E|--0----0--------3-----3------0--------2----------3------------------||
B|----1-----1-------0-----0------1--------3--------0------------------||
G|------0--------------0-----------0--------2------0------------------||
D|-------------------------------------------------0------------------||
A|--3--------------------------3--------0----------2------------------||
E|----------------3--------------------------------3------------------||

LESSON 3 PUFF THE MAGIC DRAGON -Here's the modified chords that I throw in for kicks: G (320033) C* (x32013)

G Bm C G
Puff, the magic dragon lived by the sea

C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee,

G Bm C G
Little jackie paper loved that rascal Puff,

C G Em A7 D7 G d
And brought him strings and sealing wax and other fancy stuff. Oh

G Bm C G
Puff, the magic dragon lived by the sea

C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee,

G Bm C G
Puff, the magic dragon lived by the sea

C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee.

G Bm C G
Together they would travel on a boat with billowed sail

C G Em A7 D7
And Jackie kept a lookout perched on Puff’s gigantic tail,

G Bm C G
Noble kings and princes would bow whenever they came,

C G Em A7 D7
Pirate ships would lower their flags when Puff roared out his name. oh!

G Bm C G
Puff, the magic dragon lived by the sea

C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee,

G Bm C G
Puff, the magic dragon lived by the sea

C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee.

G Bm C G
A dragon lives forever but not so little boys

C G Em A7 D7
Painted wings and giant rings make way for other toys.

G Bm C G
One grey night it happened, Jackie Paper came no more

C G Em A7 D7
And Puff that mighty dragon, he ceased his fearless roar.

G Bm C G His head was bent in sorrow, green scales fell like rain,

C G Em A7 D7 Puff no longer went to play along the cherry lane.

G Bm C G Without his life-long friend, Puff could not be brave,

C G Em A7 D7 So Puff that mighty dragon, he slipped into his cave. oh!

G Bm C G Puff, the magic dragon lived by the sea
C G Em A7 D7 And frolicked in the autumn mist in a land called Honah Lee,
G Bm C G Puff, the magic dragon lived by the sea

C G Em A7 G C* G And frolicked in the autumn mist in a land called Honah Le

PPM- Car Car - Woody Guthrie- great website- If I had a hammer chords- freight train lyrics-

2009-11-09T17:25:00.000-08:00

In Concert
1964
CAR-CAR
Woody Guthrie- Folkways Music Pub. Inc. BMI

(This song is a combination of spoken segments with vocal sound effects and singing. This will be the basic lyric only as the performance is far more than can be easily written down).

Chorus:
Take me for a ride in your Car-Car
Take me for a ride in your Car-Car
Take me for a ride, Take me for a ride,
Take me for a ride in your Car-Car

(spoken and sound effects segment)
Take me for a ride in your Mac Truck
Take me for a ride in your truck, mack
Take me for a ride, take me for a ride,
Take me for a ride in your Mac Truck, Mack

(spoken and sound effects segment)

(Chorus)

(Spoken segment, with sound effects, then Mary sings...)
Take me for a ride in your car-car
Take me for a ride in your car-car
Take me for a ride, take me for a ride,
Take me for a ride in your 3.2 liter Ferrari
with torsion bar suspension
and those ported venturi carburetors!

(another spoken and sound effects segment to the end of the song)

Intro: A C#m D E (2x)

Note: The verse begins the second time E is played in the intro

(Verse Part 1)
E A C#m D
If I had a hammer
E A C#m D
I'd hammer in the morning
E A C#m D
I'd hammer in the evening
E
all over this land,

(Verse Part 2)
E A
I'd hammer out danger
Dmaj7**
I'd hammer out a warning
D A D A D
I'd hammer out love between my brothers and my sisters
E A C#m D
All over this land.

** I play this as Dmaj7 but its not quite right. I'm not
sure what this actual chord is, but you can play either
Dmaj7 or D and it sounds fine.

(Verse Part 1)
If I had a bell
I'd ring it in the morning
I'd ring it in the evening
All over this land,

(Verse Part 2)
I'd ring out danger
I'd ring out a warning
I'd ring out love between my brothers and my sisters
All over this land.

(Verse Part 1)
If I had a song
I'd sing it in the morning
I'd sing it in the evening
all over this world,

(Verse Part 2)
I'd sing out danger
I'd sing out a warning
I'd sing out love between my brothers and my sisters
All over this land.

(Verse Part 1)
If I've got a hammer
And I've got a bell
And I've got a song to sing
all over this land,

(Verse Part 2)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
All over this land.

(Last verse Repeated)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
E A D A
All over this land

#004
{title:Freight Train}
{st:Elizabeth Cotton}
F[C]reight train, Freight train, g[G7]oin' so fast,
Freight train, Freight train, g[C]oin' so fast,
P[E7]lease don't tell what t[F]rain I'm on
So they w[C]on't know w[G7]here I'm g[C]one.

Freight train, Freight train, goin' round the bend,
Freight train, Freight train, comin' back again,
One of these days turn that train around
And go back to my home town.

One more place I'd like to be,
One more place I'd lie to see,
To watch them old Blue Ridge Mountains climb,
When I ride old number nine.

When I die Lord, Bury me deep,
Down at the end of Chestnut street,
Where I can hear old number nine
As she comes down the line.

Freight train, Freight train, goin' so fast,
Freight train, Freight train, goin' so fast,
Please don't tell what train I'm on
So they won't know where I'm gone.
#
# Submitted to the ftp.nevada.edu:/pub/guitar archives
# by Steve Putz
# 7 September 1992

A D
All my bags are packed I'm ready to go,
A D
I'm standing here outside your door,
A D E
I hate to wake you up to say goodbye.
A D
But the dawn is breaking it's early morn,
A D
The taxi's waiting it's blowing his horn,
A D E
Already I'm so lonesome I could die.

PRE-CHORUS:

A D
So kiss me and smile for me,
A D
Tell me that you'll wait for me,
A D E
Hold me like you'll never let me go.

CHORUS:

A D
'Cause I'm leaving on a jetplane,
A D
Don't know when I'll be back again
A D E
Oh babe I hate to go.

Now just continue like that for all the rest including chorus, pre-chorus and verse.

Enjoy!

VERSE

--------------------------------------------------------------------------------

G

Light one candle for the Macabe Children

G Em

With thanks their light didn't die.

C

Light one candle for the pain they endured

C B7

When their right to exist was de-nied.

Em

Light on candle for the terrible sacrifice

C A

Justice and freedom demand.

G Em G Em

Light one candle for the wisdom to know

C D G B7

when the peace makers time is at hand.

--------------------------------------------------------------------------------

CHORUS

--------------------------------------------------------------------------------

E Am

Don't let the light go out.

D G B7

It's lasted for so many years.

E Am

Don't let the light go out.

D G B7

Let it shine through our love and our tears.

E Am

Don't let the light go out.

D G B7

It's lasted for so many years.

E Am

Don't let the light go out.

D G B7 Em

Let it shine through our love and our tears.

(four measures of Em before next verse)

--------------------------------------------------------------------------------

VERSE

--------------------------------------------------------------------------------

G

Light one candle for the strength that we need

G Em

To never became our own foe.

C

And light one candle for those who are suffering

B7

Pain we learned so long ago.

Em

Light one candle for all we believe in.

C A

Let anger not tear us a-part.

G Em G Em

And light one candle to bind us to-gether

C D G B7

With piece as the song in our hearts.

--------------------------------------------------------------------------------

CHORUS

--------------------------------------------------------------------------------

E Am

Don't let the light go out.

D G B7

It's lasted for so many years.

E Am

Don't let the light go out.

D G B7

Let it shine through our love and our tears.

E Am

Don't let the light go out.

D G B7

It's lasted for so many years.

E Am

Don't let the light go out.

D G B7 Em

Let it shine through our love and our tears.

(four measures of Em before next verse)

--------------------------------------------------------------------------------

VERSE

--------------------------------------------------------------------------------

G

And what is the memory that's valued so highly

Em

That we keep it alive in the flame?

C

What's the commitment for those who have died

B7

We cry out they have not died in vain?

Em

We have come this far, always believing

C A

That judgement will somehow prevail.

G Em G Em

This is the burden! This is the promise!

C D G B7

and this is why we will not fail!

--------------------------------------------------------------------------------

CHORUS

E Am
Don't let the light go out.

D G B7

It's lasted for so many years.

E Am

Don't let the light go out.

D G B7

Let it shine through our love and our tears.

E Am

Don't let the light go out.

D G B7

It's lasted for so many years.

E Am

Don't let the light go out.

D G B7

Let it shine through our love and our tears.

Em Am

Don't let the light go out!

Em Am

Don't let the light go out!

Em Am

Don't let the light go out!

intro:
E|------------------------|
B|------------------------|
G|-2-2-2-2-1-----2-2------|
D|-----------2-4-----2----|
A|------------------------|
E|------------------------|

E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---1-2-4-----|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|

E|------------------------|
B|------------------------|
G|-2-2-2-2-1--------2-2---|
D|-----------2-4-4------2-|
A|------------------------|
E|------------------------|

E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---2-1-4-2---|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|

Literacy Cooper Kiger On Line Ch 9 Flash Cards http://college.cengage.com/education/cooper/literacy/6e/students/flashcards/ch9.html

2009-11-07T20:24:00.000-08:00

http://college.cengage.com/education/cooper/literacy/6e/students/flashcards/ch9.html

http://college.cengage.com/education/cooper/literacy/6e/students/flashcards/ch8.html

EDSE 665 OQ Assignments

2009-11-07T20:15:00.000-08:00

Week 5 - Assignment (10/25/2009)
Read Textbook Chapters 5.

Weekly Papers - 2 Questions

Reflection Questions:

1. What are the elements that lead to successful independent reading?

2. What are the components of a balanced literacy program? Briefly explain each component.
Week 5 - Assignment (10/25/2009)
Read Textbook Chapters 5.

Weekly Papers - 2 Questions

Reflection Questions:

1. What are the elements that lead to successful independent reading?

2. What are the components of a balanced literacy program? Briefly explain each component.

Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 5 - Assignment (10/25/2009)

Week 5 - Reaction Paper 10/25/2009)
Please read the article on the following website and write a reaction paper no longer than 2 pages (double spaced).

Website :http://edwize.org/decoding-grammar
>> View/Complete Assignment: Week 5 - Reaction Paper 10/25/2009)

Week 6 - Assignment (11/01/2009)
Read Textbook Chapters 6 & 7 .

Weekly Papers - 4 Questions

Reflection Questions:

1 How do students acquire vocabulary?

2. What are the elements of effective vocabulary development? .

3. How would students respond to literature? Describe the categories.

4. Describe the procedures that promote responding to literature.

Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 6 - Assignment (11/01/2009)

Week 7: Assignment (11/08/2009)
Read Textbook Chapters 8 & 9.

Weekly Papers - 4 Questions

Reflection Questions:

1 Explain, giving at least 5 reasons, why reading and writing have to be taught together ?

2. What is the difference between remediation and intervention? How does this difference change the way instruction is planned and carried out?

3. Distinguish between the strategies and skills the classroom teacher needs to teach to struggling readers and those required to be taught to all students, including struggling readers. How would one change the way a required skill or strategy is taught to a group of struggling readers?

4. Review the 2 levels of text needed for struggling readers; grade level and developmentally appropriate. How can a classroom teacher provide instruction for struggling readers in each of these types of text?

Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 7: Assignment (11/08/2009)

Week 8: Assignment (11/15/2009)
Read Textbook Chapters 10.

Weekly Papers - 3 Questions

Reflection Questions:

1 What are the guidelines for organizing and managing a balanced literacy classroom?

2. Why do teachers need to use leveled/developmentally appropriate books for the students in their class?

3. Why is it important for teachers to keep records of every student in the class?

Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 8: Assignment (11/15/2009)

Week 9: Assignment (11/29/2009)
Read Textbook Chapters 11.

Weekly Papers - 2 Questions

Reflection Questions:

1 What is assessment? How does it relate to evaluation? Describe.

2. Describe a formal and informal assessment.
>> View/Complete Assignment: Week 9: Assignment (11/29/2009)

Final Paper - Literacy Lesson (12/06/2009)
Prepare a literacy lesson, complete with mini lessons as per text book. You should report the development, application, and analysis of one or several lessons/activities to teach a literacy lesson. Describe why those activities/lessons can help students to develop literacy skills and construct meaning. To support your rationale, use references from what you have learned in the course and from other sources in the APA format. Discuss each activity, if you have more than one, in detail.

Your lesson must include the description of:

a. The target population the characteristics of the learners for whom the activity is planned.

b. The prerequisites (if necessary), the specific objective(s) of the activity, and the content and language standards to which they relate. If you are not a classroom teacher, specify the output expected from this activity.

c. The role of the teacher and the students.

d. The resources, materials, and other elements that will be used to create a learning environment that addresses the needs of the population.

e. List the principles of learning or the standards and all the references used to develop the lesson.
>> View/Complete Assignment: Final Paper - Literacy Lesson (12/06/2009)

Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 5 - Assignment (10/25/2009)

Week 5 - Reaction Paper 10/25/2009)
Please read the article on the following website and write a reaction paper no longer than 2 pages (double spaced).

Website :http://edwize.org/decoding-grammar
>> View/Complete Assignment: Week 5 - Reaction Paper 10/25/2009)

Week 6 - Assignment (11/01/2009)
Read Textbook Chapters 6 & 7 .

Weekly Papers - 4 Questions

Reflection Questions:

1 How do students acquire vocabulary?

2. What are the elements of effective vocabulary development? .

3. How would students respond to literature? Describe the categories.

4. Describe the procedures that promote responding to literature.

Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 6 - Assignment (11/01/2009)

Week 7: Assignment (11/08/2009)
Read Textbook Chapters 8 & 9.

Weekly Papers - 4 Questions

Reflection Questions:

1 Explain, giving at least 5 reasons, why reading and writing have to be taught together ?

2. What is the difference between remediation and intervention? How does this difference change the way instruction is planned and carried out?

3. Distinguish between the strategies and skills the classroom teacher needs to teach to struggling readers and those required to be taught to all students, including struggling readers. How would one change the way a required skill or strategy is taught to a group of struggling readers?

4. Review the 2 levels of text needed for struggling readers; grade level and developmentally appropriate. How can a classroom teacher provide instruction for struggling readers in each of these types of text?

Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 7: Assignment (11/08/2009)

Week 8: Assignment (11/15/2009)
Read Textbook Chapters 10.

Weekly Papers - 3 Questions

Reflection Questions:

1 What are the guidelines for organizing and managing a balanced literacy classroom?

2. Why do teachers need to use leveled/developmentally appropriate books for the students in their class?

3. Why is it important for teachers to keep records of every student in the class?

Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 8: Assignment (11/15/2009)

Week 9: Assignment (11/29/2009)
Read Textbook Chapters 11.

Weekly Papers - 2 Questions

Reflection Questions:

1 What is assessment? How does it relate to evaluation? Describe.

2. Describe a formal and informal assessment.
>> View/Complete Assignment: Week 9: Assignment (11/29/2009)

Final Paper - Literacy Lesson (12/06/2009)
Prepare a literacy lesson, complete with mini lessons as per text book. You should report the development, application, and analysis of one or several lessons/activities to teach a literacy lesson. Describe why those activities/lessons can help students to develop literacy skills and construct meaning. To support your rationale, use references from what you have learned in the course and from other sources in the APA format. Discuss each activity, if you have more than one, in detail.

Your lesson must include the description of:

a. The target population the characteristics of the learners for whom the activity is planned.

b. The prerequisites (if necessary), the specific objective(s) of the activity, and the content and language standards to which they relate. If you are not a classroom teacher, specify the output expected from this activity.

c. The role of the teacher and the students.

d. The resources, materials, and other elements that will be used to create a learning environment that addresses the needs of the population.

e. List the principles of learning or the standards and all the references used to develop the lesson.
>> View/Complete Assignment: Final Paper - Literacy Lesson (12/06/2009)

EDSE 665 OQ Assignments

2009-11-07T20:13:00.000-08:00

Instructions for Assignments/ Projects
Please go to the 'Course Information' section and click on 'Logistics for Assignments/Projects' in order to view the mechanics for each assignment/project.
Week 1 - Assignment (09/20/2009)
Read Textbook Chapters 1.

Weekly Papers - 2 Questions

Reflection Questions:

1. What are the principles for guiding literacy ? Please explain.

2. What are the stages of Literacy development?

Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 1 - Assignment (09/20/2009)

Week 2 - Assignment (10/04/2009)
Read Textbook Chapters 2.

Weekly Papers - 2 Questions

Reflection Questions:

1. What is the role of the teacher in the classroom ?

2. What are the benefits and value of a 'Read-Aloud' ?

Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 2 - Assignment (10/04/2009)

Week 3 - Assignment (10/11/2009)
Read Textbook Chapters 3

Weekly Papers - 1 Question

Reflection Question:

1. Choose two non-fiction books for children and identify the expository structures of each. Then decide on the best strategy for activating prior knowledge for each and give your rationale.

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Week 4 - Assignment (10/18/2009)
Read Textbook Chapters 4.

Weekly Papers - 2 Questions

Reflection Questions:

1. What is 'reciprocal' teaching? (Focus on procedures & possible uses).

2. List the seven strategies that help to construct meaning. Give an example of each strategy.

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Week 5 - Assignment

Edse Informal vs Formal Response to Text- personal

2009-11-07T19:58:00.000-08:00

I don’t know if you agree , but the term used “personal response” was not what I thought it would be .
The text says that the written or oral response to text is the personal response. However , from reading your response I am sure that you would find the informal way – More Personal!!!
I write in my entry that the more formal way or personal response is a bit of a oxymoron. I found this pretty interesting!!!

dISCUSSION bOARD
Discuss personal as well as formal ways that one might respond to a text.
There are many different ways for a student to respond to a text. Informal methods of response are music, art, dance, and other forms of self-expression, while formal methods of response include written and oral reporting.
Students can definitely benefit from both informal and formal responses to texts. I feel that formal responses should be used often in the classroom. For example, the teacher can ask each student to write a report about the book that they have just completed. This report can include a summary of the text, followed by a personal response about how the student felt about the book. This type of formal response will help the student to organize their thoughts about the text that they have read, and also gives the student an opportunity to express their feelings and thoughts on the text.

Informal responses to text can also be beneficial to use in the classroom. Students are really able to tap into their creativity when asked to respond informally to a text. For example, after completing a novel, the teacher can ask the students to write a poem about the piece. The poem can be about anything pertaining to the novel. This type of assignment is helps students to think creatively about what they read and have fun while doing it!

A formal way that one might respond to a text would be by summarizing literature.
Some of the assignments for this course ask us to answer questions by retrieving information
from our textbook. That is a type of formal response. It is not possible to be personal or creative
with a formal response since this the kind of response that is information and factually based.
A formal response is the kind of response or summary that you would want to read in preparation for an exam.

Personal ways one might respond to text is either oral or
written. In this course, the opportunity to respond to posts on the discussion
board is a personal response. According to our textbook; “students may retell, generalize and tell how
they felt about what they read, their favorite part or character, or how what they read relates to their lives.
” Personal responses stimulate a thought process where a student can make a connection between their lives and
literature. In personal responses students can include their feelings, whether they agree or disagree and even
how they would possibly change a story if they were to re-write it. Often time’s students would incorporate their
sense of previous knowledge, beliefs, or interests into personal responses. This type of response can be
recorded in a writing journal and is not solely information based. It is not the kind of response you would want
to read or answer in preparation for an exam. It is also less likely for any two personal responses to a text to
be the same.

There are many different ways for a student to respond to a text. Informal methods of response are music, art, dance, and other forms of self-expression, while formal methods of response include written and oral reporting.
Students can definitely benefit from both informal and formal responses to texts. I feel that formal responses should be used often in the classroom. For example, the teacher can ask each student to write a report about the book that they have just completed. This report can include a summary of the text, followed by a personal response about how the student felt about the book. This type of formal response will help the student to organize their thoughts about the text that they have read, and also gives the student an opportunity to express their feelings and thoughts on the text.
Informal responses to text can also be beneficial to use in the classroom. Students are really able to tap into their creativity when asked to respond informally to a text. For example, after completing a novel, the teacher can ask the students to write a poem about the piece. The poem can be about anything pertaining to the novel. This type of assignment is helps students to think creatively about what they read and have fun while doing it!

Discuss personal as well as formal ways that one might respond to a text.
There are formal and informal ways one may respond to a text. Each has their own structures and can be used to share ideas and beliefs and understandings. Formal responses are a written response to a reading. For example if a student reads a book they may respond with a summary, or talk about the characters and their actions. Students may also discuss what they liked or disliked or high and low points of the texts through traditional written answers.
Informal responses are different ways to respond to a text. Some ways have been through song, or art or dance. These forms allow for the student to think outside the box and become very creative. I am a big fan of this form because I consider myself a very good artist and love to share my ideas through art. Creating a painting to illustrate my interpretation and ideas of what I have learned through the text is a fun way to use my imagination. When using informal ways to respond to text there is no right or wrong answer, students can feel relaxed and comfortable with just expressing their beliefs and not worry about thinking the wrong wa

I don’t know if you agree , but the term used “personal response” was not what I thought it would be .
The text says that the written or oral response to text is the personal response. However , from reading your response I am sure that you would find the informal way – More Personal!!!
I write in my entry that the more formal way or personal response is a bit of a oxymoron. I found this pretty interesting!!!
__________
I agree that there are many different ways for a student regardless of age,reading level ,grade level, or learning style to respond formally, or informally to text.
The most important issue is defining what responding really is. Responding is “ what one does” as a result or as part of reading, writing, or listening to any kind of text. When one responds they use prior knowledge to construct meaning.
More informal methods of response or Creative responses use Art and Music , as well as Drama and Dance, which include role play, readers theater, art related book based projects to express their understanding of the text. The Personal of more formal ( which seems to be an oxymoron) are usually oral or written.
Students use the strategies of retelling, analysis, generalization, and summary. Applebee discusses that each reflect a different level of thought processes.
An example of an informal response would be creating a song to help one remember a number concept (e.g. Number Rock). This song is a daily ritual in the morning routine of the Kindergarten that I observe.
An example of a more formal response would be the young child’s retelling of a story. The child recalls the title and main characters and general idea of story , but no special importance is given to any specific part of the text. For the younger grades, that I have observed, the “Personal response to Skip To My Lou”, a written picture/ storyboard example, would be an age appropriate personal response that I might expect to see.
In Conclusion, both informal responses and formal responses can be beneficial to the classroom. Students should be allowed to express their creativity while learning the more formal templates required in personal/ formal writing.

EDSE - Struggling Readers- Cooper Kiger - Chapter 8 and 9- Reading and Writing Taught Together

2009-11-07T18:59:00.000-08:00

Week 7: Assignment (11/08/2009) Read Textbook Chapters 8 & 9. Reflection Questions:
1 Explain, giving at least 5 reasons, why reading and writing have to be taught together ?
The book explains in detail the 5 reasons , why reading and writing should be taught together which I will summarize: Both reading and writing are constructive processes- Readers act as composers and plan their reading around a special given purpose. Readers think about the text and start developing background on the related topic. Writing is a very similar process, and writers think about what they know and need to know before beginning to write. There is a 4 phase process as described by Pearson and Tierney(1984) which include the planner, composer, editor, and monitor stages, which they may fluctuate back and forth and in between.
Writing and Reading Improve Achievement- Research has shown that reading programs that incorporate writing are more effective in improving reading than those that do not. “Writing leads to better reading achievement, reading leads to better writing achievement, and combined instruction in both led to improvements in both reading and writing.”
Both Writing and Reading Involve similar kinds of knowledge and processes- Research shows that both reading and writing to be highly related (Applebee,1977) and share similar cognitive processes (Birnbaum,1982)
Writing and Reading Promote Communication- Learning to master both reading and writing helps us communicate with one another. Through communication, we are able to prosper and enjoy our lives. This is especially important in promoting social benefits.
Writing and Reading Develops Critical Thinking- The underlying factor of literacy learning is “thinking”. Through greater experiences , students are able to practice the skills required to become better thinkers. Learners now engage in higher level learning exercises like higher level reasoning ,a nd begin to master meaning construction.
In summary, The process of learning both in combination results in better achievement in both activities and in the end leads to better thinkers.
Ways to think about Writing- As a side note , it may be helpful to classify the various views of writing: Domains , Modes: Domains – are broad categories that parallel the types of text students read, and are classified as : sensory/descriptive,imaginative/narrative,practical/informative, and analytical/expository (McHugh,1987). Each category represents a specific purpose for writing. Modes- are an alternative way of classification. The five modes include independent writing, collaborative writing, guided writing, shared writing, and writing aloud. Key Concepts in Wrtiting include: Process Writing- students take charge of their own writing and learning- through selection, draft, revision, proofreading, and publishing, Story Frames or Templates, Scribble Writing, Picture Writing, Invented Spelling ,Random Letter Phase, Sample Spelling Lessons, Sample Grammar Lessons…

2. What is the difference between remediation and intervention? How does this difference change the way instruction is planned and carried out? Remediation can be understood as “ correcting a deficiency” and the process involved in doing that . Essentially teachers waited for a problem and then tried to correct it. This process tends not to be successful with “struggling readers” , because this instruction tends to focus on weaknesses in skill areas and not enough on the process of reading.
The more accepted approach is now Intervention, which is coming in between to prevent or stop failure by providing additional instructional time. The idea of Intervention is that we don’t wait for a reading problem, but we as responsible teachers recognize that a student is starting to struggle and provide additional time beyond the core instruction to help them catch up with the rest of the class.
It is helpful to know about the Comprehensive Literacy program, The Standards and How It Helps Struggling Readers. The Core has 6 blocks: which include : Daily Independent Reading, Daily Independent Writing, Learning Strategies, Reading, Skills Application, and Writing. These are provided for all students who are to follow the same standards. Intervention is that extra block that is there for those that require additional help. Intervention can be seen as having 2 levels- 1) Day to Day Basis- teachers may provide a jump-start- giving struggling readers a head start with learning a task before they actually begin the task with other students- for the struggling students. The second level is classified as acceleration- which is to raise students reading level improve more than expected to lead to a more than AYP adequate yearly progress. Acceleration includes the following concepts: The teacher provides scaffolding- by providing modeling in the beginning, moving him to independence, 2) delivered in a fast paced manner, 3) Delivered in addition to Core Instruction., 4) In a Small Group Setting, and 5) Provides ongoing assessment and provided by a certified teacher.
A Struggling Reader can be defined as – any student who is having difficulty to read.
Remediation can be defined as- a process of correcting a deficiency.
Intervention can be defined as- An instructional program that prevents or stops failure by providing additional instructional time beyond the core instruction.

3. Distinguish between the strategies and skills the classroom teacher needs to teach to struggling
readers and those required to be taught to all students, including struggling readers.
How would one change the way a required skill or strategy is taught to a group of struggling readers?
As I discussed in the previous question, it is helpful to know the standards of the comprehensive literacy program to see what is expected to achieve AYP for all students. The Core’s 6 blocks are : Daily Independent Reading, Daily Independent Writing, Learning Strategies, Reading, Skills Application, and Writing. These are provided for all students who are to follow the same standards. Intervention is that extra block that is there for those that require additional help.
The process that would be used to assist a group of struggling readers can be seen in the Franklin School exercise with Mr. Lazio and Ms. Crystal. The teachers use different approaches to solve the same problem to instruct their whole class for AYP and to foster their struggling readers. Mr. Lazio utilizes various tools within his classroom, like small group instruction, reading aloud, students reading aloud, recording progress on charts. Ms. Crystal has the group of struggling readers in a pull out situation , out of the classroom, which a reciprocal teaching philosophy. The 4 strategies of reciprocal are : question, summarize, clarify, and predict. Struggling readers are given this accelerated jumpstart and taught the process of learning about what they read before the rest the class. Research has shown that the pullout reciprocal teaching is more successful with older struggling readers and accelerates their reading.
To answer “How would one change the way a required skill to a group of struggling readers” , I would have to say that you would have to first asses all the criteria required: Age of Student, Reading Level( IRI- Informal Reading Inventory), Reading Evaluation Checklist, Ability to Decode and Comprehend, Homelife, Parent Survey, Attitude Survey, Use of Role Playing , Experiments, Videos. If age was a factor and students were in the higher grades, I would try to use a combination of the reciprocal pull out teaching with some small group instruction in class. If it were younger children, they would tend to benefit more from the in-class help.
Effective Intervention Programs have the following characteristics. They provide 1) Structured fast paced lessons- taught daily.2)Small Group/ Individual Instruction, 3) Systematically Taught Skills within context of the reading, 4) Texts are leveled and sequenced in difficulty, and 5) lessons are taught by a certified teacher.
One specific effective model is EIR- Early Intervention in Reading- which is a small group intervention model used by first and second grade teachers that has been successful.
I would evaluate all the criteria, and try whatever worked, then monitor the progress, and anything that was not working, I would tweak and try something else.
Strategies- Plan Each Day, No Need for Services Every Day, Provide Sufficient Number of Independent Activities, Establish Patterns and Rehearse Them With Students, Meet Periodically With Students.

4. Review the 2 levels of text needed for struggling readers; grade level and developmentally appropriate.
How can a classroom teacher provide instruction for struggling readers in each of these types of text?

A major help to teachers is to be aware and prepared to provide an in-class library with leveled / developmentally appropriate books. In Chapter 10, p434-437,theauthor explains the benefit . It allows” all students to have instructional support with books that are appropriate to their reading ability.” It also explains that by allowing student choice with a range of teacher selected books helps to build student confidence (overall and in reading). In the Leveled/ Developmentally Appropriate Model, the Teacher chooses a teacher book for all to follow and then suggests other books at a similar level that may have a similar theme.
So to answer the question, “How can a classroom teacher provide instruction for struggling readers in each of these types of text?” The first step is assessment of the child’s reading ability and level. Once classified, the teacher chooses identifies the levels of books in class library, chooses a teachers book which whole class will follow, then provides by color, recommended books at different reading levels that are appropriate to each student at each reading level.

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2009-10-31T18:48:00.000-07:00

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CEC SmartBrief
October 29, 2009
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TODAY'S HEADLINES

CURRICULUM & INSTRUCTION
* N.J. high school adds life-skills program to special education
* School uses RTI to identify students who need specialized instruction
* Mississippi to offer new school-based autism program
EDUCATIONAL LEADERSHIP
* Columnist: Education advocate's idea could help shape special education
* Author: Empowering principals is key to better schools
TECHNOLOGY TRENDS
* Adaptive Kindle lacks text-to-speech function for people with vision loss
POLICY NEWS
* Obama signs hate-crimes bill that protects people with disabilities
* Nonprofit settles suit, agrees to improve care at group homes
* Hundreds of schools nationwide close over H1N1 virus
EYE ON EXCEPTIONALITIES
* Significant weight gain is seen in children taking psychiatric drugs
CEC SPOTLIGHT
* It's like the Sears catalog ... but better
* Going Back to School?

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Falling for Fall Lyrics Moose A Moose and Zee Nick Jr

2009-10-31T18:37:00.000-07:00

http://www.youtube.com/watch?v=f38SlRh0-Ic&feature=related
I Don’t Like Candy Corn
By Moose A Moose and Zee from Nick Jr.
C G C F C
I don’t like candy corn, No, I don’t like candy corn.
I like lots of other things , But , I don’t like candy corn,

Give it to my brother
Give it to my sister
I hope I get something else to eat
When I dress up to trick-or treat
I would even eat my own feet
I bet they taste much better!

I don’t like candy corn, No, I don’t like candy corn.
I like really love Halloween , But , I don’t like candy corn,

Website:
http://dailynoggin.com
http://www.noggin.com/shows/movemusic.ph...
Personal Information:
I don't like candy corn. I only want a candy cane this year.

I'd love to share a sarsaparilla with a good natured goat or a friendly gorilla.
Personal Interests:
Rhyming, puzzle time, reading, playing harmonica, hanging with Zee.
http://www.nickjr.com/printables/falling-for-fall-song-lyrics.jhtml
Falling For Fall
Outside the leaves are falling. The temperature is falling too. Yes Autumn is upon ius. But you see, I’m falling too.

SUNG:
Oh I feel like I’m falling for fall. Im not prevaricating. Nor am I exaggerating. Fall has got me in its grasp. It must be said.

Autumns such a pleasant season
You must see all the trees in.
Their blazing colors: orange, gold and red.

Should I write fall a love letter,
Telling how I feel better,
Every time the season comes around each year.

Or maybe I’ll just go on
‘bout how nature puts a show on
As a prelude to all kinds of holiday cheer!!!

I feel like I’m falling for fall
These are feelings of elation
Mixed with some anticipation
When I think of all the fun there is in store!!!

And my heart just goes to thumpin’
Thinkin ‘bout piles of leaves I’ll jump in
Its no wonder that it’s autumn I adore!!!

http://www.youtube.com/watch?v=f38SlRh0-Ic&feature=related

teaching songs - school- theme: autumn

2009-10-31T17:36:00.001-07:00

http://www.songsforteaching.com/
GUITAR CHORDS
PP&M songs with chords and lyrics:
Songs Written By Noel Stookey Songs Written by Peter Yarrow
A' Soalin'

Children Go Where I Send Thee
Come and Go with Me (Co-written by Noel Stookey and Mary Travers)
Early In the Morning
Day Is Done

El Salvador
Light One Candle

For The Love Of It All
Puff The Magic Dragon
No Other Name
Very Last Day (Co-written by Noel Stookey)
The Good Times We Had
Weave Me The Sunshine

The Wedding Song

Whatshername

________________________________________
Puff The Magic Dragon
PUFF written by Peter Yarrow and Leonard Lipton © 1963 Pepamar Music Corp.-ASCAP Renewed 1991 Silver Dawn Music-ASCAP/Honalee Tunes-ASCAP

A printer friendly .pdf version of this song is available. It requires a free copy of Adobe Reader. You can get the reader at www.adobe.com

This song is recorded in the key of A. Peter plays using 'G' fingerings with a capo on the second fret. Noel plays with complimentary 'A' chords open. Noel's chords are shown in parentheses.

(A) (C#m) (D) (A) <-------Noel's PartG Bm C G <-------Peter's Part - capo on 2nd fret)Puff the magic dragon lived by the sea (D) (A) (F#m) C G EmAnd frolicked in the autumn mist (B7) (E) A7 DIn a land called Honah-Lee(A) (C#m) (D) (A)G Bm C GLittle Jackie Paper loved that rascal Puff (D) (A) (F#m) C G EmAnd brought his strings and sealing wax (B7) (E) (A) (E) A7 D G DAnd other fancy stuff.________________________________________CHORUS________________________________________(A) (C#m) (D) (A) <-------Noel's PartG Bm C G <-------Peter's Part - capo on 2nd fret)Puff the magic dragon lived by the sea (D) (A) (F#m) C G EmAnd frolicked in the autumn mist (B7) (E) A7 DIn a land called Honah-Lee(A) (C#m) (D) (A)G Bm C GPuff the magic dragon lived by the sea (D) (A) (F#m) C G EmAnd frolicked in the autumn mist (B7) (E) (A) (E) A7 D G DIn a land called Honah Lee________________________________________VERSE________________________________________(A) (C#m) (D) (A) <-------Noel's PartG Bm C G <-------Peter's Part - capo on 2nd fret)Together they would travel on a boat with billowed sail.(D) (A) (F#m) (B7) (E)C G Em A7 DJackie kept a lookout perched on Puff's gigantic tail.(A) (C#m) (D) (A)G Bm C GNoble kings and princes would bow when 'ere they came.(D) (A) (F#m) (B7) (E) (G) (E)C G Em A7 D G DPirate ships would low'r their flag when PUFF roared out his name. Oh!________________________________________CHORUS________________________________________(A) (C#m) (D) (A) <-------Noel's PartG Bm C G <-------Peter's Part - capo on 2nd fret)Puff the magic dragon lived by the sea (D) (A) (F#m) C G EmAnd frolicked in the autumn mist (B7) (E) A7 DIn a land called Honah-Lee(A) (C#m) (D) (A)G Bm C GPuff the magic dragon lived by the sea (D) (A) (F#m) C G EmAnd frolicked in the autumn mist (B7) (E) (A) (E) A7 D G DIn a land called Honah Lee.________________________________________VERSE________________________________________(A) (C#m) (D) (A) <-------Noel's PartG Bm C G <-------Peter's Part - capo on 2nd fret)A dragon lives for-ever but not so little boys.(D) (A) (F#m) (B7) (E)C G Em A7 DPainted wings and giants rings make way for other toys(A) (C#m) (D) (A)G Bm C GOne grey night it happened Jackie Paper came no more (D) (A) (F#m)(B7) (E) (A) C G Em A7 D GAnd PUFF that mighty dragon he ceased his fearless roar. (A) (C#m) (D) (A) G Bm C GHis head was bent in sorrow green scales fell like rain.(D) (A) (F#m) (B7) (E)C G Em A7 DPUFF no longer went to play a-long the cherry lane. (A) (C#m) (D) (A) G Bm C GWith-out his lifelong friend PUFF could not be brave (D) (A)-(F#m) (B7) (E) (A) (E) C G - Em A7 D G DSo PUFF that mighty dragon sadly slipped in-to his cave. Oh!Thanksgiving Songs for Children and TeensLyrics and Song SamplesThese Thanksgiving song lyrics are available from a variety of albums: First Americans, and So Proud – U.S.A. Hooray The First Thanksgiving – U.S.A. Hooray Fly, Turkey – Thanksgiving Song from Geof JohnsonGive Thanks – Pam Minor I'm Thankful – Jack HartmannLet's Have a Dinner... Thanksgiving – Andrew Germain My Work is Never Done – Thanksgiving Song from Geof JohnsonOver the River and Through the Woods – Traditional Song Lyrics Pilgrim Children – M. Ryan Taylor's Thanksgiving Songs Riding on a Horse to Grandmother's House - Geof JohnsonScarecrow –Thanksgiving Song from Geof JohnsonTurkey Hunt –Thanksgiving Song from Geof JohnsonTurkey in the Straw – Traditional Lyrics and MusicTurkey Trot – Ron BrownSee all of our Holiday Songs. USA Hooray The First ThanksgivingPilgrims left their homeland on the Mayflower ship.From the Church of England, they wanted to split.Some sought grand adventure, and some needed work.They were all determined and from danger did not shirk.Chorus:First Thanksgiving; oh, praises give voice.First Thanksgiving; oh, people rejoice!First Thanksgiving; oh, praises give voice.First Thanksgiving; oh, people rejoice!Storms made them seasick, and the main beam cracked.Tightly crowded, they ate salt horse and hardtack.They reached Plymouth Rock, fulfilling all their dreams.But, then winter came with bitter cold and suffering.ChorusFood was scarce and many died; How could they stay alive?..... Chorus Feasting altogether, they thanked God for ev’rything..... Chorus…Oh, people rejoice! Give thanks!Riding on A Horse- Geof JohnsonRiding on horse to Grandmother’s house,To Grandmother’s house, to Grandmother’s house.Riding on a horse to Grandmother’s house on Thanksgiving Day.My brother’s riding with us too,He said I’d like to race with you.Let’s go fast, through the woods.Ready, set, GO!Riding on horse to Grandmother’s house,To Grandmother’s house, to Grandmother’s house.Riding on a horse to Grandmother’s house on Thanksgiving Day.My sister rides along with us,She wants to leave us in the dust.Let’s go fast, down the road.Ready, set, GO!Riding on horse to Grandmother’s house,To Grandmother’s house, to Grandmother’s house.Riding on a horse to Grandmother’s house on Thanksgiving Day.My daddy’s riding in the lead,He said he has the faster steed.Let’s go fast through the fields.Ready, set, GO!Riding on horse to Grandmother’s house,To Grandmother’s house, to Grandmother’s house.Riding on a horse to Grandmother’s house on Thanksgiving DayTurkey In the StrawAs I was a-goin'On down the roadWith a tired teamAnd a heavy loadI cracked my whipAnd the leader sprungI says day-dayTo the wagon tongueTurkey in the strawTurkey in the strawRoll 'em up and twist 'em upA high tuck a-hawAnd hit 'em up a tune calledTurkey in the StrawWent out to milkAnd I didn't know howI milked the goatInstead of the cowA monkey sittin'On a pile of strawA winkin' atHis mother-in-lawTurkey in the strawTurkey in the strawRoll 'em up and twist 'em upA high tuck a-hawAnd hit 'em up a tune calledTurkey in the StrawI came to the riverAnd I couldn't get acrossSo I paid five dollarsFor a big bay hossWell, he wouldn't go aheadAnd he wouldn't stand stillSo he went up and downLike an old saw millTurkey in the strawTurkey in the strawRoll 'em up and twist 'em upA high tuck a-hawAnd hit 'em up a tune calledTurkey in the StrawDid you ever go fishin'On a warm summer dayWhen all the fishWere swimmin' in the bayWith their hands in their pocketsAnd their pockets in their pantsDid you ever see a fishieDo the Hootchy-Kootchy Dance?Turkey in the strawTurkey in the strawRoll 'em up and twist 'em upA high tuck a-hawAnd hit 'em up a tune calledTurkey in the Straw • Chorus: “ Fly Turkey Fly” (to the tune of _( 12 BAR Blues ADE - Blues, Wimoweh, Brown Eyed Girl – CFCG • Fly turkey, fly real fast,..Fly turkey, up in a tree,Where the farmer cannot see.( Fly turkey, fly real fast,..)• Fly turkey, don’t make a sound,• Get away from Farmer Brown.• Ghost Themes • Ghost Themes– Ghost riders in the sky– Casper the Friendly GhostGhost Rider Am / E Am / E Am G F E / Am G F E . Am – E - Am• • • Ghost Riders in the Sky-The melody is based on the song "When Johnny Comes Marching Home.“• http://www.songfacts.com/detail.php?id=4918 • Ghost Riders In the Sky- The Outlaws • An old cowpoke went out on a dark and windy dayUpon a ridge he rested as he went along his wayWhen all at once a mighty herd of red-eyed cows he sawA-plowing through the raged sky and up a cloudy drawYipppie aye-aaa, yippie aye-ooh, ghost herd in the skyTheir brands were still on fire and their hooves were For he saw the riders coming hard and he heard their mournful cryYippie-aye-aaa, yippie-aye-ooh, ghost riders in the skyTheir faces gaunt their eyes were blurred and shirts all soaked with sweatThey're riding hard to catch that herd but they ain't caught them yet'Cause they've got to ride forever on that range up in the skyOn horses snorting as they ride and hear their awful cryYippie-aye-aaa, yippie-aye-ooh, ghost riders in the skyAs the riders loped on by him he heard one call his nameIf you want to save your soul from hell a-riding on our rangeThen cowboy change your ways today or with us you will rideA-trying to catch the devil's herd across these endless skiesYippie-aye-aaa, yippie-aye-ooh, ghost riders in the sky #-----------------------------------PLEASE NOTE------------------------------## This file is the author's own work and represents their interpretation #----------------------------------------------------------------------------#When Johnny Comes Marching Home A song made during the Civil War, I believe. It is also used in Die Hard With A Vengeance. E |-------------------------------|---------------------------------| B |-----------0-1-0-1-------------|-----------0-1-0-1--3-5----5-----| G |-------2-2---------2-0---0-----|-------2-2---------------5-------| D |---2-2-----------------2-------|---2-2---------------------------| A |-------------------------------|---------------------------------| E |-------------------------------|---------------------------------| E |-------------------------------|---------------------------------| B |-1-3-5-5-5-3-1-3-3-3--0-1-1-1-0|--0-0-0--1-3-5-3-1-0 made of steelTheir horns were black and shining and their hot breath he could feelA bolt of fear went through him as they thundered through the sky -------------| G |-------------------------------|2----------------------2-2-2-0-2-| D |-------------------------------|---------------------2-----------| A |-------------------------------|---------------------------------| E |-------------------------------|---------------------------------| Klezmer / or Western Folk pickingGm / Bb/ F Gm / Bb/ D Gm/ F/ Eb / D Gm Bb gm D – gm – D7 - GmAm / E Am / E Am G F E / Am G F E /Am – E - AmWhen Johnny comes marching home again – hurrah!! Hurrah !!!When Johnny comes marching home again – hurrah!! Hurrah !!!La la la – la la la la – AND WELL ALL FIRST GO WHEN JOHNNY COMES MARCHING HOMELa la- la la la la- And well all – come home when…Johhny Comes Marching HomeVariation-(s) The Ants go Marching One By One- Hurrah Hurrah-The Ants go Marching One By One- Hurrah Hurrah- The Ants go Marching 2 by 2- Hurrah Hurrah-Gilligans Island ThemeStairway to HeavenSailing Songs/ Klezmer TuneAlso any marching song- One Litte Drummer=One Little Drummer- marching up= marching up= marching upOne Little Drummer- marching up= _--- to the top of the HILL( Repeat Marching Down- first sitting – then standing)Variation- Pumpkin- Theme Guitar Chords " Stairway To Heaven " by Led Zeppelin # This file is the author's own work and represents their interpretation of the # song. You may only use this file for private study, scholarship, or research. #Intro: A m G# + C D F maj7 G A m A m G# + C D There's a lady who's sure all that glitters is gold F maj7 G A m and she's buying a stairway to hea ven A m G# + C D When she gets there she knows if the stores are all closed F maj7 G A m with a word she can get what she came for C D F maj7 A m C G D Oh_ __ oh____ and she's buying a stairway to heaven C D F maj7 A m There's a sign on the wall but she wants to be sure C D F maj7 'cause you know sometimes words have two meanings A m G# + C D In a tree by the brook there's a songbird who sings F maj7 G A m Sometimes all of her thoughts are mis given A m G# + C D F maj7 G A m G/B A m7 D sus4 D A m7 E m D C D Oh___ it makes me wonder A m7 D sus4 D A m7 E m D C D Oh___ it makes me wonder C G A m There's a feeling I get when I look to the west C G F A m and my spirit is crying for lea ving C G A m In my thoughts I have seen rings of smoke through the trees C G F A m and the voices of those who stand loo king A m7 D sus4 D A m7 E m D C D Oh___ it makes me wonder A m7 D sus4 D A m7 E m D C D Oh___ it really makes me wonder And it's whispered that soon if we all call the tune then the piper will lead us to reason And the new day will dawn for those who stand long and the forest will echo with laughter If theres a bristle in your hedgerow dont be alarmed now it's just a spring clean for the May queen Yes there are two paths you can go by but in the long run there's still time to change the road you're on Your head is humming and it wont go in case you dont know the pipers calling you to join him Dear lady can you hear the wind blow and did you know your stairway lies on the whispering wind D D sus2 D D sus4 D D sus2 D D sus4 C C add9 C C add9 C For the solo and the remaining lyrics use a Am G F G barre chord sequence And as we wind on down the road Our shadows taller than our soul There walks the lady we all know Who shines white light and wants to know how everything still turns to gold And if you listen very hard the time will come to you at last When all are one and one is all To be a rock and not to roll F maj7 G A m And she's buying a stairway to heaven.If you need help finding out the fingerings for the chords go tohttp://www.lib.virginia.edu/dmmc/Music/GuitarChords/index.htmlGilligan's Island CAPO II: (this song is a dirge) --kidguitarBm A Bm A Just sit right back and you'll hear tale, A tale of a fateful trip Bm A G A BmThat started from this tropic port, a-board this tiny ship Cm A# Cm A#The mate was a mighty sailin' man, the skipper brave and sure Cm A# G# A# Cm G# A# CmFive passengers set sail that day for a three hour tour, A three hour tourVERSE 2 C#m B C#m BThe weather started getting rough, the tiny ship was tossed C#m B A B C#mIf not for the courage of the fearless crew, the minnow would be lost A B C#mThe Minnow would be lostINTERLUDE Dm C Dm CThe ship set ground on the shore of this uncharted desert isle Dm C Dm C With Gilligan, the Skipper Too, The Millionaire and his wife Dm C Dm C D C D The mo-vie star, The professor and Mary Ann, Here on Gilligan's Isle VERSE 4 Bm A Bm A So, this is a tale of our castaways, they're here for a long, long time Bm A G A Bm They'll have to make the best of things, it's an uphill climb Cm A# Cm A# The first mate and his skipper too will do their very best Cm A# G# A# Cm To make the others comfortable in the tropic island nest C#m B C#m B No phone - no lights, no motorcars, not a single lux - ury C#m B A B C#m Just like Robinson Crusoe, it's primitive as can beVERSE 5 Dm C Dm C So join us here each week my friend, You're sure to get a smile Dm C D C D From seven stranded castaways, Here on Gilligan's IsleThe Jetson Theme (The Beginning of the Intro)Tabbed by Christian AlmazanThis is just the beginning of the theme, and I can't get the rest of it because I don't here thesong on television anymore. I don't have cable, so this is all I remember from childhood. Ifanyone has any suggestions where I can find the song I be glad to try to tab the rest of it. Iknow someone asked for this tab, so here's the beginning. Here are three ways of playing it.e:--0--4--6--7--|--------------|--------------|B:--------------|--------------|--------------|G:--------------|-----1--3--4--|--------------|D:--------------|--2-----------|--------------|A:--------------|--------------|--------------|E:--------------|--------------|--0--4--6--7--|I hope to tab the rest of this soon. Any comments, suggestions, etc. would be welcomed.Christian Almazanchris101@nyc.pipeline.comhttp://www.users.nyc.pipeline.com/~chris101/Flinstones Theme " by Misc Television Guitar Tabs > M > Misc Television chords & tabs > The Flinstones Theme Tabs
Please, support Misc Television .
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Tabs for song: The Flinstones Theme
Send “The Flinstones Theme” to Cell Phone

-------3--0-----------------------------------------3--0-----------------------3-----------3-----3--1--0--0--1--3--------0--3-----------3-----3--1--0--0--------0-----------0--------------------0--2--------0-----------0---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ---------------4-----5--4--4--2--2--4--2--2-----3--2--2--0--0--2--0--------3---1--3-------------2--------------------------0-----------------------3--------------0--2--0-----------------------------------------------------------0----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- --0--------------------------------------------------------3--5--3-----------------3-----3--1--0--0--1--3--------0--1--3--------0--1--3-----------------------------0--------------------0--2-----------0--2------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
___________________________________________________
PATRIOTIC SONGS from schoo;house roc

"I'm Just A Bill --- School House Rock
D Em7 F Eb
(Kid) "Whew! You sure gotta' climb a lotta' steps to get to this Capitol
C G Am G
building here in Washinton! Well, I wonder who that sad little scrap of paper is?"
G
I'm just a bill, yes I'm only a bill, and I'm sittin' here on Capitol Hill
C7
Well it's a long, long journey to the capitol city. It's a long, long wait
D
while I'm sittin' in committee - but I know I'll be a law someday, at least
Em F Eb C
I hope and pray that I will, but today I am still just a bill.

G Am G
(Kid) "Gee, Bill, you certainly have a lot of patience and courage."

(Bill) "Well, I got this far. When I started I wasn't even a bill, I was

just an idea. Some folks back home decided they wanted a law passed,
C7
so they called their local congressman and he said, 'You're right,

there ought to be a law.' Then he sat down, wrote me out, and

introduced me to Congress, and I became a bill - and I'll remain a
D
bill until they decide to make me a law."

G
I'm just a bill, yes I'm only a bill, and I got as far as Capitol Hill.
C7
Well now, I'm stuck in committee, and I'll sit here and wait, while a
D
few key congressmen discuss and debate whether they should let me be a law.
Em7 F
How I hope and pray that they will, but today I am still just a bill.

G
(Kid) "Listen to those congressmen arguing! Is all that discussion and debate

about you?"

(Bill) "Yeah, I one of the lucky ones. Most bills never get this far. I
C7
hope they decide to report favorably, otherwise I may die."

(Kid) "Die?"
G
(Bill) "Yeah, die in committee. Ooh, but it looks like I'm gonna' live.
D
Now I go to the House of Represenatives and they vote on me."
C7
(Kid) "If they vote 'Yes,' what happens?"
G
(Bill) "Then I go to the Senate and the whole thing starts all over again."
D
(Kid) "Oh, no."

(Bill) "Oh, yes!"

G
I'm just a bill, yes I'm only a bill, and if they vote for me on Capitol Hill,
C7
well, then I'm off to the White House, where I'll wait in a line with a lot
D
of other bills for the President to sign, and if he signs me then I'll be a law
Em7 F Eb C
How I hope and pray that he will, but today I am still just a bill.

G Am G
(Kid) "You mean, even if the whole Congress says you should be a law,
G
the President can still say no?"

(Bill) "Yes. That's called a 'veto.' If the President vetoes me, I'll

have to go back to Congress and they vote on me again, and by that

time you're so old, you...
C7 D
(Kid) "By that time it's very unlikely that you'll become a law. It's not

easy to become a law, is it?"

(Bill) "No..."

Em7 F Eb C
But how I hope and pray that I will, but today I am still just a bill.

(Congressman) "He signed you, Bill. Now you're a law."

(Bill) "Oh yes!"

Once was a scarecrow in a field of corn, Dressed in clothes all tattered and torn. Tied together and stuffed with straw,Best old scarecrow you ever saw.
Along came the crows, flappin’ to the ground, Gonna eat the corn that’s growin’ all around. Scarecrow said Hey SHOO CROW SHOO- Don’t bother me and I won’t bother you.

writing standards kindergarten

2009-10-28T18:44:00.000-07:00

New York State Learning Standards, designed, aligned and supported by .... Writing Reports in Kindergarten? Yes! Standard One Standard Two Standard Three ...

Standar
d One - Standard Two - Standard Three - Standard Four
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Math Standard 3 Kindergarten - 9:02pmNew York State Learning Standards, designed, aligned and supported by ... MST Standard 3 Math: Kindergarten. Through the integrated study of number sense ...
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[PDF] Learning Standards for New York State File Format: PDF/Adobe Acrobat - Quick View
Learning Standards for New York State ... apply the themes to these and other areas of learning. Standard 7: Interdisciplinary Problem Solving ...
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accelerateu.org/standards/index.cfm?page

http://www.tlsbooks.com/preschoolworksheets.htm

2009-10-28T18:42:00.001-07:00

http://www.tlsbooks.com/preschoolworksheets.htm

Kindergarten - Lesson plans http://www.ask.com/web?qsrc=999&l=dis&siteid=13755&o=13755&q=kindergarten+nys+learning+standards&ifr=1

2009-10-28T18:40:00.000-07:00

Math teacher Standards K-2

2009-10-28T18:29:00.001-07:00

Home | Purchase | Search
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Table of Contents

Appendix

E-examples

Resources

Data Analysis and Probability Standard for Grades Pre-K–2
Expectations
Instructional programs from prekindergarten through grade 12 should enable all students to— In prekindergarten through grade 2 all students should—
Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them • pose questions and gather data about themselves and their surroundings;
• sort and classify objects according to their attributes and organize data about the objects;
• represent data using concrete objects, pictures, and graphs.

Select and use appropriate statistical methods to analyze data • describe parts of the data and the set of data as a whole to determine what the data show.

Develop and evaluate inferences and predictions that are based on data • discuss events related to students' experiences as likely or unlikely.

Understand and apply basic concepts of probability

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Copyright © 2000-2004 by the National Council of Teachers of Mathematics. Terms of Use.

http://standards.nctm.org/document/chapter3/data.htm

2009-10-28T18:26:00.001-07:00

http://standards.nctm.org/document/chapter3/data.htm

PRINT THIS LINK OUT _ http://www.kidstogether.org/

2009-10-28T17:39:00.001-07:00

http://www.kidstogether.org/

LINKS TO CREATING INCLUSION- WEB SEARCH KEY WORDS

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CREATING INCLUSION:Show AllBarnes & Noble
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CHAPTER 1 - INCLUSION- PPT - SLIDES

2009-10-28T17:27:00.001-07:00

Key Point from Chapter 1“Understanding Inclusion”
Text: Creating Inclusive Classrooms
What is Inclusion?
Inclusion recognizes that all students are learners who benefit from a meaningful, challenging and appropriate curriculum delivered within the general education classroom, and from differentiated instruction techniques that address their unique strengths and challenges.
What is Mainstreaming?
Mainstreaming refers to the partial of full-time programs that educate students with disabilities with their general education peers.
Principle 1 of Effective Inclusion: All Learners and Equal Access
Inclusion programs provide all students access to challenging, engaging, and flexible general education curriculum regardless of their learning ability or learning style.
Principle 2 “Individual Strengths and Challenges and Diversity”
As educators we must take into account the diverse factors that make our students who they are.
Inclusion classes value all students as believe that all students are capable of learning.
Principle 3 “Reflective Practices and Differentiated Instruction”
In inclusive classrooms teachers are aware of student’s strengths and weaknesses.
Education is individualized and differentiated.
Teachers are reflective on their practice to ensure that all student’s needs are met.
Principle 4 “Community and Collaboration”
Inclusion classrooms establish a sense of community and collaboration by having all adults involved work cooperatively, and regularly in sharing responsibility to support the students’ strengths and challenges.
Least Restrictive Environment
The LRE requires schools to educate students with disabilities as much as possible with their peers who do not have disabilities.

Implementing IDEA in your Inclusive Classroom
Be sure to create “do-able” “attainable goals” in the student’s IEP. Make certain they are aligned with the curriculum.
Be sure to collaborate with parents, staff members and students (where applicable)
Impact of Inclusion on Students with Disabilities
Some might question the effectiveness of inclusion on the academic performance of students with disabilities. Some say, the academic needs of these students are not being met.
What are your thoughts on this?
Social and Behavioral Performance and Attitudes
Students in secondary levels have a higher level of social acceptance from their general education peers.
What could be some possible reasons for this?
Impact on Inclusion for Students Without Disabilities
The placement of students in inclusive classrooms appears to enhance their academic performance.
The non disabled students are equally learning from the student with a disability.