$525. $625. $525.
Developing Foundational Literacy Skills through Multi-Modal Instruction * Multi-Modal instruction engages students in multiple modes or mediums (visual, auditory, and kinesthetic interaction with the content). This benefits of multi-modal (1) engages all students in the learning process ; (2) improves the quality of learning; (3)connects to real-world learning; (4) develops students skills in all modes; (5) expands the teachers and students creativity; (6) maintain novelty in the classroom; and (7) inspires cooperative learning. Multi-modal learning will inspire students and create a positive classroom morale while assuring equity and access in education. Singing songs makes our brain active and is an effective cognitive strategy that strengthens language, learning, improves memory and retrieval, and enhances learners motivation and morale (Jenson, 2005). The power of songs allows students to retain and recall melodies which are connected to the lyrics and provides a perfect opportunity to develop foundational literacy skills while providing reading confidence. ASL (American Sign Language) is a powerful kinesthetic experience that creates neural pathways within both hemispheres, which is critical for reading and writing (Campbell, 2008). Furthermore, this approach develops our joint-attention skills while accelerating the development of other foundational literacy skills (Vallotton, 2011).
Developing Dual Language through Multi-Modal Instruction
(The complete kit includes): 1) CD recording of 26 songs from A-Z; 2) color song poster (13″x19″) for each letter (English) (Spanish) (Dual Language) – front and back; 3) story picture card (8.5″x11″) for each song for classroom discussion with questions on math, science, wellness/nutrition/safety, and critical thinking (English) (Spanish) (Dual Language) ; 4) 97 color flash cards (5″x8″) for signing, language development, phonological awareness activities (English) (Spanish) (Dual Language) – front and back; 5) 26 ABC cards (5″x 8″); 6) images (4″x5″) for each letter to create stick-puppets (sample of finished puppets); 7) pocket chart phrases and images for each song (English) (Spanish); 8) one (8.5″x11″) black-line master of the song/story for each letter to duplicate for shared reading activities and take home reading as part of family engagement (English) (Spanish); 9) Five-in-one black line master to duplicate for family engagement activity (English) (Spanish)(Dual Language) (1st activity) 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 (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.
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)
Click here and read how dual language instruction is a benefit for all children. 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.