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!!!!!
Sunday, March 7, 2010
Thursday, January 21, 2010
CEC SMARTBRIEF JAN 21,2010
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
about CEC -> About CEC | Membership | News | Prof. Development | Publications & Products
Special Education Doctoral Program in EBD University of Nebraska-Lincoln Lincoln, NE USA
SmartQuote
Be true! Be true! Be true! Show freely to the world, if not your worst, yet some trait whereby the worst may be inferred!"
--Nathaniel Hawthorne,
American author, from the novel "The Scarlet Letter"
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Sales Account Director:
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Recent CEC SmartBrief Issues:
Wednesday, January 20, 2010
Tuesday, January 19, 2010
Monday, January 18, 2010
Friday, January 15, 2010
Thursday, January 14, 2010
Lead Editor: Amy Dominello
Contributing Editor: Katharine Haber
Mailing Address:
SmartBrief, Inc.®, 1100 H ST NW, Suite 1000, Washington, DC 20005
© 1999-2010 SmartBrief, Inc.® Legal Information
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
about CEC -> About CEC | Membership | News | Prof. Development | Publications & Products
Special Education Doctoral Program in EBD University of Nebraska-Lincoln Lincoln, NE USA
SmartQuote
Be true! Be true! Be true! Show freely to the world, if not your worst, yet some trait whereby the worst may be inferred!"
--Nathaniel Hawthorne,
American author, from the novel "The Scarlet Letter"
Subscriber Tools
Print friendly format | Web version | Search past news | Archive | Privacy policy
Advertise
Sales Account Director:
Joe Riddle 202-737-5500 x 228
Download Media Kit
Job Board: Lee Vanderwerff 202-737-5500 x 248
Recent CEC SmartBrief Issues:
Wednesday, January 20, 2010
Tuesday, January 19, 2010
Monday, January 18, 2010
Friday, January 15, 2010
Thursday, January 14, 2010
Lead Editor: Amy Dominello
Contributing Editor: Katharine Haber
Mailing Address:
SmartBrief, Inc.®, 1100 H ST NW, Suite 1000, Washington, DC 20005
© 1999-2010 SmartBrief, Inc.® Legal Information
Thursday, January 14, 2010
spanish songs for children
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]
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]
Tuesday, December 1, 2009
Critique on Teaching Special Needs Students Life Skills
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.
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.
Monday, November 23, 2009
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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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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
Fundraisers & Fundraising Ideas:
Earn 90% Profit!
Leading Trade and
Vocational Career
savings.
Online Degree Directory
Walden University
M.S. in Education
Degrees Online
Online Schools
University Degrees
College Programs
Grants for Public
& Private Schools
Free Information
APUS
Online Degree
For Educators
Tips for Teachers
Resource Cards
At No Cost to You
Travel to Europe
and Earn Credits on
CreativityWorkshop
--------------------------------------------------------------------------------
Copyright 1996-2009 by Education World, Inc. All Rights Reserved.
Home | About Us | Reprint Rights | Help | Site Guide | Partners | Contact Us | Privacy Policy
Monday, November 9, 2009
intro: E.......E7 on upstroke (if you listen to the recording, you'll get the idea!)
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I can see her lyin' back in her satin dress
B7 E
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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
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She's bin lookin' like a queen in a sailor's dream
B7 E
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Sometimes I think it's a shame
D E
When I get feelin' better when I'm feelin' no pain
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Sometimes I think it's a shame
D E
When I get feelin' better when I'm feelin' no pain
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I can picture every move that a man could make
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Getting lost in her lovin' is your first mistake
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Sundown ya better take care
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If I find you bin creepin' 'round my back stairs
A
Sometimes I think it's a sin
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When I feel like I'm winnin' when I'm losin again
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B7 E
She's a hard lovin' woman, got me feelin' mean
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Sometimes I think it's a shame
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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
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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.)
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