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A.
TEACHING IDEAS DVD 2008
Duration: 2 hrs 50 mins
Playing
the DVD using a DVD player and television
Use the remote control, or the buttons on the front of the DVD
player, to move between the main menu, sub menus and the
videos (chapters). This DVD uses the PAL colour standard, for
most of the televisions located in Africa, Europe and South
America. Outside of these areas, televisions that use the NTSC
standard may not see the videos in colour, unless the DVD
player and TV are able to play both NTSC and PAL.
Playing
the DVD using a computer
For the Windows XP operating system, use Windows Media
Player (ideally, the latest free version), Real Player
(ideally, the latest free version) or commercially available
DVD software. For the Windows Vista operating system, for Home
Premium and above, use the built-in DVD player. For Mac OSX
Tiger or Leopard use the built-in player.
MAIN MENU
1. Suggested Lesson Procedure [20 mins]
2. Introducing Sing-A-Long [90 mins]
3. Features [60 mins]
1. SUGGESTED LESSON
PROCEDURE [20 MINS]
Using the Books with the CD [10 mins]
Teaching points with images, narrated by
Alan Davies - Page 1, THRASS SAL Lessons 2008 [See text in Section
B.]
Reinforcement
activities [10 mins]
Teaching points with images, narrated by Alan Davies - Page 2,
THRASS SAL Lessons 2008 [See text in Section
C.]
The document and associated PowerPoint are downloadable from
www.thrass.co.uk/sing-a-long.htm
2.
INTRODUCING SING-A-LONG [90 MINS]
Interactive Book with movement [30 mins]
Janine Plunkett teaching four songs in a farm school - South
Africa, June 08
Interactive
Book with tiles [20 mins]
Alan Davies teaching one song in a farm school - South
Africa, June 08
Books
and movement with the CD [40 mins]
Alan Davies teaching one song in a farm school - South Africa,
June 08
3.
FEATURES [60 MINS]
Sing-A-Long in Barbados [10 mins]
Janine Plunkett with teachers and student teachers - Barbados,
April 08
Sing-A-Long
in Swaziland [10 mins]
Children are introduced to SAL and some THRASS skills -
Swaziland, June 08
SAL
Concert: Milton Keynes [5 mins]
Oxley Park Primary School, SING-A-LONG Concert - England,
March 08
SAL
Concert: North Yorkshire [5 mins]
Western Primary School, SING-A-LONG Concert - England, July 08
Move-A-Long
DVD Theme Song [2 mins]
The 'World Premiere' concert performance of Song 45 - South
Africa, Jan 08
Interactive
Book, Phoneme Machine and class-size Picturechart [28 mins]
Alan Davies with a small group of 7-9 year-olds - England, May
08
B. SUGGESTED PROCEDURE
FOR THRASS SING-A-LONG LESSONS:
for teaching children and adults (including parents).
Use
this seven-point procedure (as explained for the first song,
Fly little bird) to teach and revise the 44 phonemes (speech
sounds) and 120 keygraphemes (spelling choices) of English.
Model
the behaviour yourself (and/or have one or more of your
learners perform it for you). Then have everyone in your group
or class copy the behaviour.
Essential
Resources (as listed on www.thrass.co.uk/resources.htm)
THRASS SING-A-LONG BOOK;
THRASS SING-A-LONG CD
1.
LOCATE THE PHONEME-BOX IN THE NUMBER INDEX
In the Number Index, point underneath the first phoneme-box
and say "Phoneme-Box 1".
2. LOCATE THE PHONEME-BOX IN THE PICTURE INDEX
In the Picture Index, point underneath the first phoneme-box and say
"Phoneme-Box 1".
3.
LOCATE THE TITLE AND READ IT ALOUD
Turn to Phoneme Song 01. Slide your finger underneath the
title and read it aloud - "Fly little bird".
4. LOCATE THE KEYWORDS IN THE YELLOW PHONEME-BOX
In the yellow phoneme-box, point underneath the keyword and say
"bird". Point underneath the keyword and say "rabbit".
Discuss the keywords with your learners and have them point underneath the
pictures in the yellow phoneme-box and in the large colourful illustration (on
the opposite page).
5.
LOCATE THE KEYGRAPHEMES AND SAY THE PHONEME
Point underneath the 'b' in bird and say "The 'b' in bird
makes the phoneme /b/". Point underneath the double 'b'
in rabbit and say "The double 'b' in rabbit makes the
phoneme /b/". As you say " 'b' and double 'b' can
make the phoneme /b/", point underneath the keygraphemes
b and bb at the bottom of the yellow phoneme-box.
(Optional)
Point underneath the Phoneme Symbol at the bottom of the page
and say /b/.
6.
LOCATE THE KEYWORDS ON THE PAGE
Count the number of times that the word 'bird' (in bold print
e.g. bird or with a highlighted keygrapheme e.g. bird) is on
the page, including in the title and the yellow phoneme-box.
Then count the number of times that the word 'rabbit' is on
the page (as rabbit or rabbit).
7. LOCATE AND READ THE KEYWORDS AND WORDS
With your group or class, play the Vocal CD and encourage your learners to
listen to and sing-a-long with the song until they are familiar with the
keywords, words and the tune. Ask questions* about the song and illustration
and encourage your learners to point at the pictures and words to provide the
evidence for their answers. Revise the song, along with other songs in the
book (in any order), until your learners are able to point underneath the
keywords and words and read them (both with and without the music). With
sufficient practise and revision (including reading as a class, group and in
pairs), your learners should be able to just look at the keywords and words
and read them.
*Example Questions and Answers are downloadable from www.thrass.co.uk/SAL_QA.htm
TEACHING AND REVISING THE SONGS
Use the phoneme-boxes on the Number or Picture Index, or the song titles in
the two Word Indexes, to teach and revise the songs. Discuss the different
musical styles and the dance rhythms, especially if your lessons include
movement (as would most likely be the case for Music and Physical Education
lessons). For individual, group or class performances of the song, in classes,
assemblies or concerts (which may be performed in school or in the community),
the Vocal or Instrumental CD can be used as a backing track.
REINFORCEMENT ACTIVITIES
If you have some of the other recommended THRASS resources, such as the
Move-A-Long With
Sing-A-Long DVD, you may also wish to do the reinforcement activities
explained overleaf.
C.
REINFORCEMENT ACTIVITIES FOR THRASS SING-A-LONG LESSONS
In addition to using the suggested procedure with the
SING-A-LONG BOOK and CD, you may also
wish to do the reinforcement activities explained below, if
you have some of the other recommended resources (highlighted
in bold and listed on www.thrass.co.uk/resources.htm).
1. LOCATE THE PHONEME-BOX IN THE NUMBER INDEX
Use the Picturechart Class-Size and then personal or shared copies of the
Picturechart Desk-Size to point underneath and number the phoneme-boxes. Use
the SING-A-LONG Interactive Book to click the Number Index and return to it by
clicking the yellow phoneme-box.
2. LOCATE THE PHONEME-BOX IN THE PICTURE INDEX
Use the SING-A-LONG Interactive Book to click the Picture Index and then click
the yellow phoneme-box.
3. LOCATE THE TITLE AND READ IT ALOUD
Use the SING-A-LONG Interactive Book to click the Number or Picture Index, or
the song titles in the two Word Indexes, to then read aloud the titles. Click
the yellow phoneme-box to return to the Number or Picture Index. Click the
corner or 'curl the corner, hold and drag' on the Picture Index to use the
Word Indexes.
4. LOCATE THE KEYWORDS IN THE YELLOW PHONEME-BOX
Use the SING-A-LONG Interactive Book to locate the pictures in the Picture
Index, the yellow phoneme-box and the illustration. Use the Picturechart
Class-Size and the Picturechart Desk-Size to point underneath and name the
keywords and pictures - and to discuss the keywords and pictures. Use the
THRASSWORD Sequences and Grapheme-Word Raps, tracks 1-6 on the Raps and
Sequences CD, to locate and read the keywords on the picturechart. Use the
text-side of the Phoneme-Grapheme Cards for reading the keywords. Tumble turn
to reveal the pictures. Shuffle the cards and encourage your learners to
select the correct keyword or picture. Name and match the Picture Cards to the
pictures in the Picture Book. Shuffle the picture cards and encourage your
learners to then select the correct card. To develop hand-eye coordination and
fine motor control, encourage young learners to colour-in the outline pictures
in the Colouring Book.
5. LOCATE THE KEYGRAPHEMES AND SAY THE PHONEME
Use the Letter Name Sequence and Letter Name Rap, tracks 7 and 8 on the Raps
and Sequences CD, with the letter-boxes on the Picturecharts, to teach the
names of the lower-case letters and their capitals. Encourage your learners to
also locate and name the letters in the phoneme-boxes. To reinforce the names,
letter formation and the location of the keygraphemes, encourage one or more
of your learners to trace over a letter or keygrapheme on the Graphemechart
and then have everyone in your group or class repeat the behaviour on a
personal copy of the Overwrite Chart. Use the Spelling Tiles and/or Letter
Tiles (from the Magnetic Graphemes box) to construct all or part of the
alphabet or keygraphemes and then name the letters. The lower-case Spelling
Tiles can be flipped over to reveal their capitals (and vice versa). The
printed THRASS English Calendar Chart and interactive THRASS English Calendar
Chart can also be used for locating and naming letters.
The printed chart is free and downloadable from www.thrass.co.uk/cart/cc.htm.
The interactive chart is free in the THRASS Phoneme Machine software, which is
downloadable from www.phonememachine.com;
where you also need to obtain a Serial Number.
Use the Consonant Phoneme Sequence and Rap, tracks 12 and 14 on the Raps and
Sequences CD, with the phoneme-boxes on the Picturecharts to teach and revise
the pronunciation of the 24 consonant phonemes. Use the Vowel Phoneme Sequence
and Rap, tracks 13 and 15, to teach and revise the 20 vowels. In the
SING-A-LONG Interactive Book, use the activity 'Move the Graphemes' to produce
and revise the phonemes. Tumble turn the Phoneme-Grapheme Cards to revise the
keygraphemes and their phonemes. The phonemes for all the keywords are
pronounced in tracks 18-33 on the Raps and Sequences CD. The Spelling Tiles
can be grouped and/or the blue Consonant Tiles and red Vowel Tiles (from the
Magnetic Graphemes box) can make this revision task more physical (your
learners can create the words and then move and pick up the letters and/or
graphemes). Use the Phoneme Machine to blend the phonemes in the keywords (in
the Word Grid of 500 basewords). To name the letters in the keygraphemes -
click the letters. To pronounce the phonemes - click the lips. The Red/Blue
option can be used to make consonant graphemes blue and vowel graphemes red.
Use the Phoneme-Grapheme Big Book and personal or shared copies of the
Phoneme-Grapheme Book to "blend, read and spell" the 120 keywords,
using tracks 18-33 on the Raps & Sequences CD.
6. LOCATE THE KEYWORDS ON THE PAGE
Use the indexes to move around the SING-A-LONG Interactive Book and count the
keywords on the pages. Shuffle the Phoneme-Grapheme Cards and have your
learners select the correct keyword.
7. LOCATE AND READ THE KEYWORDS AND WORDS
Use the on-screen indexes and interactive page turning in the SING-A-LONG
Interactive Book to access the songs and to then read the keywords and words
by using the audio play and repeat buttons (with or without the LARGE text
option). The text is highlighted in time with the vocal or instrumental
soundtracks. Play the Move-A-Long With Sing-A-Long DVD to revise the songs,
read the words and to copy and learn the actions. Then see if your learners
can create their own new routines! The SING-A-LONG Sheet Music Book has
arrangements that are in an easy piano style (which can also be played on
other instruments, such as guitar). Young musicians, music teachers and
classroom music teachers can have fun with the different musical styles and
dance rhythms. In music lessons, ensembles can be created using voice and
percussion instruments.
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