SINGABLE BOOKS

    SPED 425  CSUF

                                                                                   Spring 2016

Review of (2) two Resources from:  http://iris.peabody.vanderbilt.edu/iris-resource-locator/ 

Singable Books: Sing and Read Your Way to English Proficiency

  Singable Books: Sing and Read Your Way to English Proficiency, 2008, Betty Ansin Smallwood, Center for Applied Linguistics, Erin Flynn Haynes, University of California, Berkeley 

   According to Smallwood and Haynes, “Reading aloud offers additional benefits for English Language learners, including introduction to new vocabulary and English grammar.”  Singable books are, “Interactive and appealing to children.” Benefits of singable books are: 1. Simple. 2. Cost Effective. 3. Increased Vocabulary. 4. Phonemic Awareness.  5. Enhanced Neurology Effects. 6. Meaningful Context.  

     Even though a person can barely remember the word of a language, some can still sing songs learned in class.  Students who are quiet in class due to the language/cultural barrier, will sing and engage in active learning with singable learning songs.  I remember learning a singable song about Nouns. Nouns are just the name of things, like rice, and birds and rings and things. This song brought me through high school and beyond.  

     The selection criteria for books the authors recommend are:  1. Rhyming words. 2. Repeated grammatical patterns. 3. Musical features that facilitate repetition.  4. Books must have a CD included with words within musical notation included. 5. Is there a new variation on a familiar song?

     In conclusion, the author promises singable songs is an area for promising future research. 

Extra Resources taken from the article

Grades PreK–3 

Cabrera, J. (2005). If you’re happy and you know it. New York: Holiday House. Hort, L. (2003). Seals on the bus. New York: Holt. Miller, J. P., & Greene, S. M. (2005). We all sing with the same voice. New York: Harper Collins. Peek, M. (1999). Roll over! A counting song. New York: Clarion Books. Shulman, L. (2004). Old MacDonald had a woodshop. New York: G. P. Putnam. Weiss, G. D., & Thiele, B. (1995). What a wonderful world. New York: Atheneum.

 Grades 4–6 

Garriel, B. S. (2004). I know an old fellow who swallowed a cello. New York: Scholastic. Gershwin, G., Gershwin, I., Heyward, D., & Heyward, D. (2002). Summertime. New York: Aladdin. Jackson, A. (2002). I know an old lady who swallowed a pie. New York: Puffin Books. Marsh, T. J., & Ward, W. (2002). Way out in the desert. Flagstaff, AZ: Rising Moon Books. Grades 7–12 

Spier, P. (1990). The star-spangled banner. New York: Doubleday. Stow, J. (1992). The house that Jack built. New York: Penguin.

Vocabulary Development
http://www.colorincolorado.org/article/vocabulary-development (2/23/2016)

Preteach  Before doing any activity:

  • Role play
  • Pantomine
  • Use Gestures
  • Show Real Objects
  • Point to Picures
  • Do Quick Drawings on the Board
  • Use the Spanish Equivalent

To Ensure Mastery:

  • Preselect word in text or conversation
  • Explain meaning
  • Provide examples
  • Ask students to repeat word 3 x’s
  • Engage students in activities
  • Ask students to say the word

Scaffold

  • Use graphic organizer
  • Use 6 ESL steps to ensure mastery (above)
  • Post new vocabulary on word wall 
  • Review words daily
  • Label drawings and pictures
  • Use computers and TV’s
  • Audio books
  • Word wizard box (bring new words they hear outside of classroom)
  • Encourage oral language use (Student to speak as much as possible)
  • Label visuals in English and Spanish

Published by

Kat. K. M. M.Ed

Author of: How to Feel and Understand Love Attraction Send Love...the unseen realm needs love too! Carcassonne - Oracle at Delphi - Romantic Love Heals Magi of Genghis Kahn Love attraction Oracle Cards Love is evolving and my own love relationships are evolving. My art is evolving. My healing work is evolving.

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