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.
Tuesday, December 1, 2009
Monday, November 23, 2009
School Attitude- Education World
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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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At No Cost to You
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Pete Hall
Diane Hodges
George Pawlas
The Principal Poet
Paul Young
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Exceptional Events
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How I Handled…
Morning Math
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Parent Involvement
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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!)
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.)
<
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.)
<
the ship is gone on my own medley- peter paul mary edse tab
THERE IS A SHIP (The Water is Wide) -- Peter, Paul and Mary.
PP&M's version of this lovely folksong.
D G D
There is a ship and she sails the sea
D Bm Em A
She’s loaded deep, as deep can be
A7 F#m D7 Bm
But not as deep as the love I’m in
G6 F#m A D
I know not if I sink or swim
(Same chords for rest of song)
I leaned my back against an oak
Thinking it was a trusty tree
But first it bent and then it broke
Just as my love proved false to me
Oh, love is gentle, and love is kind
The sweetest flower when first it’s new
But love grows old and waxes cold
And fades away like the mornin’ dew
The water is wide, I cannot get o’er
Neither have I the wings to fly
Give me a boat that can carry two
And both shall row my love and I
D Em D D/C#
On my own, pretending hes beside me,
Bm E A AM7
All alone, I walk with him till morning,
G F#7 Bm
Without him, I feel his arms around me,
Em A
And when I lose my way I close my eyes and he has found me.
In the rain, the pavement shines like silver,
All the lights are misty in the river,
In the darkness, the trees are full of starlight,
And all I see is him and me forever and forever.
Bb G#7 Bb Bb/A
And I know its only in my mind,
Gm Gm7 Eb
That Im talking to myself and not to him,
Em B B7
And although I know that he is blind,
C C7
Still I say theres a way for us.
F Gm F F/E
I love him, but when the night is over,
Dm G C CM7
He is gone, the rivers just a river,
Bb A7 Dm
Without him the world around me changes,
Gm C
The trees are bare and everywhere the streets are full of strangers.
I love him, but every day im learning,
All my life Ive only been pretending,
Without me his world will go on turning,
A world thats full of happiness that I have never known.
F F7 Bb
I love him, I love him, I love him,
F#7 F
But only on my own.
PP&M's version of this lovely folksong.
D G D
There is a ship and she sails the sea
D Bm Em A
She’s loaded deep, as deep can be
A7 F#m D7 Bm
But not as deep as the love I’m in
G6 F#m A D
I know not if I sink or swim
(Same chords for rest of song)
I leaned my back against an oak
Thinking it was a trusty tree
But first it bent and then it broke
Just as my love proved false to me
Oh, love is gentle, and love is kind
The sweetest flower when first it’s new
But love grows old and waxes cold
And fades away like the mornin’ dew
The water is wide, I cannot get o’er
Neither have I the wings to fly
Give me a boat that can carry two
And both shall row my love and I
D Em D D/C#
On my own, pretending hes beside me,
Bm E A AM7
All alone, I walk with him till morning,
G F#7 Bm
Without him, I feel his arms around me,
Em A
And when I lose my way I close my eyes and he has found me.
In the rain, the pavement shines like silver,
All the lights are misty in the river,
In the darkness, the trees are full of starlight,
And all I see is him and me forever and forever.
Bb G#7 Bb Bb/A
And I know its only in my mind,
Gm Gm7 Eb
That Im talking to myself and not to him,
Em B B7
And although I know that he is blind,
C C7
Still I say theres a way for us.
F Gm F F/E
I love him, but when the night is over,
Dm G C CM7
He is gone, the rivers just a river,
Bb A7 Dm
Without him the world around me changes,
Gm C
The trees are bare and everywhere the streets are full of strangers.
I love him, but every day im learning,
All my life Ive only been pretending,
Without me his world will go on turning,
A world thats full of happiness that I have never known.
F F7 Bb
I love him, I love him, I love him,
F#7 F
But only on my own.
weave me the sunshine- peter paul and mary- chords edse tabe
{title:Weave Me the Sunshine}
{st:Peter Yarrow}
{c:Chorus:}
[C]Weave, [D]weave, [G]weave me the [Em]sunshine
[C]Out of the [D]falling [G]rain.[Em]
[C]Weave me the [D]hope of a [G]new to[Em]morrow,
And [A7]fill my cup ag[D]ain.
[C]Weave, [D]weave, [G]weave me the [Em]sunshine
[C]Out of the [D]falling [G]rain.[Em]
[C]Weave me the [D]hope of a [G]new to[Em]morrow,
And [A7]fill my cup ag[D]ain.
Well I've [Em]seen the steel and [Bm]concrete crumble,
[C]Shine on [D]me ag[G]ain.
The [Em]proud and the mighty [A7]all have stumbled,
[D]Shine on me ag[D7]ain.
{c:Chorus.}
They say that the tree of loving,
Shine on me again,
Grows on the bank of the river of suffering,
Shine on me again.
{c:Chorus.}
If only I could heal your sorrow,
Shine on me again,
I'd help you to find your new tomorrow,
Shine on me again.
{c:Chorus.}
Only you can climb that mountain,
Shine on me again,
If you want to drink at that golden fountain,
Shine on me again.
{c:Chorus.}
#
# Submitted to the ftp.nevada.edu:/pub/guitar archives
# by Steve Putz
# 7 September 1992
{st:Peter Yarrow}
{c:Chorus:}
[C]Weave, [D]weave, [G]weave me the [Em]sunshine
[C]Out of the [D]falling [G]rain.[Em]
[C]Weave me the [D]hope of a [G]new to[Em]morrow,
And [A7]fill my cup ag[D]ain.
[C]Weave, [D]weave, [G]weave me the [Em]sunshine
[C]Out of the [D]falling [G]rain.[Em]
[C]Weave me the [D]hope of a [G]new to[Em]morrow,
And [A7]fill my cup ag[D]ain.
Well I've [Em]seen the steel and [Bm]concrete crumble,
[C]Shine on [D]me ag[G]ain.
The [Em]proud and the mighty [A7]all have stumbled,
[D]Shine on me ag[D7]ain.
{c:Chorus.}
They say that the tree of loving,
Shine on me again,
Grows on the bank of the river of suffering,
Shine on me again.
{c:Chorus.}
If only I could heal your sorrow,
Shine on me again,
I'd help you to find your new tomorrow,
Shine on me again.
{c:Chorus.}
Only you can climb that mountain,
Shine on me again,
If you want to drink at that golden fountain,
Shine on me again.
{c:Chorus.}
#
# Submitted to the ftp.nevada.edu:/pub/guitar archives
# by Steve Putz
# 7 September 1992
Peter Paul and Mary - if i had a hammer- Tab - Chords
If I had a hammer Intro: A C#m D E (2x)
Note: The verse begins the second time E is played in the intro
(Verse Part 1)
E A C#m D
If I had a hammer
E A C#m D
I'd hammer in the morning
E A C#m D
I'd hammer in the evening
E
all over this land,
(Verse Part 2)
E A
I'd hammer out danger
Dmaj7**
I'd hammer out a warning
D A D A D
I'd hammer out love between my brothers and my sisters
E A C#m D
All over this land.
** I play this as Dmaj7 but its not quite right. I'm not sure what this actual chord is, but you can play either
Dmaj7 or D and it sounds fine.
(Verse Part 1)
If I had a bell
I'd ring it in the morning
I'd ring it in the evening
All over this land,
(Verse Part 2)
I'd ring out danger
I'd ring out a warning
I'd ring out love between my brothers and my sisters
All over this land.
(Verse Part 1)
If I had a song
I'd sing it in the morning
I'd sing it in the evening
all over this world,
(Verse Part 2)
I'd sing out danger
I'd sing out a warning
I'd sing out love between my brothers and my sisters
All over this land.
(Verse Part 1)
If I've got a hammer
And I've got a bell
And I've got a song to sing
all over this land,
(Verse Part 2)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
All over this land.
(Last verse Repeated)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
E A D A
All over this land.
Chords:
A C#m D E Dmaj7
E|--5----4---5--7----5----|
B|--5----5---7--9----7----|
G|--6----6---7--9----6----|
D|--7----6---7--9----7----|
A|--7----4---5--7----5----|
E|--5----4---5--7----5----|
Intro: A C#m D E (2x)
Note: The verse begins the second time E is played in the intro
(Verse Part 1)
E A C#m D
If I had a hammer
E A C#m D
I'd hammer in the morning
E A C#m D
I'd hammer in the evening
E
all over this land,
(Verse Part 2)
E A
I'd hammer out danger
Dmaj7**
I'd hammer out a warning
D A D A D
I'd hammer out love between my brothers and my sisters
E A C#m D
All over this land.
** I play this as Dmaj7 but its not quite right. I'm not sure what this actual chord is, but you can play either
Dmaj7 or D and it sounds fine.
(Verse Part 1)
If I had a bell
I'd ring it in the morning
I'd ring it in the evening
All over this land,
(Verse Part 2)
I'd ring out danger
I'd ring out a warning
I'd ring out love between my brothers and my sisters
All over this land.
(Verse Part 1)
If I had a song
I'd sing it in the morning
I'd sing it in the evening
all over this world,
(Verse Part 2)
I'd sing out danger
I'd sing out a warning
I'd sing out love between my brothers and my sisters
All over this land.
(Verse Part 1)
If I've got a hammer
And I've got a bell
And I've got a song to sing
all over this land,
(Verse Part 2)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
All over this land.
(Last verse Repeated)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
E A D A
All over this land.
Chords:
A C#m D E Dmaj7
E|--5----4---5--7----5----|
B|--5----5---7--9----7----|
G|--6----6---7--9----6----|
D|--7----6---7--9----7----|
A|--7----4---5--7----5----|
E|--5----4---5--7----5----|
Intro: A C#m D E (2x)
Peter Paul and Mary - Puff the Magic Dragon- Tab - Chords
PUFF THE MAGIC DRAGON
intro:
E|------------------------|
B|------------------------|
G|-2-2-2-2-1-----2-2------|
D|-----------2-4-----2----|
A|------------------------|
E|------------------------|
E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---1-2-4-----|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|
E|------------------------|
B|------------------------|
G|-2-2-2-2-1--------2-2---|
D|-----------2-4-4------2-|
A|------------------------|
E|------------------------|
E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---2-1-4-2---|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|
LESSON 2
Tabbed by: Patrick McFadden (patzy46@hotmail.com)
Tuning: Standard (E A D G B E)
Capo on 2nd Fret. All positions and chord formations are relative to capo.
Intro (fingerpicked)
G Bm C G
E|--3-----3-------2-------2--------0------0-----------3------3--------||
B|----0-----0--------3-------3--------1------1-----------0-----0------||
G|------0---------------4---------------0------------------0----------||
D|--------------------------------------------------------------------||
A|----------------2----------------3----------------------------------||
E|--3-------------------------------------------------3---------------||
C G C D G
E|--0----0--------3-----3------0--------2----------3------------------||
B|----1-----1-------0-----0------1--------3--------0------------------||
G|------0--------------0-----------0--------2------0------------------||
D|-------------------------------------------------0------------------||
A|--3--------------------------3--------0----------2------------------||
E|----------------3--------------------------------3------------------||
LESSON 3 PUFF THE MAGIC DRAGON -Here's the modified chords that I throw in for kicks: G (320033) C* (x32013)
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee,
G Bm C G
Little jackie paper loved that rascal Puff,
C G Em A7 D7 G d
And brought him strings and sealing wax and other fancy stuff. Oh
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee,
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee.
G Bm C G
Together they would travel on a boat with billowed sail
C G Em A7 D7
And Jackie kept a lookout perched on Puff’s gigantic tail,
G Bm C G
Noble kings and princes would bow whenever they came,
C G Em A7 D7
Pirate ships would lower their flags when Puff roared out his name. oh!
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee,
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee.
G Bm C G
A dragon lives forever but not so little boys
C G Em A7 D7
Painted wings and giant rings make way for other toys.
G Bm C G
One grey night it happened, Jackie Paper came no more
C G Em A7 D7
And Puff that mighty dragon, he ceased his fearless roar.
G Bm C G His head was bent in sorrow, green scales fell like rain,
C G Em A7 D7 Puff no longer went to play along the cherry lane.
G Bm C G Without his life-long friend, Puff could not be brave,
C G Em A7 D7 So Puff that mighty dragon, he slipped into his cave. oh!
G Bm C G Puff, the magic dragon lived by the sea
C G Em A7 D7 And frolicked in the autumn mist in a land called Honah Lee,
G Bm C G Puff, the magic dragon lived by the sea
C G Em A7 G C* G And frolicked in the autumn mist in a land called Honah Le
intro:
E|------------------------|
B|------------------------|
G|-2-2-2-2-1-----2-2------|
D|-----------2-4-----2----|
A|------------------------|
E|------------------------|
E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---1-2-4-----|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|
E|------------------------|
B|------------------------|
G|-2-2-2-2-1--------2-2---|
D|-----------2-4-4------2-|
A|------------------------|
E|------------------------|
E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---2-1-4-2---|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|
LESSON 2
Tabbed by: Patrick McFadden (patzy46@hotmail.com)
Tuning: Standard (E A D G B E)
Capo on 2nd Fret. All positions and chord formations are relative to capo.
Intro (fingerpicked)
G Bm C G
E|--3-----3-------2-------2--------0------0-----------3------3--------||
B|----0-----0--------3-------3--------1------1-----------0-----0------||
G|------0---------------4---------------0------------------0----------||
D|--------------------------------------------------------------------||
A|----------------2----------------3----------------------------------||
E|--3-------------------------------------------------3---------------||
C G C D G
E|--0----0--------3-----3------0--------2----------3------------------||
B|----1-----1-------0-----0------1--------3--------0------------------||
G|------0--------------0-----------0--------2------0------------------||
D|-------------------------------------------------0------------------||
A|--3--------------------------3--------0----------2------------------||
E|----------------3--------------------------------3------------------||
LESSON 3 PUFF THE MAGIC DRAGON -Here's the modified chords that I throw in for kicks: G (320033) C* (x32013)
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee,
G Bm C G
Little jackie paper loved that rascal Puff,
C G Em A7 D7 G d
And brought him strings and sealing wax and other fancy stuff. Oh
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee,
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee.
G Bm C G
Together they would travel on a boat with billowed sail
C G Em A7 D7
And Jackie kept a lookout perched on Puff’s gigantic tail,
G Bm C G
Noble kings and princes would bow whenever they came,
C G Em A7 D7
Pirate ships would lower their flags when Puff roared out his name. oh!
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee,
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee.
G Bm C G
A dragon lives forever but not so little boys
C G Em A7 D7
Painted wings and giant rings make way for other toys.
G Bm C G
One grey night it happened, Jackie Paper came no more
C G Em A7 D7
And Puff that mighty dragon, he ceased his fearless roar.
G Bm C G His head was bent in sorrow, green scales fell like rain,
C G Em A7 D7 Puff no longer went to play along the cherry lane.
G Bm C G Without his life-long friend, Puff could not be brave,
C G Em A7 D7 So Puff that mighty dragon, he slipped into his cave. oh!
G Bm C G Puff, the magic dragon lived by the sea
C G Em A7 D7 And frolicked in the autumn mist in a land called Honah Lee,
G Bm C G Puff, the magic dragon lived by the sea
C G Em A7 G C* G And frolicked in the autumn mist in a land called Honah Le
PPM- Car Car - Woody Guthrie- great website- If I had a hammer chords- freight train lyrics-
In Concert
1964
CAR-CAR
Woody Guthrie- Folkways Music Pub. Inc. BMI
(This song is a combination of spoken segments with vocal sound effects and singing. This will be the basic lyric only as the performance is far more than can be easily written down).
Chorus:
Take me for a ride in your Car-Car
Take me for a ride in your Car-Car
Take me for a ride, Take me for a ride,
Take me for a ride in your Car-Car
(spoken and sound effects segment)
Take me for a ride in your Mac Truck
Take me for a ride in your truck, mack
Take me for a ride, take me for a ride,
Take me for a ride in your Mac Truck, Mack
(spoken and sound effects segment)
(Chorus)
(Spoken segment, with sound effects, then Mary sings...)
Take me for a ride in your car-car
Take me for a ride in your car-car
Take me for a ride, take me for a ride,
Take me for a ride in your 3.2 liter Ferrari
with torsion bar suspension
and those ported venturi carburetors!
(another spoken and sound effects segment to the end of the song)
Intro: A C#m D E (2x)
Note: The verse begins the second time E is played in the intro
(Verse Part 1)
E A C#m D
If I had a hammer
E A C#m D
I'd hammer in the morning
E A C#m D
I'd hammer in the evening
E
all over this land,
(Verse Part 2)
E A
I'd hammer out danger
Dmaj7**
I'd hammer out a warning
D A D A D
I'd hammer out love between my brothers and my sisters
E A C#m D
All over this land.
** I play this as Dmaj7 but its not quite right. I'm not
sure what this actual chord is, but you can play either
Dmaj7 or D and it sounds fine.
(Verse Part 1)
If I had a bell
I'd ring it in the morning
I'd ring it in the evening
All over this land,
(Verse Part 2)
I'd ring out danger
I'd ring out a warning
I'd ring out love between my brothers and my sisters
All over this land.
(Verse Part 1)
If I had a song
I'd sing it in the morning
I'd sing it in the evening
all over this world,
(Verse Part 2)
I'd sing out danger
I'd sing out a warning
I'd sing out love between my brothers and my sisters
All over this land.
(Verse Part 1)
If I've got a hammer
And I've got a bell
And I've got a song to sing
all over this land,
(Verse Part 2)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
All over this land.
(Last verse Repeated)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
E A D A
All over this land
#004
{title:Freight Train}
{st:Elizabeth Cotton}
F[C]reight train, Freight train, g[G7]oin' so fast,
Freight train, Freight train, g[C]oin' so fast,
P[E7]lease don't tell what t[F]rain I'm on
So they w[C]on't know w[G7]here I'm g[C]one.
Freight train, Freight train, goin' round the bend,
Freight train, Freight train, comin' back again,
One of these days turn that train around
And go back to my home town.
One more place I'd like to be,
One more place I'd lie to see,
To watch them old Blue Ridge Mountains climb,
When I ride old number nine.
When I die Lord, Bury me deep,
Down at the end of Chestnut street,
Where I can hear old number nine
As she comes down the line.
Freight train, Freight train, goin' so fast,
Freight train, Freight train, goin' so fast,
Please don't tell what train I'm on
So they won't know where I'm gone.
#
# Submitted to the ftp.nevada.edu:/pub/guitar archives
# by Steve Putz
# 7 September 1992
A D
All my bags are packed I'm ready to go,
A D
I'm standing here outside your door,
A D E
I hate to wake you up to say goodbye.
A D
But the dawn is breaking it's early morn,
A D
The taxi's waiting it's blowing his horn,
A D E
Already I'm so lonesome I could die.
PRE-CHORUS:
A D
So kiss me and smile for me,
A D
Tell me that you'll wait for me,
A D E
Hold me like you'll never let me go.
CHORUS:
A D
'Cause I'm leaving on a jetplane,
A D
Don't know when I'll be back again
A D E
Oh babe I hate to go.
Now just continue like that for all the rest including chorus, pre-chorus and verse.
Enjoy!
VERSE
--------------------------------------------------------------------------------
G
Light one candle for the Macabe Children
G Em
With thanks their light didn't die.
C
Light one candle for the pain they endured
C B7
When their right to exist was de-nied.
Em
Light on candle for the terrible sacrifice
C A
Justice and freedom demand.
G Em G Em
Light one candle for the wisdom to know
C D G B7
when the peace makers time is at hand.
--------------------------------------------------------------------------------
CHORUS
--------------------------------------------------------------------------------
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7
Let it shine through our love and our tears.
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7 Em
Let it shine through our love and our tears.
(four measures of Em before next verse)
--------------------------------------------------------------------------------
VERSE
--------------------------------------------------------------------------------
G
Light one candle for the strength that we need
G Em
To never became our own foe.
C
And light one candle for those who are suffering
B7
Pain we learned so long ago.
Em
Light one candle for all we believe in.
C A
Let anger not tear us a-part.
G Em G Em
And light one candle to bind us to-gether
C D G B7
With piece as the song in our hearts.
--------------------------------------------------------------------------------
CHORUS
--------------------------------------------------------------------------------
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7
Let it shine through our love and our tears.
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7 Em
Let it shine through our love and our tears.
(four measures of Em before next verse)
--------------------------------------------------------------------------------
VERSE
--------------------------------------------------------------------------------
G
And what is the memory that's valued so highly
Em
That we keep it alive in the flame?
C
What's the commitment for those who have died
B7
We cry out they have not died in vain?
Em
We have come this far, always believing
C A
That judgement will somehow prevail.
G Em G Em
This is the burden! This is the promise!
C D G B7
and this is why we will not fail!
--------------------------------------------------------------------------------
CHORUS
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7
Let it shine through our love and our tears.
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7
Let it shine through our love and our tears.
Em Am
Don't let the light go out!
Em Am
Don't let the light go out!
Em Am
Don't let the light go out!
intro:
E|------------------------|
B|------------------------|
G|-2-2-2-2-1-----2-2------|
D|-----------2-4-----2----|
A|------------------------|
E|------------------------|
E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---1-2-4-----|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|
E|------------------------|
B|------------------------|
G|-2-2-2-2-1--------2-2---|
D|-----------2-4-4------2-|
A|------------------------|
E|------------------------|
E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---2-1-4-2---|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|
1964
CAR-CAR
Woody Guthrie- Folkways Music Pub. Inc. BMI
(This song is a combination of spoken segments with vocal sound effects and singing. This will be the basic lyric only as the performance is far more than can be easily written down).
Chorus:
Take me for a ride in your Car-Car
Take me for a ride in your Car-Car
Take me for a ride, Take me for a ride,
Take me for a ride in your Car-Car
(spoken and sound effects segment)
Take me for a ride in your Mac Truck
Take me for a ride in your truck, mack
Take me for a ride, take me for a ride,
Take me for a ride in your Mac Truck, Mack
(spoken and sound effects segment)
(Chorus)
(Spoken segment, with sound effects, then Mary sings...)
Take me for a ride in your car-car
Take me for a ride in your car-car
Take me for a ride, take me for a ride,
Take me for a ride in your 3.2 liter Ferrari
with torsion bar suspension
and those ported venturi carburetors!
(another spoken and sound effects segment to the end of the song)
Intro: A C#m D E (2x)
Note: The verse begins the second time E is played in the intro
(Verse Part 1)
E A C#m D
If I had a hammer
E A C#m D
I'd hammer in the morning
E A C#m D
I'd hammer in the evening
E
all over this land,
(Verse Part 2)
E A
I'd hammer out danger
Dmaj7**
I'd hammer out a warning
D A D A D
I'd hammer out love between my brothers and my sisters
E A C#m D
All over this land.
** I play this as Dmaj7 but its not quite right. I'm not
sure what this actual chord is, but you can play either
Dmaj7 or D and it sounds fine.
(Verse Part 1)
If I had a bell
I'd ring it in the morning
I'd ring it in the evening
All over this land,
(Verse Part 2)
I'd ring out danger
I'd ring out a warning
I'd ring out love between my brothers and my sisters
All over this land.
(Verse Part 1)
If I had a song
I'd sing it in the morning
I'd sing it in the evening
all over this world,
(Verse Part 2)
I'd sing out danger
I'd sing out a warning
I'd sing out love between my brothers and my sisters
All over this land.
(Verse Part 1)
If I've got a hammer
And I've got a bell
And I've got a song to sing
all over this land,
(Verse Part 2)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
All over this land.
(Last verse Repeated)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
E A D A
All over this land
#004
{title:Freight Train}
{st:Elizabeth Cotton}
F[C]reight train, Freight train, g[G7]oin' so fast,
Freight train, Freight train, g[C]oin' so fast,
P[E7]lease don't tell what t[F]rain I'm on
So they w[C]on't know w[G7]here I'm g[C]one.
Freight train, Freight train, goin' round the bend,
Freight train, Freight train, comin' back again,
One of these days turn that train around
And go back to my home town.
One more place I'd like to be,
One more place I'd lie to see,
To watch them old Blue Ridge Mountains climb,
When I ride old number nine.
When I die Lord, Bury me deep,
Down at the end of Chestnut street,
Where I can hear old number nine
As she comes down the line.
Freight train, Freight train, goin' so fast,
Freight train, Freight train, goin' so fast,
Please don't tell what train I'm on
So they won't know where I'm gone.
#
# Submitted to the ftp.nevada.edu:/pub/guitar archives
# by Steve Putz
# 7 September 1992
A D
All my bags are packed I'm ready to go,
A D
I'm standing here outside your door,
A D E
I hate to wake you up to say goodbye.
A D
But the dawn is breaking it's early morn,
A D
The taxi's waiting it's blowing his horn,
A D E
Already I'm so lonesome I could die.
PRE-CHORUS:
A D
So kiss me and smile for me,
A D
Tell me that you'll wait for me,
A D E
Hold me like you'll never let me go.
CHORUS:
A D
'Cause I'm leaving on a jetplane,
A D
Don't know when I'll be back again
A D E
Oh babe I hate to go.
Now just continue like that for all the rest including chorus, pre-chorus and verse.
Enjoy!
VERSE
--------------------------------------------------------------------------------
G
Light one candle for the Macabe Children
G Em
With thanks their light didn't die.
C
Light one candle for the pain they endured
C B7
When their right to exist was de-nied.
Em
Light on candle for the terrible sacrifice
C A
Justice and freedom demand.
G Em G Em
Light one candle for the wisdom to know
C D G B7
when the peace makers time is at hand.
--------------------------------------------------------------------------------
CHORUS
--------------------------------------------------------------------------------
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7
Let it shine through our love and our tears.
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7 Em
Let it shine through our love and our tears.
(four measures of Em before next verse)
--------------------------------------------------------------------------------
VERSE
--------------------------------------------------------------------------------
G
Light one candle for the strength that we need
G Em
To never became our own foe.
C
And light one candle for those who are suffering
B7
Pain we learned so long ago.
Em
Light one candle for all we believe in.
C A
Let anger not tear us a-part.
G Em G Em
And light one candle to bind us to-gether
C D G B7
With piece as the song in our hearts.
--------------------------------------------------------------------------------
CHORUS
--------------------------------------------------------------------------------
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7
Let it shine through our love and our tears.
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7 Em
Let it shine through our love and our tears.
(four measures of Em before next verse)
--------------------------------------------------------------------------------
VERSE
--------------------------------------------------------------------------------
G
And what is the memory that's valued so highly
Em
That we keep it alive in the flame?
C
What's the commitment for those who have died
B7
We cry out they have not died in vain?
Em
We have come this far, always believing
C A
That judgement will somehow prevail.
G Em G Em
This is the burden! This is the promise!
C D G B7
and this is why we will not fail!
--------------------------------------------------------------------------------
CHORUS
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7
Let it shine through our love and our tears.
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7
Let it shine through our love and our tears.
Em Am
Don't let the light go out!
Em Am
Don't let the light go out!
Em Am
Don't let the light go out!
intro:
E|------------------------|
B|------------------------|
G|-2-2-2-2-1-----2-2------|
D|-----------2-4-----2----|
A|------------------------|
E|------------------------|
E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---1-2-4-----|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|
E|------------------------|
B|------------------------|
G|-2-2-2-2-1--------2-2---|
D|-----------2-4-4------2-|
A|------------------------|
E|------------------------|
E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---2-1-4-2---|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|
Saturday, November 7, 2009
Literacy Cooper Kiger On Line Ch 9 Flash Cards http://college.cengage.com/education/cooper/literacy/6e/students/flashcards/ch9.html
EDSE 665 OQ Assignments
Week 5 - Assignment (10/25/2009)
Read Textbook Chapters 5.
Weekly Papers - 2 Questions
Reflection Questions:
1. What are the elements that lead to successful independent reading?
2. What are the components of a balanced literacy program? Briefly explain each component.
Week 5 - Assignment (10/25/2009)
Read Textbook Chapters 5.
Weekly Papers - 2 Questions
Reflection Questions:
1. What are the elements that lead to successful independent reading?
2. What are the components of a balanced literacy program? Briefly explain each component.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 5 - Assignment (10/25/2009)
Week 5 - Reaction Paper 10/25/2009)
Please read the article on the following website and write a reaction paper no longer than 2 pages (double spaced).
Website :http://edwize.org/decoding-grammar
>> View/Complete Assignment: Week 5 - Reaction Paper 10/25/2009)
Week 6 - Assignment (11/01/2009)
Read Textbook Chapters 6 & 7 .
Weekly Papers - 4 Questions
Reflection Questions:
1 How do students acquire vocabulary?
2. What are the elements of effective vocabulary development? .
3. How would students respond to literature? Describe the categories.
4. Describe the procedures that promote responding to literature.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 6 - Assignment (11/01/2009)
Week 7: Assignment (11/08/2009)
Read Textbook Chapters 8 & 9.
Weekly Papers - 4 Questions
Reflection Questions:
1 Explain, giving at least 5 reasons, why reading and writing have to be taught together ?
2. What is the difference between remediation and intervention? How does this difference change the way instruction is planned and carried out?
3. Distinguish between the strategies and skills the classroom teacher needs to teach to struggling readers and those required to be taught to all students, including struggling readers. How would one change the way a required skill or strategy is taught to a group of struggling readers?
4. Review the 2 levels of text needed for struggling readers; grade level and developmentally appropriate. How can a classroom teacher provide instruction for struggling readers in each of these types of text?
Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 7: Assignment (11/08/2009)
Week 8: Assignment (11/15/2009)
Read Textbook Chapters 10.
Weekly Papers - 3 Questions
Reflection Questions:
1 What are the guidelines for organizing and managing a balanced literacy classroom?
2. Why do teachers need to use leveled/developmentally appropriate books for the students in their class?
3. Why is it important for teachers to keep records of every student in the class?
Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 8: Assignment (11/15/2009)
Week 9: Assignment (11/29/2009)
Read Textbook Chapters 11.
Weekly Papers - 2 Questions
Reflection Questions:
1 What is assessment? How does it relate to evaluation? Describe.
2. Describe a formal and informal assessment.
>> View/Complete Assignment: Week 9: Assignment (11/29/2009)
Final Paper - Literacy Lesson (12/06/2009)
Prepare a literacy lesson, complete with mini lessons as per text book. You should report the development, application, and analysis of one or several lessons/activities to teach a literacy lesson. Describe why those activities/lessons can help students to develop literacy skills and construct meaning. To support your rationale, use references from what you have learned in the course and from other sources in the APA format. Discuss each activity, if you have more than one, in detail.
Your lesson must include the description of:
a. The target population the characteristics of the learners for whom the activity is planned.
b. The prerequisites (if necessary), the specific objective(s) of the activity, and the content and language standards to which they relate. If you are not a classroom teacher, specify the output expected from this activity.
c. The role of the teacher and the students.
d. The resources, materials, and other elements that will be used to create a learning environment that addresses the needs of the population.
e. List the principles of learning or the standards and all the references used to develop the lesson.
>> View/Complete Assignment: Final Paper - Literacy Lesson (12/06/2009)
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 5 - Assignment (10/25/2009)
Week 5 - Reaction Paper 10/25/2009)
Please read the article on the following website and write a reaction paper no longer than 2 pages (double spaced).
Website :http://edwize.org/decoding-grammar
>> View/Complete Assignment: Week 5 - Reaction Paper 10/25/2009)
Week 6 - Assignment (11/01/2009)
Read Textbook Chapters 6 & 7 .
Weekly Papers - 4 Questions
Reflection Questions:
1 How do students acquire vocabulary?
2. What are the elements of effective vocabulary development? .
3. How would students respond to literature? Describe the categories.
4. Describe the procedures that promote responding to literature.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 6 - Assignment (11/01/2009)
Week 7: Assignment (11/08/2009)
Read Textbook Chapters 8 & 9.
Weekly Papers - 4 Questions
Reflection Questions:
1 Explain, giving at least 5 reasons, why reading and writing have to be taught together ?
2. What is the difference between remediation and intervention? How does this difference change the way instruction is planned and carried out?
3. Distinguish between the strategies and skills the classroom teacher needs to teach to struggling readers and those required to be taught to all students, including struggling readers. How would one change the way a required skill or strategy is taught to a group of struggling readers?
4. Review the 2 levels of text needed for struggling readers; grade level and developmentally appropriate. How can a classroom teacher provide instruction for struggling readers in each of these types of text?
Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 7: Assignment (11/08/2009)
Week 8: Assignment (11/15/2009)
Read Textbook Chapters 10.
Weekly Papers - 3 Questions
Reflection Questions:
1 What are the guidelines for organizing and managing a balanced literacy classroom?
2. Why do teachers need to use leveled/developmentally appropriate books for the students in their class?
3. Why is it important for teachers to keep records of every student in the class?
Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 8: Assignment (11/15/2009)
Week 9: Assignment (11/29/2009)
Read Textbook Chapters 11.
Weekly Papers - 2 Questions
Reflection Questions:
1 What is assessment? How does it relate to evaluation? Describe.
2. Describe a formal and informal assessment.
>> View/Complete Assignment: Week 9: Assignment (11/29/2009)
Final Paper - Literacy Lesson (12/06/2009)
Prepare a literacy lesson, complete with mini lessons as per text book. You should report the development, application, and analysis of one or several lessons/activities to teach a literacy lesson. Describe why those activities/lessons can help students to develop literacy skills and construct meaning. To support your rationale, use references from what you have learned in the course and from other sources in the APA format. Discuss each activity, if you have more than one, in detail.
Your lesson must include the description of:
a. The target population the characteristics of the learners for whom the activity is planned.
b. The prerequisites (if necessary), the specific objective(s) of the activity, and the content and language standards to which they relate. If you are not a classroom teacher, specify the output expected from this activity.
c. The role of the teacher and the students.
d. The resources, materials, and other elements that will be used to create a learning environment that addresses the needs of the population.
e. List the principles of learning or the standards and all the references used to develop the lesson.
>> View/Complete Assignment: Final Paper - Literacy Lesson (12/06/2009)
Read Textbook Chapters 5.
Weekly Papers - 2 Questions
Reflection Questions:
1. What are the elements that lead to successful independent reading?
2. What are the components of a balanced literacy program? Briefly explain each component.
Week 5 - Assignment (10/25/2009)
Read Textbook Chapters 5.
Weekly Papers - 2 Questions
Reflection Questions:
1. What are the elements that lead to successful independent reading?
2. What are the components of a balanced literacy program? Briefly explain each component.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 5 - Assignment (10/25/2009)
Week 5 - Reaction Paper 10/25/2009)
Please read the article on the following website and write a reaction paper no longer than 2 pages (double spaced).
Website :http://edwize.org/decoding-grammar
>> View/Complete Assignment: Week 5 - Reaction Paper 10/25/2009)
Week 6 - Assignment (11/01/2009)
Read Textbook Chapters 6 & 7 .
Weekly Papers - 4 Questions
Reflection Questions:
1 How do students acquire vocabulary?
2. What are the elements of effective vocabulary development? .
3. How would students respond to literature? Describe the categories.
4. Describe the procedures that promote responding to literature.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 6 - Assignment (11/01/2009)
Week 7: Assignment (11/08/2009)
Read Textbook Chapters 8 & 9.
Weekly Papers - 4 Questions
Reflection Questions:
1 Explain, giving at least 5 reasons, why reading and writing have to be taught together ?
2. What is the difference between remediation and intervention? How does this difference change the way instruction is planned and carried out?
3. Distinguish between the strategies and skills the classroom teacher needs to teach to struggling readers and those required to be taught to all students, including struggling readers. How would one change the way a required skill or strategy is taught to a group of struggling readers?
4. Review the 2 levels of text needed for struggling readers; grade level and developmentally appropriate. How can a classroom teacher provide instruction for struggling readers in each of these types of text?
Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 7: Assignment (11/08/2009)
Week 8: Assignment (11/15/2009)
Read Textbook Chapters 10.
Weekly Papers - 3 Questions
Reflection Questions:
1 What are the guidelines for organizing and managing a balanced literacy classroom?
2. Why do teachers need to use leveled/developmentally appropriate books for the students in their class?
3. Why is it important for teachers to keep records of every student in the class?
Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 8: Assignment (11/15/2009)
Week 9: Assignment (11/29/2009)
Read Textbook Chapters 11.
Weekly Papers - 2 Questions
Reflection Questions:
1 What is assessment? How does it relate to evaluation? Describe.
2. Describe a formal and informal assessment.
>> View/Complete Assignment: Week 9: Assignment (11/29/2009)
Final Paper - Literacy Lesson (12/06/2009)
Prepare a literacy lesson, complete with mini lessons as per text book. You should report the development, application, and analysis of one or several lessons/activities to teach a literacy lesson. Describe why those activities/lessons can help students to develop literacy skills and construct meaning. To support your rationale, use references from what you have learned in the course and from other sources in the APA format. Discuss each activity, if you have more than one, in detail.
Your lesson must include the description of:
a. The target population the characteristics of the learners for whom the activity is planned.
b. The prerequisites (if necessary), the specific objective(s) of the activity, and the content and language standards to which they relate. If you are not a classroom teacher, specify the output expected from this activity.
c. The role of the teacher and the students.
d. The resources, materials, and other elements that will be used to create a learning environment that addresses the needs of the population.
e. List the principles of learning or the standards and all the references used to develop the lesson.
>> View/Complete Assignment: Final Paper - Literacy Lesson (12/06/2009)
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 5 - Assignment (10/25/2009)
Week 5 - Reaction Paper 10/25/2009)
Please read the article on the following website and write a reaction paper no longer than 2 pages (double spaced).
Website :http://edwize.org/decoding-grammar
>> View/Complete Assignment: Week 5 - Reaction Paper 10/25/2009)
Week 6 - Assignment (11/01/2009)
Read Textbook Chapters 6 & 7 .
Weekly Papers - 4 Questions
Reflection Questions:
1 How do students acquire vocabulary?
2. What are the elements of effective vocabulary development? .
3. How would students respond to literature? Describe the categories.
4. Describe the procedures that promote responding to literature.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 6 - Assignment (11/01/2009)
Week 7: Assignment (11/08/2009)
Read Textbook Chapters 8 & 9.
Weekly Papers - 4 Questions
Reflection Questions:
1 Explain, giving at least 5 reasons, why reading and writing have to be taught together ?
2. What is the difference between remediation and intervention? How does this difference change the way instruction is planned and carried out?
3. Distinguish between the strategies and skills the classroom teacher needs to teach to struggling readers and those required to be taught to all students, including struggling readers. How would one change the way a required skill or strategy is taught to a group of struggling readers?
4. Review the 2 levels of text needed for struggling readers; grade level and developmentally appropriate. How can a classroom teacher provide instruction for struggling readers in each of these types of text?
Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 7: Assignment (11/08/2009)
Week 8: Assignment (11/15/2009)
Read Textbook Chapters 10.
Weekly Papers - 3 Questions
Reflection Questions:
1 What are the guidelines for organizing and managing a balanced literacy classroom?
2. Why do teachers need to use leveled/developmentally appropriate books for the students in their class?
3. Why is it important for teachers to keep records of every student in the class?
Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 8: Assignment (11/15/2009)
Week 9: Assignment (11/29/2009)
Read Textbook Chapters 11.
Weekly Papers - 2 Questions
Reflection Questions:
1 What is assessment? How does it relate to evaluation? Describe.
2. Describe a formal and informal assessment.
>> View/Complete Assignment: Week 9: Assignment (11/29/2009)
Final Paper - Literacy Lesson (12/06/2009)
Prepare a literacy lesson, complete with mini lessons as per text book. You should report the development, application, and analysis of one or several lessons/activities to teach a literacy lesson. Describe why those activities/lessons can help students to develop literacy skills and construct meaning. To support your rationale, use references from what you have learned in the course and from other sources in the APA format. Discuss each activity, if you have more than one, in detail.
Your lesson must include the description of:
a. The target population the characteristics of the learners for whom the activity is planned.
b. The prerequisites (if necessary), the specific objective(s) of the activity, and the content and language standards to which they relate. If you are not a classroom teacher, specify the output expected from this activity.
c. The role of the teacher and the students.
d. The resources, materials, and other elements that will be used to create a learning environment that addresses the needs of the population.
e. List the principles of learning or the standards and all the references used to develop the lesson.
>> View/Complete Assignment: Final Paper - Literacy Lesson (12/06/2009)
EDSE 665 OQ Assignments
Instructions for Assignments/ Projects
Please go to the 'Course Information' section and click on 'Logistics for Assignments/Projects' in order to view the mechanics for each assignment/project.
Week 1 - Assignment (09/20/2009)
Read Textbook Chapters 1.
Weekly Papers - 2 Questions
Reflection Questions:
1. What are the principles for guiding literacy ? Please explain.
2. What are the stages of Literacy development?
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 1 - Assignment (09/20/2009)
Week 2 - Assignment (10/04/2009)
Read Textbook Chapters 2.
Weekly Papers - 2 Questions
Reflection Questions:
1. What is the role of the teacher in the classroom ?
2. What are the benefits and value of a 'Read-Aloud' ?
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 2 - Assignment (10/04/2009)
Week 3 - Assignment (10/11/2009)
Read Textbook Chapters 3
Weekly Papers - 1 Question
Reflection Question:
1. Choose two non-fiction books for children and identify the expository structures of each. Then decide on the best strategy for activating prior knowledge for each and give your rationale.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 3 - Assignment (10/11/2009)
Week 4 - Assignment (10/18/2009)
Read Textbook Chapters 4.
Weekly Papers - 2 Questions
Reflection Questions:
1. What is 'reciprocal' teaching? (Focus on procedures & possible uses).
2. List the seven strategies that help to construct meaning. Give an example of each strategy.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 4 - Assignment (10/18/2009)
Week 5 - Assignment
Please go to the 'Course Information' section and click on 'Logistics for Assignments/Projects' in order to view the mechanics for each assignment/project.
Week 1 - Assignment (09/20/2009)
Read Textbook Chapters 1.
Weekly Papers - 2 Questions
Reflection Questions:
1. What are the principles for guiding literacy ? Please explain.
2. What are the stages of Literacy development?
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 1 - Assignment (09/20/2009)
Week 2 - Assignment (10/04/2009)
Read Textbook Chapters 2.
Weekly Papers - 2 Questions
Reflection Questions:
1. What is the role of the teacher in the classroom ?
2. What are the benefits and value of a 'Read-Aloud' ?
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 2 - Assignment (10/04/2009)
Week 3 - Assignment (10/11/2009)
Read Textbook Chapters 3
Weekly Papers - 1 Question
Reflection Question:
1. Choose two non-fiction books for children and identify the expository structures of each. Then decide on the best strategy for activating prior knowledge for each and give your rationale.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 3 - Assignment (10/11/2009)
Week 4 - Assignment (10/18/2009)
Read Textbook Chapters 4.
Weekly Papers - 2 Questions
Reflection Questions:
1. What is 'reciprocal' teaching? (Focus on procedures & possible uses).
2. List the seven strategies that help to construct meaning. Give an example of each strategy.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 4 - Assignment (10/18/2009)
Week 5 - Assignment
Edse Informal vs Formal Response to Text- personal
I don’t know if you agree , but the term used “personal response” was not what I thought it would be .
The text says that the written or oral response to text is the personal response. However , from reading your response I am sure that you would find the informal way – More Personal!!!
I write in my entry that the more formal way or personal response is a bit of a oxymoron. I found this pretty interesting!!!
dISCUSSION bOARD
Discuss personal as well as formal ways that one might respond to a text.
There are many different ways for a student to respond to a text. Informal methods of response are music, art, dance, and other forms of self-expression, while formal methods of response include written and oral reporting.
Students can definitely benefit from both informal and formal responses to texts. I feel that formal responses should be used often in the classroom. For example, the teacher can ask each student to write a report about the book that they have just completed. This report can include a summary of the text, followed by a personal response about how the student felt about the book. This type of formal response will help the student to organize their thoughts about the text that they have read, and also gives the student an opportunity to express their feelings and thoughts on the text.
Informal responses to text can also be beneficial to use in the classroom. Students are really able to tap into their creativity when asked to respond informally to a text. For example, after completing a novel, the teacher can ask the students to write a poem about the piece. The poem can be about anything pertaining to the novel. This type of assignment is helps students to think creatively about what they read and have fun while doing it!
A formal way that one might respond to a text would be by summarizing literature.
Some of the assignments for this course ask us to answer questions by retrieving information
from our textbook. That is a type of formal response. It is not possible to be personal or creative
with a formal response since this the kind of response that is information and factually based.
A formal response is the kind of response or summary that you would want to read in preparation for an exam.
Personal ways one might respond to text is either oral or
written. In this course, the opportunity to respond to posts on the discussion
board is a personal response. According to our textbook; “students may retell, generalize and tell how
they felt about what they read, their favorite part or character, or how what they read relates to their lives.
” Personal responses stimulate a thought process where a student can make a connection between their lives and
literature. In personal responses students can include their feelings, whether they agree or disagree and even
how they would possibly change a story if they were to re-write it. Often time’s students would incorporate their
sense of previous knowledge, beliefs, or interests into personal responses. This type of response can be
recorded in a writing journal and is not solely information based. It is not the kind of response you would want
to read or answer in preparation for an exam. It is also less likely for any two personal responses to a text to
be the same.
There are many different ways for a student to respond to a text. Informal methods of response are music, art, dance, and other forms of self-expression, while formal methods of response include written and oral reporting.
Students can definitely benefit from both informal and formal responses to texts. I feel that formal responses should be used often in the classroom. For example, the teacher can ask each student to write a report about the book that they have just completed. This report can include a summary of the text, followed by a personal response about how the student felt about the book. This type of formal response will help the student to organize their thoughts about the text that they have read, and also gives the student an opportunity to express their feelings and thoughts on the text.
Informal responses to text can also be beneficial to use in the classroom. Students are really able to tap into their creativity when asked to respond informally to a text. For example, after completing a novel, the teacher can ask the students to write a poem about the piece. The poem can be about anything pertaining to the novel. This type of assignment is helps students to think creatively about what they read and have fun while doing it!
Discuss personal as well as formal ways that one might respond to a text.
There are formal and informal ways one may respond to a text. Each has their own structures and can be used to share ideas and beliefs and understandings. Formal responses are a written response to a reading. For example if a student reads a book they may respond with a summary, or talk about the characters and their actions. Students may also discuss what they liked or disliked or high and low points of the texts through traditional written answers.
Informal responses are different ways to respond to a text. Some ways have been through song, or art or dance. These forms allow for the student to think outside the box and become very creative. I am a big fan of this form because I consider myself a very good artist and love to share my ideas through art. Creating a painting to illustrate my interpretation and ideas of what I have learned through the text is a fun way to use my imagination. When using informal ways to respond to text there is no right or wrong answer, students can feel relaxed and comfortable with just expressing their beliefs and not worry about thinking the wrong wa
I don’t know if you agree , but the term used “personal response” was not what I thought it would be .
The text says that the written or oral response to text is the personal response. However , from reading your response I am sure that you would find the informal way – More Personal!!!
I write in my entry that the more formal way or personal response is a bit of a oxymoron. I found this pretty interesting!!!
__________
I agree that there are many different ways for a student regardless of age,reading level ,grade level, or learning style to respond formally, or informally to text.
The most important issue is defining what responding really is. Responding is “ what one does” as a result or as part of reading, writing, or listening to any kind of text. When one responds they use prior knowledge to construct meaning.
More informal methods of response or Creative responses use Art and Music , as well as Drama and Dance, which include role play, readers theater, art related book based projects to express their understanding of the text. The Personal of more formal ( which seems to be an oxymoron) are usually oral or written.
Students use the strategies of retelling, analysis, generalization, and summary. Applebee discusses that each reflect a different level of thought processes.
An example of an informal response would be creating a song to help one remember a number concept (e.g. Number Rock). This song is a daily ritual in the morning routine of the Kindergarten that I observe.
An example of a more formal response would be the young child’s retelling of a story. The child recalls the title and main characters and general idea of story , but no special importance is given to any specific part of the text. For the younger grades, that I have observed, the “Personal response to Skip To My Lou”, a written picture/ storyboard example, would be an age appropriate personal response that I might expect to see.
In Conclusion, both informal responses and formal responses can be beneficial to the classroom. Students should be allowed to express their creativity while learning the more formal templates required in personal/ formal writing.
The text says that the written or oral response to text is the personal response. However , from reading your response I am sure that you would find the informal way – More Personal!!!
I write in my entry that the more formal way or personal response is a bit of a oxymoron. I found this pretty interesting!!!
dISCUSSION bOARD
Discuss personal as well as formal ways that one might respond to a text.
There are many different ways for a student to respond to a text. Informal methods of response are music, art, dance, and other forms of self-expression, while formal methods of response include written and oral reporting.
Students can definitely benefit from both informal and formal responses to texts. I feel that formal responses should be used often in the classroom. For example, the teacher can ask each student to write a report about the book that they have just completed. This report can include a summary of the text, followed by a personal response about how the student felt about the book. This type of formal response will help the student to organize their thoughts about the text that they have read, and also gives the student an opportunity to express their feelings and thoughts on the text.
Informal responses to text can also be beneficial to use in the classroom. Students are really able to tap into their creativity when asked to respond informally to a text. For example, after completing a novel, the teacher can ask the students to write a poem about the piece. The poem can be about anything pertaining to the novel. This type of assignment is helps students to think creatively about what they read and have fun while doing it!
A formal way that one might respond to a text would be by summarizing literature.
Some of the assignments for this course ask us to answer questions by retrieving information
from our textbook. That is a type of formal response. It is not possible to be personal or creative
with a formal response since this the kind of response that is information and factually based.
A formal response is the kind of response or summary that you would want to read in preparation for an exam.
Personal ways one might respond to text is either oral or
written. In this course, the opportunity to respond to posts on the discussion
board is a personal response. According to our textbook; “students may retell, generalize and tell how
they felt about what they read, their favorite part or character, or how what they read relates to their lives.
” Personal responses stimulate a thought process where a student can make a connection between their lives and
literature. In personal responses students can include their feelings, whether they agree or disagree and even
how they would possibly change a story if they were to re-write it. Often time’s students would incorporate their
sense of previous knowledge, beliefs, or interests into personal responses. This type of response can be
recorded in a writing journal and is not solely information based. It is not the kind of response you would want
to read or answer in preparation for an exam. It is also less likely for any two personal responses to a text to
be the same.
There are many different ways for a student to respond to a text. Informal methods of response are music, art, dance, and other forms of self-expression, while formal methods of response include written and oral reporting.
Students can definitely benefit from both informal and formal responses to texts. I feel that formal responses should be used often in the classroom. For example, the teacher can ask each student to write a report about the book that they have just completed. This report can include a summary of the text, followed by a personal response about how the student felt about the book. This type of formal response will help the student to organize their thoughts about the text that they have read, and also gives the student an opportunity to express their feelings and thoughts on the text.
Informal responses to text can also be beneficial to use in the classroom. Students are really able to tap into their creativity when asked to respond informally to a text. For example, after completing a novel, the teacher can ask the students to write a poem about the piece. The poem can be about anything pertaining to the novel. This type of assignment is helps students to think creatively about what they read and have fun while doing it!
Discuss personal as well as formal ways that one might respond to a text.
There are formal and informal ways one may respond to a text. Each has their own structures and can be used to share ideas and beliefs and understandings. Formal responses are a written response to a reading. For example if a student reads a book they may respond with a summary, or talk about the characters and their actions. Students may also discuss what they liked or disliked or high and low points of the texts through traditional written answers.
Informal responses are different ways to respond to a text. Some ways have been through song, or art or dance. These forms allow for the student to think outside the box and become very creative. I am a big fan of this form because I consider myself a very good artist and love to share my ideas through art. Creating a painting to illustrate my interpretation and ideas of what I have learned through the text is a fun way to use my imagination. When using informal ways to respond to text there is no right or wrong answer, students can feel relaxed and comfortable with just expressing their beliefs and not worry about thinking the wrong wa
I don’t know if you agree , but the term used “personal response” was not what I thought it would be .
The text says that the written or oral response to text is the personal response. However , from reading your response I am sure that you would find the informal way – More Personal!!!
I write in my entry that the more formal way or personal response is a bit of a oxymoron. I found this pretty interesting!!!
__________
I agree that there are many different ways for a student regardless of age,reading level ,grade level, or learning style to respond formally, or informally to text.
The most important issue is defining what responding really is. Responding is “ what one does” as a result or as part of reading, writing, or listening to any kind of text. When one responds they use prior knowledge to construct meaning.
More informal methods of response or Creative responses use Art and Music , as well as Drama and Dance, which include role play, readers theater, art related book based projects to express their understanding of the text. The Personal of more formal ( which seems to be an oxymoron) are usually oral or written.
Students use the strategies of retelling, analysis, generalization, and summary. Applebee discusses that each reflect a different level of thought processes.
An example of an informal response would be creating a song to help one remember a number concept (e.g. Number Rock). This song is a daily ritual in the morning routine of the Kindergarten that I observe.
An example of a more formal response would be the young child’s retelling of a story. The child recalls the title and main characters and general idea of story , but no special importance is given to any specific part of the text. For the younger grades, that I have observed, the “Personal response to Skip To My Lou”, a written picture/ storyboard example, would be an age appropriate personal response that I might expect to see.
In Conclusion, both informal responses and formal responses can be beneficial to the classroom. Students should be allowed to express their creativity while learning the more formal templates required in personal/ formal writing.
EDSE - Struggling Readers- Cooper Kiger - Chapter 8 and 9- Reading and Writing Taught Together
Week 7: Assignment (11/08/2009) Read Textbook Chapters 8 & 9. Reflection Questions:
1 Explain, giving at least 5 reasons, why reading and writing have to be taught together ?
The book explains in detail the 5 reasons , why reading and writing should be taught together which I will summarize: Both reading and writing are constructive processes- Readers act as composers and plan their reading around a special given purpose. Readers think about the text and start developing background on the related topic. Writing is a very similar process, and writers think about what they know and need to know before beginning to write. There is a 4 phase process as described by Pearson and Tierney(1984) which include the planner, composer, editor, and monitor stages, which they may fluctuate back and forth and in between.
Writing and Reading Improve Achievement- Research has shown that reading programs that incorporate writing are more effective in improving reading than those that do not. “Writing leads to better reading achievement, reading leads to better writing achievement, and combined instruction in both led to improvements in both reading and writing.”
Both Writing and Reading Involve similar kinds of knowledge and processes- Research shows that both reading and writing to be highly related (Applebee,1977) and share similar cognitive processes (Birnbaum,1982)
Writing and Reading Promote Communication- Learning to master both reading and writing helps us communicate with one another. Through communication, we are able to prosper and enjoy our lives. This is especially important in promoting social benefits.
Writing and Reading Develops Critical Thinking- The underlying factor of literacy learning is “thinking”. Through greater experiences , students are able to practice the skills required to become better thinkers. Learners now engage in higher level learning exercises like higher level reasoning ,a nd begin to master meaning construction.
In summary, The process of learning both in combination results in better achievement in both activities and in the end leads to better thinkers.
Ways to think about Writing- As a side note , it may be helpful to classify the various views of writing: Domains , Modes: Domains – are broad categories that parallel the types of text students read, and are classified as : sensory/descriptive,imaginative/narrative,practical/informative, and analytical/expository (McHugh,1987). Each category represents a specific purpose for writing. Modes- are an alternative way of classification. The five modes include independent writing, collaborative writing, guided writing, shared writing, and writing aloud. Key Concepts in Wrtiting include: Process Writing- students take charge of their own writing and learning- through selection, draft, revision, proofreading, and publishing, Story Frames or Templates, Scribble Writing, Picture Writing, Invented Spelling ,Random Letter Phase, Sample Spelling Lessons, Sample Grammar Lessons…
2. What is the difference between remediation and intervention? How does this difference change the way instruction is planned and carried out? Remediation can be understood as “ correcting a deficiency” and the process involved in doing that . Essentially teachers waited for a problem and then tried to correct it. This process tends not to be successful with “struggling readers” , because this instruction tends to focus on weaknesses in skill areas and not enough on the process of reading.
The more accepted approach is now Intervention, which is coming in between to prevent or stop failure by providing additional instructional time. The idea of Intervention is that we don’t wait for a reading problem, but we as responsible teachers recognize that a student is starting to struggle and provide additional time beyond the core instruction to help them catch up with the rest of the class.
It is helpful to know about the Comprehensive Literacy program, The Standards and How It Helps Struggling Readers. The Core has 6 blocks: which include : Daily Independent Reading, Daily Independent Writing, Learning Strategies, Reading, Skills Application, and Writing. These are provided for all students who are to follow the same standards. Intervention is that extra block that is there for those that require additional help. Intervention can be seen as having 2 levels- 1) Day to Day Basis- teachers may provide a jump-start- giving struggling readers a head start with learning a task before they actually begin the task with other students- for the struggling students. The second level is classified as acceleration- which is to raise students reading level improve more than expected to lead to a more than AYP adequate yearly progress. Acceleration includes the following concepts: The teacher provides scaffolding- by providing modeling in the beginning, moving him to independence, 2) delivered in a fast paced manner, 3) Delivered in addition to Core Instruction., 4) In a Small Group Setting, and 5) Provides ongoing assessment and provided by a certified teacher.
A Struggling Reader can be defined as – any student who is having difficulty to read.
Remediation can be defined as- a process of correcting a deficiency.
Intervention can be defined as- An instructional program that prevents or stops failure by providing additional instructional time beyond the core instruction.
3. Distinguish between the strategies and skills the classroom teacher needs to teach to struggling
readers and those required to be taught to all students, including struggling readers.
How would one change the way a required skill or strategy is taught to a group of struggling readers?
As I discussed in the previous question, it is helpful to know the standards of the comprehensive literacy program to see what is expected to achieve AYP for all students. The Core’s 6 blocks are : Daily Independent Reading, Daily Independent Writing, Learning Strategies, Reading, Skills Application, and Writing. These are provided for all students who are to follow the same standards. Intervention is that extra block that is there for those that require additional help.
The process that would be used to assist a group of struggling readers can be seen in the Franklin School exercise with Mr. Lazio and Ms. Crystal. The teachers use different approaches to solve the same problem to instruct their whole class for AYP and to foster their struggling readers. Mr. Lazio utilizes various tools within his classroom, like small group instruction, reading aloud, students reading aloud, recording progress on charts. Ms. Crystal has the group of struggling readers in a pull out situation , out of the classroom, which a reciprocal teaching philosophy. The 4 strategies of reciprocal are : question, summarize, clarify, and predict. Struggling readers are given this accelerated jumpstart and taught the process of learning about what they read before the rest the class. Research has shown that the pullout reciprocal teaching is more successful with older struggling readers and accelerates their reading.
To answer “How would one change the way a required skill to a group of struggling readers” , I would have to say that you would have to first asses all the criteria required: Age of Student, Reading Level( IRI- Informal Reading Inventory), Reading Evaluation Checklist, Ability to Decode and Comprehend, Homelife, Parent Survey, Attitude Survey, Use of Role Playing , Experiments, Videos. If age was a factor and students were in the higher grades, I would try to use a combination of the reciprocal pull out teaching with some small group instruction in class. If it were younger children, they would tend to benefit more from the in-class help.
Effective Intervention Programs have the following characteristics. They provide 1) Structured fast paced lessons- taught daily.2)Small Group/ Individual Instruction, 3) Systematically Taught Skills within context of the reading, 4) Texts are leveled and sequenced in difficulty, and 5) lessons are taught by a certified teacher.
One specific effective model is EIR- Early Intervention in Reading- which is a small group intervention model used by first and second grade teachers that has been successful.
I would evaluate all the criteria, and try whatever worked, then monitor the progress, and anything that was not working, I would tweak and try something else.
Strategies- Plan Each Day, No Need for Services Every Day, Provide Sufficient Number of Independent Activities, Establish Patterns and Rehearse Them With Students, Meet Periodically With Students.
4. Review the 2 levels of text needed for struggling readers; grade level and developmentally appropriate.
How can a classroom teacher provide instruction for struggling readers in each of these types of text?
A major help to teachers is to be aware and prepared to provide an in-class library with leveled / developmentally appropriate books. In Chapter 10, p434-437,theauthor explains the benefit . It allows” all students to have instructional support with books that are appropriate to their reading ability.” It also explains that by allowing student choice with a range of teacher selected books helps to build student confidence (overall and in reading). In the Leveled/ Developmentally Appropriate Model, the Teacher chooses a teacher book for all to follow and then suggests other books at a similar level that may have a similar theme.
So to answer the question, “How can a classroom teacher provide instruction for struggling readers in each of these types of text?” The first step is assessment of the child’s reading ability and level. Once classified, the teacher chooses identifies the levels of books in class library, chooses a teachers book which whole class will follow, then provides by color, recommended books at different reading levels that are appropriate to each student at each reading level.
1 Explain, giving at least 5 reasons, why reading and writing have to be taught together ?
The book explains in detail the 5 reasons , why reading and writing should be taught together which I will summarize: Both reading and writing are constructive processes- Readers act as composers and plan their reading around a special given purpose. Readers think about the text and start developing background on the related topic. Writing is a very similar process, and writers think about what they know and need to know before beginning to write. There is a 4 phase process as described by Pearson and Tierney(1984) which include the planner, composer, editor, and monitor stages, which they may fluctuate back and forth and in between.
Writing and Reading Improve Achievement- Research has shown that reading programs that incorporate writing are more effective in improving reading than those that do not. “Writing leads to better reading achievement, reading leads to better writing achievement, and combined instruction in both led to improvements in both reading and writing.”
Both Writing and Reading Involve similar kinds of knowledge and processes- Research shows that both reading and writing to be highly related (Applebee,1977) and share similar cognitive processes (Birnbaum,1982)
Writing and Reading Promote Communication- Learning to master both reading and writing helps us communicate with one another. Through communication, we are able to prosper and enjoy our lives. This is especially important in promoting social benefits.
Writing and Reading Develops Critical Thinking- The underlying factor of literacy learning is “thinking”. Through greater experiences , students are able to practice the skills required to become better thinkers. Learners now engage in higher level learning exercises like higher level reasoning ,a nd begin to master meaning construction.
In summary, The process of learning both in combination results in better achievement in both activities and in the end leads to better thinkers.
Ways to think about Writing- As a side note , it may be helpful to classify the various views of writing: Domains , Modes: Domains – are broad categories that parallel the types of text students read, and are classified as : sensory/descriptive,imaginative/narrative,practical/informative, and analytical/expository (McHugh,1987). Each category represents a specific purpose for writing. Modes- are an alternative way of classification. The five modes include independent writing, collaborative writing, guided writing, shared writing, and writing aloud. Key Concepts in Wrtiting include: Process Writing- students take charge of their own writing and learning- through selection, draft, revision, proofreading, and publishing, Story Frames or Templates, Scribble Writing, Picture Writing, Invented Spelling ,Random Letter Phase, Sample Spelling Lessons, Sample Grammar Lessons…
2. What is the difference between remediation and intervention? How does this difference change the way instruction is planned and carried out? Remediation can be understood as “ correcting a deficiency” and the process involved in doing that . Essentially teachers waited for a problem and then tried to correct it. This process tends not to be successful with “struggling readers” , because this instruction tends to focus on weaknesses in skill areas and not enough on the process of reading.
The more accepted approach is now Intervention, which is coming in between to prevent or stop failure by providing additional instructional time. The idea of Intervention is that we don’t wait for a reading problem, but we as responsible teachers recognize that a student is starting to struggle and provide additional time beyond the core instruction to help them catch up with the rest of the class.
It is helpful to know about the Comprehensive Literacy program, The Standards and How It Helps Struggling Readers. The Core has 6 blocks: which include : Daily Independent Reading, Daily Independent Writing, Learning Strategies, Reading, Skills Application, and Writing. These are provided for all students who are to follow the same standards. Intervention is that extra block that is there for those that require additional help. Intervention can be seen as having 2 levels- 1) Day to Day Basis- teachers may provide a jump-start- giving struggling readers a head start with learning a task before they actually begin the task with other students- for the struggling students. The second level is classified as acceleration- which is to raise students reading level improve more than expected to lead to a more than AYP adequate yearly progress. Acceleration includes the following concepts: The teacher provides scaffolding- by providing modeling in the beginning, moving him to independence, 2) delivered in a fast paced manner, 3) Delivered in addition to Core Instruction., 4) In a Small Group Setting, and 5) Provides ongoing assessment and provided by a certified teacher.
A Struggling Reader can be defined as – any student who is having difficulty to read.
Remediation can be defined as- a process of correcting a deficiency.
Intervention can be defined as- An instructional program that prevents or stops failure by providing additional instructional time beyond the core instruction.
3. Distinguish between the strategies and skills the classroom teacher needs to teach to struggling
readers and those required to be taught to all students, including struggling readers.
How would one change the way a required skill or strategy is taught to a group of struggling readers?
As I discussed in the previous question, it is helpful to know the standards of the comprehensive literacy program to see what is expected to achieve AYP for all students. The Core’s 6 blocks are : Daily Independent Reading, Daily Independent Writing, Learning Strategies, Reading, Skills Application, and Writing. These are provided for all students who are to follow the same standards. Intervention is that extra block that is there for those that require additional help.
The process that would be used to assist a group of struggling readers can be seen in the Franklin School exercise with Mr. Lazio and Ms. Crystal. The teachers use different approaches to solve the same problem to instruct their whole class for AYP and to foster their struggling readers. Mr. Lazio utilizes various tools within his classroom, like small group instruction, reading aloud, students reading aloud, recording progress on charts. Ms. Crystal has the group of struggling readers in a pull out situation , out of the classroom, which a reciprocal teaching philosophy. The 4 strategies of reciprocal are : question, summarize, clarify, and predict. Struggling readers are given this accelerated jumpstart and taught the process of learning about what they read before the rest the class. Research has shown that the pullout reciprocal teaching is more successful with older struggling readers and accelerates their reading.
To answer “How would one change the way a required skill to a group of struggling readers” , I would have to say that you would have to first asses all the criteria required: Age of Student, Reading Level( IRI- Informal Reading Inventory), Reading Evaluation Checklist, Ability to Decode and Comprehend, Homelife, Parent Survey, Attitude Survey, Use of Role Playing , Experiments, Videos. If age was a factor and students were in the higher grades, I would try to use a combination of the reciprocal pull out teaching with some small group instruction in class. If it were younger children, they would tend to benefit more from the in-class help.
Effective Intervention Programs have the following characteristics. They provide 1) Structured fast paced lessons- taught daily.2)Small Group/ Individual Instruction, 3) Systematically Taught Skills within context of the reading, 4) Texts are leveled and sequenced in difficulty, and 5) lessons are taught by a certified teacher.
One specific effective model is EIR- Early Intervention in Reading- which is a small group intervention model used by first and second grade teachers that has been successful.
I would evaluate all the criteria, and try whatever worked, then monitor the progress, and anything that was not working, I would tweak and try something else.
Strategies- Plan Each Day, No Need for Services Every Day, Provide Sufficient Number of Independent Activities, Establish Patterns and Rehearse Them With Students, Meet Periodically With Students.
4. Review the 2 levels of text needed for struggling readers; grade level and developmentally appropriate.
How can a classroom teacher provide instruction for struggling readers in each of these types of text?
A major help to teachers is to be aware and prepared to provide an in-class library with leveled / developmentally appropriate books. In Chapter 10, p434-437,theauthor explains the benefit . It allows” all students to have instructional support with books that are appropriate to their reading ability.” It also explains that by allowing student choice with a range of teacher selected books helps to build student confidence (overall and in reading). In the Leveled/ Developmentally Appropriate Model, the Teacher chooses a teacher book for all to follow and then suggests other books at a similar level that may have a similar theme.
So to answer the question, “How can a classroom teacher provide instruction for struggling readers in each of these types of text?” The first step is assessment of the child’s reading ability and level. Once classified, the teacher chooses identifies the levels of books in class library, chooses a teachers book which whole class will follow, then provides by color, recommended books at different reading levels that are appropriate to each student at each reading level.
Saturday, October 31, 2009
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October 29, 2009
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TODAY'S HEADLINES
CURRICULUM & INSTRUCTION
* N.J. high school adds life-skills program to special education
* School uses RTI to identify students who need specialized instruction
* Mississippi to offer new school-based autism program
EDUCATIONAL LEADERSHIP
* Columnist: Education advocate's idea could help shape special education
* Author: Empowering principals is key to better schools
TECHNOLOGY TRENDS
* Adaptive Kindle lacks text-to-speech function for people with vision loss
POLICY NEWS
* Obama signs hate-crimes bill that protects people with disabilities
* Nonprofit settles suit, agrees to improve care at group homes
* Hundreds of schools nationwide close over H1N1 virus
EYE ON EXCEPTIONALITIES
* Significant weight gain is seen in children taking psychiatric drugs
CEC SPOTLIGHT
* It's like the Sears catalog ... but better
* Going Back to School?
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CEC SmartBrief
October 29, 2009
http://r.smartbrief.com/resp/sBhgyjbatddqAxCicefGCicNhSyL
TODAY'S HEADLINES
CURRICULUM & INSTRUCTION
* N.J. high school adds life-skills program to special education
* School uses RTI to identify students who need specialized instruction
* Mississippi to offer new school-based autism program
EDUCATIONAL LEADERSHIP
* Columnist: Education advocate's idea could help shape special education
* Author: Empowering principals is key to better schools
TECHNOLOGY TRENDS
* Adaptive Kindle lacks text-to-speech function for people with vision loss
POLICY NEWS
* Obama signs hate-crimes bill that protects people with disabilities
* Nonprofit settles suit, agrees to improve care at group homes
* Hundreds of schools nationwide close over H1N1 virus
EYE ON EXCEPTIONALITIES
* Significant weight gain is seen in children taking psychiatric drugs
CEC SPOTLIGHT
* It's like the Sears catalog ... but better
* Going Back to School?
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Falling for Fall Lyrics Moose A Moose and Zee Nick Jr
http://www.youtube.com/watch?v=f38SlRh0-Ic&feature=related
I Don’t Like Candy Corn
By Moose A Moose and Zee from Nick Jr.
C G C F C
I don’t like candy corn, No, I don’t like candy corn.
I like lots of other things , But , I don’t like candy corn,
Give it to my brother
Give it to my sister
I hope I get something else to eat
When I dress up to trick-or treat
I would even eat my own feet
I bet they taste much better!
I don’t like candy corn, No, I don’t like candy corn.
I like really love Halloween , But , I don’t like candy corn,
Website:
http://dailynoggin.com
http://www.noggin.com/shows/movemusic.ph...
Personal Information:
I don't like candy corn. I only want a candy cane this year.
I'd love to share a sarsaparilla with a good natured goat or a friendly gorilla.
Personal Interests:
Rhyming, puzzle time, reading, playing harmonica, hanging with Zee.
http://www.nickjr.com/printables/falling-for-fall-song-lyrics.jhtml
Falling For Fall
Outside the leaves are falling. The temperature is falling too. Yes Autumn is upon ius. But you see, I’m falling too.
SUNG:
Oh I feel like I’m falling for fall. Im not prevaricating. Nor am I exaggerating. Fall has got me in its grasp. It must be said.
Autumns such a pleasant season
You must see all the trees in.
Their blazing colors: orange, gold and red.
Should I write fall a love letter,
Telling how I feel better,
Every time the season comes around each year.
Or maybe I’ll just go on
‘bout how nature puts a show on
As a prelude to all kinds of holiday cheer!!!
I feel like I’m falling for fall
These are feelings of elation
Mixed with some anticipation
When I think of all the fun there is in store!!!
And my heart just goes to thumpin’
Thinkin ‘bout piles of leaves I’ll jump in
Its no wonder that it’s autumn I adore!!!
http://www.youtube.com/watch?v=f38SlRh0-Ic&feature=related
I Don’t Like Candy Corn
By Moose A Moose and Zee from Nick Jr.
C G C F C
I don’t like candy corn, No, I don’t like candy corn.
I like lots of other things , But , I don’t like candy corn,
Give it to my brother
Give it to my sister
I hope I get something else to eat
When I dress up to trick-or treat
I would even eat my own feet
I bet they taste much better!
I don’t like candy corn, No, I don’t like candy corn.
I like really love Halloween , But , I don’t like candy corn,
Website:
http://dailynoggin.com
http://www.noggin.com/shows/movemusic.ph...
Personal Information:
I don't like candy corn. I only want a candy cane this year.
I'd love to share a sarsaparilla with a good natured goat or a friendly gorilla.
Personal Interests:
Rhyming, puzzle time, reading, playing harmonica, hanging with Zee.
http://www.nickjr.com/printables/falling-for-fall-song-lyrics.jhtml
Falling For Fall
Outside the leaves are falling. The temperature is falling too. Yes Autumn is upon ius. But you see, I’m falling too.
SUNG:
Oh I feel like I’m falling for fall. Im not prevaricating. Nor am I exaggerating. Fall has got me in its grasp. It must be said.
Autumns such a pleasant season
You must see all the trees in.
Their blazing colors: orange, gold and red.
Should I write fall a love letter,
Telling how I feel better,
Every time the season comes around each year.
Or maybe I’ll just go on
‘bout how nature puts a show on
As a prelude to all kinds of holiday cheer!!!
I feel like I’m falling for fall
These are feelings of elation
Mixed with some anticipation
When I think of all the fun there is in store!!!
And my heart just goes to thumpin’
Thinkin ‘bout piles of leaves I’ll jump in
Its no wonder that it’s autumn I adore!!!
http://www.youtube.com/watch?v=f38SlRh0-Ic&feature=related
teaching songs - school- theme: autumn
http://www.songsforteaching.com/
GUITAR CHORDS
PP&M songs with chords and lyrics:
Songs Written By Noel Stookey Songs Written by Peter Yarrow
A' Soalin'
Children Go Where I Send Thee
Come and Go with Me (Co-written by Noel Stookey and Mary Travers)
Early In the Morning
Day Is Done
El Salvador
Light One Candle
For The Love Of It All
Puff The Magic Dragon
No Other Name
Very Last Day (Co-written by Noel Stookey)
The Good Times We Had
Weave Me The Sunshine
The Wedding Song
Whatshername
________________________________________
Puff The Magic Dragon
PUFF written by Peter Yarrow and Leonard Lipton © 1963 Pepamar Music Corp.-ASCAP Renewed 1991 Silver Dawn Music-ASCAP/Honalee Tunes-ASCAP
A printer friendly .pdf version of this song is available. It requires a free copy of Adobe Reader. You can get the reader at www.adobe.com
This song is recorded in the key of A. Peter plays using 'G' fingerings with a capo on the second fret. Noel plays with complimentary 'A' chords open. Noel's chords are shown in parentheses.
(A) (C#m) (D) (A) <-------Noel's Part G Bm C G <-------Peter's Part - capo on 2nd fret) Puff the magic dragon lived by the sea (D) (A) (F#m) C G Em And frolicked in the autumn mist (B7) (E) A7 D In a land called Honah-Lee (A) (C#m) (D) (A) G Bm C G Little Jackie Paper loved that rascal Puff (D) (A) (F#m) C G Em And brought his strings and sealing wax (B7) (E) (A) (E) A7 D G D And other fancy stuff. ________________________________________ CHORUS ________________________________________ (A) (C#m) (D) (A) <-------Noel's Part G Bm C G <-------Peter's Part - capo on 2nd fret) Puff the magic dragon lived by the sea (D) (A) (F#m) C G Em And frolicked in the autumn mist (B7) (E) A7 D In a land called Honah-Lee (A) (C#m) (D) (A) G Bm C G Puff the magic dragon lived by the sea (D) (A) (F#m) C G Em And frolicked in the autumn mist (B7) (E) (A) (E) A7 D G D In a land called Honah Lee ________________________________________ VERSE ________________________________________ (A) (C#m) (D) (A) <-------Noel's Part G Bm C G <-------Peter's Part - capo on 2nd fret) Together they would travel on a boat with billowed sail. (D) (A) (F#m) (B7) (E) C G Em A7 D Jackie kept a lookout perched on Puff's gigantic tail. (A) (C#m) (D) (A) G Bm C G Noble kings and princes would bow when 'ere they came. (D) (A) (F#m) (B7) (E) (G) (E) C G Em A7 D G D Pirate ships would low'r their flag when PUFF roared out his name. Oh! ________________________________________ CHORUS ________________________________________ (A) (C#m) (D) (A) <-------Noel's Part G Bm C G <-------Peter's Part - capo on 2nd fret) Puff the magic dragon lived by the sea (D) (A) (F#m) C G Em And frolicked in the autumn mist (B7) (E) A7 D In a land called Honah-Lee (A) (C#m) (D) (A) G Bm C G Puff the magic dragon lived by the sea (D) (A) (F#m) C G Em And frolicked in the autumn mist (B7) (E) (A) (E) A7 D G D In a land called Honah Lee. ________________________________________ VERSE ________________________________________ (A) (C#m) (D) (A) <-------Noel's Part G Bm C G <-------Peter's Part - capo on 2nd fret) A dragon lives for-ever but not so little boys. (D) (A) (F#m) (B7) (E) C G Em A7 D Painted wings and giants rings make way for other toys (A) (C#m) (D) (A) G Bm C G One grey night it happened Jackie Paper came no more (D) (A) (F#m)(B7) (E) (A) C G Em A7 D G And PUFF that mighty dragon he ceased his fearless roar. (A) (C#m) (D) (A) G Bm C G His head was bent in sorrow green scales fell like rain. (D) (A) (F#m) (B7) (E) C G Em A7 D PUFF no longer went to play a-long the cherry lane. (A) (C#m) (D) (A) G Bm C G With-out his lifelong friend PUFF could not be brave (D) (A)-(F#m) (B7) (E) (A) (E) C G - Em A7 D G D So PUFF that mighty dragon sadly slipped in-to his cave. Oh! Thanksgiving Songs for Children and Teens Lyrics and Song Samples These Thanksgiving song lyrics are available from a variety of albums: First Americans, and So Proud – U.S.A. Hooray The First Thanksgiving – U.S.A. Hooray Fly, Turkey – Thanksgiving Song from Geof Johnson Give Thanks – Pam Minor I'm Thankful – Jack Hartmann Let's Have a Dinner... Thanksgiving – Andrew Germain My Work is Never Done – Thanksgiving Song from Geof Johnson Over the River and Through the Woods – Traditional Song Lyrics Pilgrim Children – M. Ryan Taylor's Thanksgiving Songs Riding on a Horse to Grandmother's House - Geof Johnson Scarecrow –Thanksgiving Song from Geof Johnson Turkey Hunt –Thanksgiving Song from Geof Johnson Turkey in the Straw – Traditional Lyrics and Music Turkey Trot – Ron Brown See all of our Holiday Songs. USA Hooray The First Thanksgiving Pilgrims left their homeland on the Mayflower ship. From the Church of England, they wanted to split. Some sought grand adventure, and some needed work. They were all determined and from danger did not shirk. Chorus: First Thanksgiving; oh, praises give voice. First Thanksgiving; oh, people rejoice! First Thanksgiving; oh, praises give voice. First Thanksgiving; oh, people rejoice! Storms made them seasick, and the main beam cracked. Tightly crowded, they ate salt horse and hardtack. They reached Plymouth Rock, fulfilling all their dreams. But, then winter came with bitter cold and suffering. Chorus Food was scarce and many died; How could they stay alive?..... Chorus Feasting altogether, they thanked God for ev’rything..... Chorus …Oh, people rejoice! Give thanks! Riding on A Horse- Geof Johnson Riding on horse to Grandmother’s house, To Grandmother’s house, to Grandmother’s house. Riding on a horse to Grandmother’s house on Thanksgiving Day. My brother’s riding with us too, He said I’d like to race with you. Let’s go fast, through the woods. Ready, set, GO! Riding on horse to Grandmother’s house, To Grandmother’s house, to Grandmother’s house. Riding on a horse to Grandmother’s house on Thanksgiving Day. My sister rides along with us, She wants to leave us in the dust. Let’s go fast, down the road. Ready, set, GO! Riding on horse to Grandmother’s house, To Grandmother’s house, to Grandmother’s house. Riding on a horse to Grandmother’s house on Thanksgiving Day. My daddy’s riding in the lead, He said he has the faster steed. Let’s go fast through the fields. Ready, set, GO! Riding on horse to Grandmother’s house, To Grandmother’s house, to Grandmother’s house. Riding on a horse to Grandmother’s house on Thanksgiving Day Turkey In the Straw As I was a-goin' On down the road With a tired team And a heavy load I cracked my whip And the leader sprung I says day-day To the wagon tongue Turkey in the straw Turkey in the straw Roll 'em up and twist 'em up A high tuck a-haw And hit 'em up a tune called Turkey in the Straw Went out to milk And I didn't know how I milked the goat Instead of the cow A monkey sittin' On a pile of straw A winkin' at His mother-in-law Turkey in the straw Turkey in the straw Roll 'em up and twist 'em up A high tuck a-haw And hit 'em up a tune called Turkey in the Straw I came to the river And I couldn't get across So I paid five dollars For a big bay hoss Well, he wouldn't go ahead And he wouldn't stand still So he went up and down Like an old saw mill Turkey in the straw Turkey in the straw Roll 'em up and twist 'em up A high tuck a-haw And hit 'em up a tune called Turkey in the Straw Did you ever go fishin' On a warm summer day When all the fish Were swimmin' in the bay With their hands in their pockets And their pockets in their pants Did you ever see a fishie Do the Hootchy-Kootchy Dance? Turkey in the straw Turkey in the straw Roll 'em up and twist 'em up A high tuck a-haw And hit 'em up a tune called Turkey in the Straw • Chorus: “ Fly Turkey Fly” (to the tune of _( 12 BAR Blues ADE - Blues, Wimoweh, Brown Eyed Girl – CFCG • Fly turkey, fly real fast,.. Fly turkey, up in a tree,Where the farmer cannot see. ( Fly turkey, fly real fast,..) • Fly turkey, don’t make a sound, • Get away from Farmer Brown. • Ghost Themes • Ghost Themes – Ghost riders in the sky – Casper the Friendly Ghost Ghost Rider Am / E Am / E Am G F E / Am G F E . Am – E - Am • • • Ghost Riders in the Sky-The melody is based on the song "When Johnny Comes Marching Home.“ • http://www.songfacts.com/detail.php?id=4918 • Ghost Riders In the Sky- The Outlaws • An old cowpoke went out on a dark and windy day Upon a ridge he rested as he went along his way When all at once a mighty herd of red-eyed cows he saw A-plowing through the raged sky and up a cloudy draw Yipppie aye-aaa, yippie aye-ooh, ghost herd in the sky Their brands were still on fire and their hooves were For he saw the riders coming hard and he heard their mournful cry Yippie-aye-aaa, yippie-aye-ooh, ghost riders in the sky Their faces gaunt their eyes were blurred and shirts all soaked with sweat They're riding hard to catch that herd but they ain't caught them yet 'Cause they've got to ride forever on that range up in the sky On horses snorting as they ride and hear their awful cry Yippie-aye-aaa, yippie-aye-ooh, ghost riders in the sky As the riders loped on by him he heard one call his name If you want to save your soul from hell a-riding on our range Then cowboy change your ways today or with us you will ride A-trying to catch the devil's herd across these endless skies Yippie-aye-aaa, yippie-aye-ooh, ghost riders in the sky #-----------------------------------PLEASE NOTE------------------------------# # This file is the author's own work and represents their interpretation #----------------------------------------------------------------------------# When Johnny Comes Marching Home A song made during the Civil War, I believe. It is also used in Die Hard With A Vengeance. E |-------------------------------|---------------------------------| B |-----------0-1-0-1-------------|-----------0-1-0-1--3-5----5-----| G |-------2-2---------2-0---0-----|-------2-2---------------5-------| D |---2-2-----------------2-------|---2-2---------------------------| A |-------------------------------|---------------------------------| E |-------------------------------|---------------------------------| E |-------------------------------|---------------------------------| B |-1-3-5-5-5-3-1-3-3-3--0-1-1-1-0|--0-0-0--1-3-5-3-1-0 made of steel Their horns were black and shining and their hot breath he could feel A bolt of fear went through him as they thundered through the sky -------------| G |-------------------------------|2----------------------2-2-2-0-2-| D |-------------------------------|---------------------2-----------| A |-------------------------------|---------------------------------| E |-------------------------------|---------------------------------| Klezmer / or Western Folk picking Gm / Bb/ F Gm / Bb/ D Gm/ F/ Eb / D Gm Bb gm D – gm – D7 - Gm Am / E Am / E Am G F E / Am G F E /Am – E - Am When Johnny comes marching home again – hurrah!! Hurrah !!! When Johnny comes marching home again – hurrah!! Hurrah !!! La la la – la la la la – AND WELL ALL FIRST GO WHEN JOHNNY COMES MARCHING HOME La la- la la la la- And well all – come home when… Johhny Comes Marching Home Variation-(s) The Ants go Marching One By One- Hurrah Hurrah- The Ants go Marching One By One- Hurrah Hurrah- The Ants go Marching 2 by 2- Hurrah Hurrah- Gilligans Island Theme Stairway to Heaven Sailing Songs/ Klezmer Tune Also any marching song- One Litte Drummer= One Little Drummer- marching up= marching up= marching up One Little Drummer- marching up= _--- to the top of the HILL ( Repeat Marching Down- first sitting – then standing) Variation- Pumpkin- Theme Guitar Chords " Stairway To Heaven " by Led Zeppelin # This file is the author's own work and represents their interpretation of the # song. You may only use this file for private study, scholarship, or research. # Intro: A m G# + C D F maj7 G A m A m G# + C D There's a lady who's sure all that glitters is gold F maj7 G A m and she's buying a stairway to hea ven A m G# + C D When she gets there she knows if the stores are all closed F maj7 G A m with a word she can get what she came for C D F maj7 A m C G D Oh_ __ oh____ and she's buying a stairway to heaven C D F maj7 A m There's a sign on the wall but she wants to be sure C D F maj7 'cause you know sometimes words have two meanings A m G# + C D In a tree by the brook there's a songbird who sings F maj7 G A m Sometimes all of her thoughts are mis given A m G# + C D F maj7 G A m G/B A m7 D sus4 D A m7 E m D C D Oh___ it makes me wonder A m7 D sus4 D A m7 E m D C D Oh___ it makes me wonder C G A m There's a feeling I get when I look to the west C G F A m and my spirit is crying for lea ving C G A m In my thoughts I have seen rings of smoke through the trees C G F A m and the voices of those who stand loo king A m7 D sus4 D A m7 E m D C D Oh___ it makes me wonder A m7 D sus4 D A m7 E m D C D Oh___ it really makes me wonder And it's whispered that soon if we all call the tune then the piper will lead us to reason And the new day will dawn for those who stand long and the forest will echo with laughter If theres a bristle in your hedgerow dont be alarmed now it's just a spring clean for the May queen Yes there are two paths you can go by but in the long run there's still time to change the road you're on Your head is humming and it wont go in case you dont know the pipers calling you to join him Dear lady can you hear the wind blow and did you know your stairway lies on the whispering wind D D sus2 D D sus4 D D sus2 D D sus4 C C add9 C C add9 C For the solo and the remaining lyrics use a Am G F G barre chord sequence And as we wind on down the road Our shadows taller than our soul There walks the lady we all know Who shines white light and wants to know how everything still turns to gold And if you listen very hard the time will come to you at last When all are one and one is all To be a rock and not to roll F maj7 G A m And she's buying a stairway to heaven.If you need help finding out the fingerings for the chords go tohttp://www.lib.virginia.edu/dmmc/Music/GuitarChords/index.html Gilligan's Island CAPO II: (this song is a dirge) --kidguitar Bm A Bm A Just sit right back and you'll hear tale, A tale of a fateful trip Bm A G A Bm That started from this tropic port, a-board this tiny ship Cm A# Cm A# The mate was a mighty sailin' man, the skipper brave and sure Cm A# G# A# Cm G# A# Cm Five passengers set sail that day for a three hour tour, A three hour tour VERSE 2 C#m B C#m B The weather started getting rough, the tiny ship was tossed C#m B A B C#mIf not for the courage of the fearless crew, the minnow would be lost A B C#mThe Minnow would be lost INTERLUDE Dm C Dm CThe ship set ground on the shore of this uncharted desert isle Dm C Dm C With Gilligan, the Skipper Too, The Millionaire and his wife Dm C Dm C D C D The mo-vie star, The professor and Mary Ann, Here on Gilligan's Isle VERSE 4 Bm A Bm A So, this is a tale of our castaways, they're here for a long, long time Bm A G A Bm They'll have to make the best of things, it's an uphill climb Cm A# Cm A# The first mate and his skipper too will do their very best Cm A# G# A# Cm To make the others comfortable in the tropic island nest C#m B C#m B No phone - no lights, no motorcars, not a single lux - ury C#m B A B C#m Just like Robinson Crusoe, it's primitive as can be VERSE 5 Dm C Dm C So join us here each week my friend, You're sure to get a smile Dm C D C D From seven stranded castaways, Here on Gilligan's Isle The Jetson Theme (The Beginning of the Intro)Tabbed by Christian AlmazanThis is just the beginning of the theme, and I can't get the rest of it because I don't here thesong on television anymore. I don't have cable, so this is all I remember from childhood. Ifanyone has any suggestions where I can find the song I be glad to try to tab the rest of it. Iknow someone asked for this tab, so here's the beginning. Here are three ways of playing it.e: --0--4--6--7--|--------------|--------------|B:--------------|--------------|--------------|G:--------------|-----1--3--4--|--------------|D:--------------|--2-----------|--------------|A:--------------|--------------|--------------|E:--------------|--------------|--0--4--6--7--|I hope to tab the rest of this soon. Any comments, suggestions, etc. would be welcomed.Christian Almazanchris101@nyc.pipeline.comhttp://www.users.nyc.pipeline.com/~chris101/ Flinstones Theme " by Misc Television Guitar Tabs > M > Misc Television chords & tabs > The Flinstones Theme Tabs
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Guitar Tabs by: Misc Television
Tabs for song: The Flinstones Theme
Send “The Flinstones Theme” to Cell Phone
-------3--0-----------------------------------------3--0-----------------------3-----------3-----3--1--0--0--1--3--------0--3-----------3-----3--1--0--0--------0-----------0--------------------0--2--------0-----------0---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ---------------4-----5--4--4--2--2--4--2--2-----3--2--2--0--0--2--0--------3---1--3-------------2--------------------------0-----------------------3--------------0--2--0-----------------------------------------------------------0----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- --0--------------------------------------------------------3--5--3-----------------3-----3--1--0--0--1--3--------0--1--3--------0--1--3-----------------------------0--------------------0--2-----------0--2------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
___________________________________________________
PATRIOTIC SONGS from schoo;house roc
"I'm Just A Bill --- School House Rock
D Em7 F Eb
(Kid) "Whew! You sure gotta' climb a lotta' steps to get to this Capitol
C G Am G
building here in Washinton! Well, I wonder who that sad little scrap of paper is?"
G
I'm just a bill, yes I'm only a bill, and I'm sittin' here on Capitol Hill
C7
Well it's a long, long journey to the capitol city. It's a long, long wait
D
while I'm sittin' in committee - but I know I'll be a law someday, at least
Em F Eb C
I hope and pray that I will, but today I am still just a bill.
G Am G
(Kid) "Gee, Bill, you certainly have a lot of patience and courage."
(Bill) "Well, I got this far. When I started I wasn't even a bill, I was
just an idea. Some folks back home decided they wanted a law passed,
C7
so they called their local congressman and he said, 'You're right,
there ought to be a law.' Then he sat down, wrote me out, and
introduced me to Congress, and I became a bill - and I'll remain a
D
bill until they decide to make me a law."
G
I'm just a bill, yes I'm only a bill, and I got as far as Capitol Hill.
C7
Well now, I'm stuck in committee, and I'll sit here and wait, while a
D
few key congressmen discuss and debate whether they should let me be a law.
Em7 F
How I hope and pray that they will, but today I am still just a bill.
G
(Kid) "Listen to those congressmen arguing! Is all that discussion and debate
about you?"
(Bill) "Yeah, I one of the lucky ones. Most bills never get this far. I
C7
hope they decide to report favorably, otherwise I may die."
(Kid) "Die?"
G
(Bill) "Yeah, die in committee. Ooh, but it looks like I'm gonna' live.
D
Now I go to the House of Represenatives and they vote on me."
C7
(Kid) "If they vote 'Yes,' what happens?"
G
(Bill) "Then I go to the Senate and the whole thing starts all over again."
D
(Kid) "Oh, no."
(Bill) "Oh, yes!"
G
I'm just a bill, yes I'm only a bill, and if they vote for me on Capitol Hill,
C7
well, then I'm off to the White House, where I'll wait in a line with a lot
D
of other bills for the President to sign, and if he signs me then I'll be a law
Em7 F Eb C
How I hope and pray that he will, but today I am still just a bill.
G Am G
(Kid) "You mean, even if the whole Congress says you should be a law,
G
the President can still say no?"
(Bill) "Yes. That's called a 'veto.' If the President vetoes me, I'll
have to go back to Congress and they vote on me again, and by that
time you're so old, you...
C7 D
(Kid) "By that time it's very unlikely that you'll become a law. It's not
easy to become a law, is it?"
(Bill) "No..."
Em7 F Eb C
But how I hope and pray that I will, but today I am still just a bill.
(Congressman) "He signed you, Bill. Now you're a law."
(Bill) "Oh yes!"
Once was a scarecrow in a field of corn, Dressed in clothes all tattered and torn. Tied together and stuffed with straw,Best old scarecrow you ever saw.
Along came the crows, flappin’ to the ground, Gonna eat the corn that’s growin’ all around. Scarecrow said Hey SHOO CROW SHOO- Don’t bother me and I won’t bother you.
GUITAR CHORDS
PP&M songs with chords and lyrics:
Songs Written By Noel Stookey Songs Written by Peter Yarrow
A' Soalin'
Children Go Where I Send Thee
Come and Go with Me (Co-written by Noel Stookey and Mary Travers)
Early In the Morning
Day Is Done
El Salvador
Light One Candle
For The Love Of It All
Puff The Magic Dragon
No Other Name
Very Last Day (Co-written by Noel Stookey)
The Good Times We Had
Weave Me The Sunshine
The Wedding Song
Whatshername
________________________________________
Puff The Magic Dragon
PUFF written by Peter Yarrow and Leonard Lipton © 1963 Pepamar Music Corp.-ASCAP Renewed 1991 Silver Dawn Music-ASCAP/Honalee Tunes-ASCAP
A printer friendly .pdf version of this song is available. It requires a free copy of Adobe Reader. You can get the reader at www.adobe.com
This song is recorded in the key of A. Peter plays using 'G' fingerings with a capo on the second fret. Noel plays with complimentary 'A' chords open. Noel's chords are shown in parentheses.
(A) (C#m) (D) (A) <-------Noel's Part G Bm C G <-------Peter's Part - capo on 2nd fret) Puff the magic dragon lived by the sea (D) (A) (F#m) C G Em And frolicked in the autumn mist (B7) (E) A7 D In a land called Honah-Lee (A) (C#m) (D) (A) G Bm C G Little Jackie Paper loved that rascal Puff (D) (A) (F#m) C G Em And brought his strings and sealing wax (B7) (E) (A) (E) A7 D G D And other fancy stuff. ________________________________________ CHORUS ________________________________________ (A) (C#m) (D) (A) <-------Noel's Part G Bm C G <-------Peter's Part - capo on 2nd fret) Puff the magic dragon lived by the sea (D) (A) (F#m) C G Em And frolicked in the autumn mist (B7) (E) A7 D In a land called Honah-Lee (A) (C#m) (D) (A) G Bm C G Puff the magic dragon lived by the sea (D) (A) (F#m) C G Em And frolicked in the autumn mist (B7) (E) (A) (E) A7 D G D In a land called Honah Lee ________________________________________ VERSE ________________________________________ (A) (C#m) (D) (A) <-------Noel's Part G Bm C G <-------Peter's Part - capo on 2nd fret) Together they would travel on a boat with billowed sail. (D) (A) (F#m) (B7) (E) C G Em A7 D Jackie kept a lookout perched on Puff's gigantic tail. (A) (C#m) (D) (A) G Bm C G Noble kings and princes would bow when 'ere they came. (D) (A) (F#m) (B7) (E) (G) (E) C G Em A7 D G D Pirate ships would low'r their flag when PUFF roared out his name. Oh! ________________________________________ CHORUS ________________________________________ (A) (C#m) (D) (A) <-------Noel's Part G Bm C G <-------Peter's Part - capo on 2nd fret) Puff the magic dragon lived by the sea (D) (A) (F#m) C G Em And frolicked in the autumn mist (B7) (E) A7 D In a land called Honah-Lee (A) (C#m) (D) (A) G Bm C G Puff the magic dragon lived by the sea (D) (A) (F#m) C G Em And frolicked in the autumn mist (B7) (E) (A) (E) A7 D G D In a land called Honah Lee. ________________________________________ VERSE ________________________________________ (A) (C#m) (D) (A) <-------Noel's Part G Bm C G <-------Peter's Part - capo on 2nd fret) A dragon lives for-ever but not so little boys. (D) (A) (F#m) (B7) (E) C G Em A7 D Painted wings and giants rings make way for other toys (A) (C#m) (D) (A) G Bm C G One grey night it happened Jackie Paper came no more (D) (A) (F#m)(B7) (E) (A) C G Em A7 D G And PUFF that mighty dragon he ceased his fearless roar. (A) (C#m) (D) (A) G Bm C G His head was bent in sorrow green scales fell like rain. (D) (A) (F#m) (B7) (E) C G Em A7 D PUFF no longer went to play a-long the cherry lane. (A) (C#m) (D) (A) G Bm C G With-out his lifelong friend PUFF could not be brave (D) (A)-(F#m) (B7) (E) (A) (E) C G - Em A7 D G D So PUFF that mighty dragon sadly slipped in-to his cave. Oh! Thanksgiving Songs for Children and Teens Lyrics and Song Samples These Thanksgiving song lyrics are available from a variety of albums: First Americans, and So Proud – U.S.A. Hooray The First Thanksgiving – U.S.A. Hooray Fly, Turkey – Thanksgiving Song from Geof Johnson Give Thanks – Pam Minor I'm Thankful – Jack Hartmann Let's Have a Dinner... Thanksgiving – Andrew Germain My Work is Never Done – Thanksgiving Song from Geof Johnson Over the River and Through the Woods – Traditional Song Lyrics Pilgrim Children – M. Ryan Taylor's Thanksgiving Songs Riding on a Horse to Grandmother's House - Geof Johnson Scarecrow –Thanksgiving Song from Geof Johnson Turkey Hunt –Thanksgiving Song from Geof Johnson Turkey in the Straw – Traditional Lyrics and Music Turkey Trot – Ron Brown See all of our Holiday Songs. USA Hooray The First Thanksgiving Pilgrims left their homeland on the Mayflower ship. From the Church of England, they wanted to split. Some sought grand adventure, and some needed work. They were all determined and from danger did not shirk. Chorus: First Thanksgiving; oh, praises give voice. First Thanksgiving; oh, people rejoice! First Thanksgiving; oh, praises give voice. First Thanksgiving; oh, people rejoice! Storms made them seasick, and the main beam cracked. Tightly crowded, they ate salt horse and hardtack. They reached Plymouth Rock, fulfilling all their dreams. But, then winter came with bitter cold and suffering. Chorus Food was scarce and many died; How could they stay alive?..... Chorus Feasting altogether, they thanked God for ev’rything..... Chorus …Oh, people rejoice! Give thanks! Riding on A Horse- Geof Johnson Riding on horse to Grandmother’s house, To Grandmother’s house, to Grandmother’s house. Riding on a horse to Grandmother’s house on Thanksgiving Day. My brother’s riding with us too, He said I’d like to race with you. Let’s go fast, through the woods. Ready, set, GO! Riding on horse to Grandmother’s house, To Grandmother’s house, to Grandmother’s house. Riding on a horse to Grandmother’s house on Thanksgiving Day. My sister rides along with us, She wants to leave us in the dust. Let’s go fast, down the road. Ready, set, GO! Riding on horse to Grandmother’s house, To Grandmother’s house, to Grandmother’s house. Riding on a horse to Grandmother’s house on Thanksgiving Day. My daddy’s riding in the lead, He said he has the faster steed. Let’s go fast through the fields. Ready, set, GO! Riding on horse to Grandmother’s house, To Grandmother’s house, to Grandmother’s house. Riding on a horse to Grandmother’s house on Thanksgiving Day Turkey In the Straw As I was a-goin' On down the road With a tired team And a heavy load I cracked my whip And the leader sprung I says day-day To the wagon tongue Turkey in the straw Turkey in the straw Roll 'em up and twist 'em up A high tuck a-haw And hit 'em up a tune called Turkey in the Straw Went out to milk And I didn't know how I milked the goat Instead of the cow A monkey sittin' On a pile of straw A winkin' at His mother-in-law Turkey in the straw Turkey in the straw Roll 'em up and twist 'em up A high tuck a-haw And hit 'em up a tune called Turkey in the Straw I came to the river And I couldn't get across So I paid five dollars For a big bay hoss Well, he wouldn't go ahead And he wouldn't stand still So he went up and down Like an old saw mill Turkey in the straw Turkey in the straw Roll 'em up and twist 'em up A high tuck a-haw And hit 'em up a tune called Turkey in the Straw Did you ever go fishin' On a warm summer day When all the fish Were swimmin' in the bay With their hands in their pockets And their pockets in their pants Did you ever see a fishie Do the Hootchy-Kootchy Dance? Turkey in the straw Turkey in the straw Roll 'em up and twist 'em up A high tuck a-haw And hit 'em up a tune called Turkey in the Straw • Chorus: “ Fly Turkey Fly” (to the tune of _( 12 BAR Blues ADE - Blues, Wimoweh, Brown Eyed Girl – CFCG • Fly turkey, fly real fast,.. Fly turkey, up in a tree,Where the farmer cannot see. ( Fly turkey, fly real fast,..) • Fly turkey, don’t make a sound, • Get away from Farmer Brown. • Ghost Themes • Ghost Themes – Ghost riders in the sky – Casper the Friendly Ghost Ghost Rider Am / E Am / E Am G F E / Am G F E . Am – E - Am • • • Ghost Riders in the Sky-The melody is based on the song "When Johnny Comes Marching Home.“ • http://www.songfacts.com/detail.php?id=4918 • Ghost Riders In the Sky- The Outlaws • An old cowpoke went out on a dark and windy day Upon a ridge he rested as he went along his way When all at once a mighty herd of red-eyed cows he saw A-plowing through the raged sky and up a cloudy draw Yipppie aye-aaa, yippie aye-ooh, ghost herd in the sky Their brands were still on fire and their hooves were For he saw the riders coming hard and he heard their mournful cry Yippie-aye-aaa, yippie-aye-ooh, ghost riders in the sky Their faces gaunt their eyes were blurred and shirts all soaked with sweat They're riding hard to catch that herd but they ain't caught them yet 'Cause they've got to ride forever on that range up in the sky On horses snorting as they ride and hear their awful cry Yippie-aye-aaa, yippie-aye-ooh, ghost riders in the sky As the riders loped on by him he heard one call his name If you want to save your soul from hell a-riding on our range Then cowboy change your ways today or with us you will ride A-trying to catch the devil's herd across these endless skies Yippie-aye-aaa, yippie-aye-ooh, ghost riders in the sky #-----------------------------------PLEASE NOTE------------------------------# # This file is the author's own work and represents their interpretation #----------------------------------------------------------------------------# When Johnny Comes Marching Home A song made during the Civil War, I believe. It is also used in Die Hard With A Vengeance. E |-------------------------------|---------------------------------| B |-----------0-1-0-1-------------|-----------0-1-0-1--3-5----5-----| G |-------2-2---------2-0---0-----|-------2-2---------------5-------| D |---2-2-----------------2-------|---2-2---------------------------| A |-------------------------------|---------------------------------| E |-------------------------------|---------------------------------| E |-------------------------------|---------------------------------| B |-1-3-5-5-5-3-1-3-3-3--0-1-1-1-0|--0-0-0--1-3-5-3-1-0 made of steel Their horns were black and shining and their hot breath he could feel A bolt of fear went through him as they thundered through the sky -------------| G |-------------------------------|2----------------------2-2-2-0-2-| D |-------------------------------|---------------------2-----------| A |-------------------------------|---------------------------------| E |-------------------------------|---------------------------------| Klezmer / or Western Folk picking Gm / Bb/ F Gm / Bb/ D Gm/ F/ Eb / D Gm Bb gm D – gm – D7 - Gm Am / E Am / E Am G F E / Am G F E /Am – E - Am When Johnny comes marching home again – hurrah!! Hurrah !!! When Johnny comes marching home again – hurrah!! Hurrah !!! La la la – la la la la – AND WELL ALL FIRST GO WHEN JOHNNY COMES MARCHING HOME La la- la la la la- And well all – come home when… Johhny Comes Marching Home Variation-(s) The Ants go Marching One By One- Hurrah Hurrah- The Ants go Marching One By One- Hurrah Hurrah- The Ants go Marching 2 by 2- Hurrah Hurrah- Gilligans Island Theme Stairway to Heaven Sailing Songs/ Klezmer Tune Also any marching song- One Litte Drummer= One Little Drummer- marching up= marching up= marching up One Little Drummer- marching up= _--- to the top of the HILL ( Repeat Marching Down- first sitting – then standing) Variation- Pumpkin- Theme Guitar Chords " Stairway To Heaven " by Led Zeppelin # This file is the author's own work and represents their interpretation of the # song. You may only use this file for private study, scholarship, or research. # Intro: A m G# + C D F maj7 G A m A m G# + C D There's a lady who's sure all that glitters is gold F maj7 G A m and she's buying a stairway to hea ven A m G# + C D When she gets there she knows if the stores are all closed F maj7 G A m with a word she can get what she came for C D F maj7 A m C G D Oh_ __ oh____ and she's buying a stairway to heaven C D F maj7 A m There's a sign on the wall but she wants to be sure C D F maj7 'cause you know sometimes words have two meanings A m G# + C D In a tree by the brook there's a songbird who sings F maj7 G A m Sometimes all of her thoughts are mis given A m G# + C D F maj7 G A m G/B A m7 D sus4 D A m7 E m D C D Oh___ it makes me wonder A m7 D sus4 D A m7 E m D C D Oh___ it makes me wonder C G A m There's a feeling I get when I look to the west C G F A m and my spirit is crying for lea ving C G A m In my thoughts I have seen rings of smoke through the trees C G F A m and the voices of those who stand loo king A m7 D sus4 D A m7 E m D C D Oh___ it makes me wonder A m7 D sus4 D A m7 E m D C D Oh___ it really makes me wonder And it's whispered that soon if we all call the tune then the piper will lead us to reason And the new day will dawn for those who stand long and the forest will echo with laughter If theres a bristle in your hedgerow dont be alarmed now it's just a spring clean for the May queen Yes there are two paths you can go by but in the long run there's still time to change the road you're on Your head is humming and it wont go in case you dont know the pipers calling you to join him Dear lady can you hear the wind blow and did you know your stairway lies on the whispering wind D D sus2 D D sus4 D D sus2 D D sus4 C C add9 C C add9 C For the solo and the remaining lyrics use a Am G F G barre chord sequence And as we wind on down the road Our shadows taller than our soul There walks the lady we all know Who shines white light and wants to know how everything still turns to gold And if you listen very hard the time will come to you at last When all are one and one is all To be a rock and not to roll F maj7 G A m And she's buying a stairway to heaven.If you need help finding out the fingerings for the chords go tohttp://www.lib.virginia.edu/dmmc/Music/GuitarChords/index.html Gilligan's Island CAPO II: (this song is a dirge) --kidguitar Bm A Bm A Just sit right back and you'll hear tale, A tale of a fateful trip Bm A G A Bm That started from this tropic port, a-board this tiny ship Cm A# Cm A# The mate was a mighty sailin' man, the skipper brave and sure Cm A# G# A# Cm G# A# Cm Five passengers set sail that day for a three hour tour, A three hour tour VERSE 2 C#m B C#m B The weather started getting rough, the tiny ship was tossed C#m B A B C#mIf not for the courage of the fearless crew, the minnow would be lost A B C#mThe Minnow would be lost INTERLUDE Dm C Dm CThe ship set ground on the shore of this uncharted desert isle Dm C Dm C With Gilligan, the Skipper Too, The Millionaire and his wife Dm C Dm C D C D The mo-vie star, The professor and Mary Ann, Here on Gilligan's Isle VERSE 4 Bm A Bm A So, this is a tale of our castaways, they're here for a long, long time Bm A G A Bm They'll have to make the best of things, it's an uphill climb Cm A# Cm A# The first mate and his skipper too will do their very best Cm A# G# A# Cm To make the others comfortable in the tropic island nest C#m B C#m B No phone - no lights, no motorcars, not a single lux - ury C#m B A B C#m Just like Robinson Crusoe, it's primitive as can be VERSE 5 Dm C Dm C So join us here each week my friend, You're sure to get a smile Dm C D C D From seven stranded castaways, Here on Gilligan's Isle The Jetson Theme (The Beginning of the Intro)Tabbed by Christian AlmazanThis is just the beginning of the theme, and I can't get the rest of it because I don't here thesong on television anymore. I don't have cable, so this is all I remember from childhood. Ifanyone has any suggestions where I can find the song I be glad to try to tab the rest of it. Iknow someone asked for this tab, so here's the beginning. Here are three ways of playing it.e: --0--4--6--7--|--------------|--------------|B:--------------|--------------|--------------|G:--------------|-----1--3--4--|--------------|D:--------------|--2-----------|--------------|A:--------------|--------------|--------------|E:--------------|--------------|--0--4--6--7--|I hope to tab the rest of this soon. Any comments, suggestions, etc. would be welcomed.Christian Almazanchris101@nyc.pipeline.comhttp://www.users.nyc.pipeline.com/~chris101/ Flinstones Theme " by Misc Television Guitar Tabs > M > Misc Television chords & tabs > The Flinstones Theme Tabs
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Tabs for song: The Flinstones Theme
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PATRIOTIC SONGS from schoo;house roc
"I'm Just A Bill --- School House Rock
D Em7 F Eb
(Kid) "Whew! You sure gotta' climb a lotta' steps to get to this Capitol
C G Am G
building here in Washinton! Well, I wonder who that sad little scrap of paper is?"
G
I'm just a bill, yes I'm only a bill, and I'm sittin' here on Capitol Hill
C7
Well it's a long, long journey to the capitol city. It's a long, long wait
D
while I'm sittin' in committee - but I know I'll be a law someday, at least
Em F Eb C
I hope and pray that I will, but today I am still just a bill.
G Am G
(Kid) "Gee, Bill, you certainly have a lot of patience and courage."
(Bill) "Well, I got this far. When I started I wasn't even a bill, I was
just an idea. Some folks back home decided they wanted a law passed,
C7
so they called their local congressman and he said, 'You're right,
there ought to be a law.' Then he sat down, wrote me out, and
introduced me to Congress, and I became a bill - and I'll remain a
D
bill until they decide to make me a law."
G
I'm just a bill, yes I'm only a bill, and I got as far as Capitol Hill.
C7
Well now, I'm stuck in committee, and I'll sit here and wait, while a
D
few key congressmen discuss and debate whether they should let me be a law.
Em7 F
How I hope and pray that they will, but today I am still just a bill.
G
(Kid) "Listen to those congressmen arguing! Is all that discussion and debate
about you?"
(Bill) "Yeah, I one of the lucky ones. Most bills never get this far. I
C7
hope they decide to report favorably, otherwise I may die."
(Kid) "Die?"
G
(Bill) "Yeah, die in committee. Ooh, but it looks like I'm gonna' live.
D
Now I go to the House of Represenatives and they vote on me."
C7
(Kid) "If they vote 'Yes,' what happens?"
G
(Bill) "Then I go to the Senate and the whole thing starts all over again."
D
(Kid) "Oh, no."
(Bill) "Oh, yes!"
G
I'm just a bill, yes I'm only a bill, and if they vote for me on Capitol Hill,
C7
well, then I'm off to the White House, where I'll wait in a line with a lot
D
of other bills for the President to sign, and if he signs me then I'll be a law
Em7 F Eb C
How I hope and pray that he will, but today I am still just a bill.
G Am G
(Kid) "You mean, even if the whole Congress says you should be a law,
G
the President can still say no?"
(Bill) "Yes. That's called a 'veto.' If the President vetoes me, I'll
have to go back to Congress and they vote on me again, and by that
time you're so old, you...
C7 D
(Kid) "By that time it's very unlikely that you'll become a law. It's not
easy to become a law, is it?"
(Bill) "No..."
Em7 F Eb C
But how I hope and pray that I will, but today I am still just a bill.
(Congressman) "He signed you, Bill. Now you're a law."
(Bill) "Oh yes!"
Once was a scarecrow in a field of corn, Dressed in clothes all tattered and torn. Tied together and stuffed with straw,Best old scarecrow you ever saw.
Along came the crows, flappin’ to the ground, Gonna eat the corn that’s growin’ all around. Scarecrow said Hey SHOO CROW SHOO- Don’t bother me and I won’t bother you.
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