Kit includes: 1) CD recording of 26 songs from A-Z; 2) color song poster (13″x19″) for each letter (the dual language poster has print on both sides); 3) story picture card (8.5″x11″) for each song for classroom discussion with questions on math, science, wellness/nutrition/safety, critical thinking on back side pocket chart phrases for each song with picture cards for each song to support the printed word (the single language kit will only have questions in the requested language); 4) 97 color flash cards (5″x 8″) for signing, language development, phonological awareness activities; 5) 26 ABC cards (5″x 8″) with uppercase and lowercase letter, image of noun, and ASL letter image; 6) color images (4″x 5″) for each letter to create stick puppets for expressive and receptive language development (sample of finished puppets); 7) pocket chart phrases for each song with images; (I used colored sheets to focus on sight words); 8) and a five-in-one black line master to duplicate for take home family engagement activity (The single language kit will only have words in the requested language) (front side) an opportunity for them to write each letter (upper and lower case); (2nd activity) a black and white story picture to color and (3rd activity) re-tell story, recite poem and/or sing song; and the other side (4th activity) (back side) has matching words and drawings to cut-out and play a matching (concentration) game; (5th activity) a puzzle of the story image which is created from the cut-out concentration game.
What are cognates? Words in two languages that share a similar spelling and pronunciation…30-40% of all words in English have a related word in Spanish.
Dino the dinosaur is a dentist. Dino the dinosaur lives in the desert. Dino the dinosaur has a dollar. Dino the dinosaur plays dominoes. (click for sample)
Dino el dinosaurio es dentista. Dino el dinosaurio vive en el desierto. Dino el dinosaurio tiene un dólar. Dino el dinosaurio juega dominó. (click for sample)
(“Sing and Sign” from A – Z / “Cantar y hacer Señas” de A – Z, © 2017)
Singing songs will always play a role in young children’s education. Music and movement makes our brain active and is an effective cognitive strategy to (1) strengthen learning, (2) improve memory and retrieval, and (3) enhance learner motivation and morale (Jenson, 2005). Listening to music causes our brain to release dopamine which is known as a feel good chemical. It causes us to feel emotions like happiness, excitement, and joy. Music stirs our emotions, emotions get our attention and attention leads to learning (Dr. Mike, 2015). Furthermore, the power music allows young children to retain and recall melodies and lyrics (text) which can be used via pocket chart phrases to engage young children in powerful literacy experiences that promote early reading skills (print awareness, phonological awareness, sight word recognition, vocabulary development and fluency).
ASL (American Sign Language) is a powerful tool that should be part of early learning instruction. Sign language is movement and movement is good for the brain. Brain scans show that integrating ASL, which is active engagement, in your classroom will help your students early reading skills due to neural pathways that signing creates in both the left and right side of the brain, which is critical for reading (Campbell, 2008). Furthermore, research states that incorporating ASL in instruction increases the child’s IQ; accelerates letter and sound identification while also motivating writing and reading; and develops their expressive and receptive language (Jenson, 2000) while also increasing their visual attention and joint attention skills (Vallotton, 2011). Finally, incorporating sign language within the songs makes the entire learning experience fun and exciting while meeting the needs of ALL children!
Click here and read how dual language instruction is a benefit for all children…cognitively, socially, and economically. One of the most effective ways to teach a second language is through songs. Songs are non- threatening, it brings joy to learning, helps familiarize students with connections, and provides a fun way to acquire a new language (Lake, 2005). Language and music are tied together in brain processing by pitch, rhythm and symmetrical phrasing, while ASL serves as the “bridge” that connects the two languages.