Teachers manual Vol. III ESL in Song by Roy Howard

Cantos Para Todos offers thanks to these and many others who contributed to the development of this special series on teaching English to speakers of other languages. Research Janeen Howard, Mariana Murguía-Ferrer, Michelle Prieto, Brian Dunn, Roderick Grubbs, Socorro Herrera-Dávila, Jesús Azúa, Roberto Ibarra Development Dan Gómez, Roy E. Howard, Roy Jones Production Paul Carlos Anaya, Robert Hunter, Renee García, Marcos López, F.Andrea García, Anthony García, James Brown Sound Engineering David Gómez, Timothy J. Jones, Roy Howard Administration Saúl Ramos, Patty Alvarado, Sandra K. Young, Elizabeth Garza, Gloria Caudillo, Francisco Ferrer, Janeen Howard, Patricia Palur

A special thanks to the teachers and students of Lubbock Independent School District, Albuquerque Public Schools, the Lubbock Private Industry Council, and the Joint Training Partnership Act. May you keep singing, learning and growing. The Fourth Edition owes much to the inspiration of Colegio Ghandi, Mexico, D.F. where two languages are valued, New Mexico ESL teacher Janeen Howard for teaching ideas, and Dawn of Pegasus Software for technical support. This edition is dedicated to the English teachers of Colegio Ghandi. Maps are from MacUSA, Broderbund Software, Inc. Permission is granted by the publisher to use portions of the software in publications if credit is given. Tapes are in DBX stereo. Song words, stories, illustrations, and other items may be reproduced for class members, but may not be copied for other teachers. If you need more copies please call. Special Instructions to the teacher: This series is intended to supplement other materials used to teach English as a foreign or second language. The series progresses in complexity from Level One to Level Six. This method encourages communicative competence by presenting a song to develop context and practice fluency. Following exercises refer to the songs so that language concepts are develop in a meaningful context. Students are constantly reminded to search for similar constructs in their other books and in real life. Maps, recipes, geographical, and economical information is given simply as context, or something to communicate about. The purpose of this book is to encourage communication. Teachers should extend the learning by reading to the students, and encouraging conversation. References to "better using my textbook" refer to the regular English textbook, not this supplement. References to "your readings" refer to trade books and story books used in a literature based program for learning English. This is very important to the method of Cantos Para Todos, because the short texts of the songs are only examples of language in use, and exercises in this series make reference only to these brief examples. Refer to the Teachers Manual for additional information and teaching ideas.

CANTOS PARA TODOS Materials with Multiworlds in Mind Bilingual/Multicultural Education Publishers and Consultants P.O BOX 657 Silver City, New Mexico 88062-0657 (505) 388 4696 (and FAX) Mariana Murguía - Ferrer / Daniel P. Gómez / Roy E. Howard

Cantos Para Todos Volume III Teacher Manual ESL

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Contents Songs for ESL

Learn English with Music Prologue................................................................ Theoretical Foundations..................................... Routines................................................................. LEVEL ONE I Come in the Door Row, Row, Row Your Boat Go In and Out the Window Looby Loo LEVEL TWO Good Morning This Old Man A-Hunting We Will Go London Bridge LEVEL THREE When You Meet Someone She'll Be Coming 'Round the Mountain BINGO Bow Belinda LEVEL FOUR The Rules Billy Boy Shortning Bread The Farmer in the Dell Vocabulary and Syntax...................................... LEVEL ONE Show Me Skip to My Lou Eency, Weency Spider The Mulberry Bush LEVEL THREE There is a Boarding House Heather has a Magic Feather When the Train Comes Along Old MacDonald Had a Farm

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LEVEL FOUR Betty & Bill's Boarding House Blues I Love My Rooster The Hummingbird Barnyard Song LEVEL SIX Rolling to Seattle Red Iron Ore Going to Boston Old Chisolm Trail Literacy............................................................... LEVEL ONE First Counting Song Three Blue Pigeons Baa, Baa, Black Sheep Hot Cross Buns LEVEL TWO Count By Ten Five Hundred Miles Three Blind Mice Ten Little Children LEVEL THREE Making Shapes is Easy Michael Row the Boat Ashore There's a Hole in My Bucket Jennie Jenkins Time.................................................................... LEVEL ONE The Days of the Week Hickory Dickory Dock The Muffin Man Twinkle, Twinkle Little Star Early to Bed LEVEL TWO The Months Happy Birthday Polly Put the Kettle On Mother's Knives and Forks LEVEL FIVE What Time is It? The Riddle Song The Sleeping Princess Oh, How Lovely is the Evening

Cantos Para Todos Volume III Teacher Manual ESL

Emotions.............................................................. LEVEL FIVE Emotions O Susanna Paper of Pins Oh, My Darling Clementine LEVEL SIX My Emotions Down in the Valley Polly Wolly Doodle Green Grow the Lilacs Vocations............................................................. LEVEL FOUR The Principal The Little Shoemaker Cotton Needs Picking Night Herding Song LEVEL FIVE The Bus Driver I Love the Mountains The Blue Tail Fly Oats, Peas, Beans LEVEL SIX Laying Pipe Sixteen Tons The Blacksmith Erie Canal I've Been Working on the Railroad

Level Two 20 Good Morning 21 This Old Man 22 A-Hunting We Will Go 23 London Bridge 24 Count By Ten 25 Five Hundred Miles 26 Three Blind Mice 27 Ten Little Children 28 The Months 29 Happy Birthday 30Polly Put the Kettle On 31 Mother's Knives and Forks

Level Three 32 When You Meet Someone 33 She'll Be Coming 'Round the Mountain 34 BINGO 35 Bow Belinda 36 There is a Boarding House 37 Boarding House Rap 38 Heather has a Magic Feather 39 When the Train Comes Along 40 Old MacDonald Had a Farm 41 Making Shapes is Easy 42 Michael Row the Boat Ashore 43 There's a Hole in My Bucket 44 Jennie Jenkins

Level Four 1 The Rules 2 Billy Boy 3 Shortning Bread 4 The Farmer in the Dell 5 Betty & Bill's Boarding House Blues 6 I Love My Rooster 7 The Hummingbird 8 Barnyard Song 9 The Principal 10 The Little Shoemaker 11 Cotton Needs Picking 12 Night Herding Song

Level Five Search for the song on the CD player by the Track Number

Level One 1 I Come in the Door 2 Row, Row, Row Your Boat 3Hoe, Hoe, Hoe Your Row 4 Ho, Ho Ho 5 Go In and Out the Window 6 Looby Loo 7 Show Me Roy Howard 8 Skip to My Lou 9 Eency, Weency Spider 10 The Mulberry Bush 11 First Counting Song 12 Three Blue Pigeons 13 Baa, Baa, Black Sheep 14 Hot Cross Buns 15 The Days of the Week 16 Hickory Dickory Dock 17 The Muffin Man 18 Twinkle, Twinkle Little Star 19 Early to Bed

Cantos Para Todos Volume III Teacher Manual ESL

13 What Time is It? 14 The Riddle Song 15 The Sleeping Princess 16 Oh, How Lovely is the Evening 17 Emotions 18 O Susanna 19 Paper of Pins 20 Oh, My Darling Clementine 21 The Bus Driver 22 The Blue Tail Fly 23 Oats, Peas, Beans

Level Six 24 Rolling to Seattle 25 Red Iron Ore 26 Going to Boston 27 Old Chisolm Trail 28 My Emotions 29 Down in the Valley 30 Polly Wolly Doodle 31 Green Grow the Lilacs 32 Laying Pipe 33 Sixteen Tons 34 The Blacksmith 35 Erie Canal 36 I've Been Working on the Railroad

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Prologue Every second language learning situation is different, demanding a different kind of teaching. The premise of Cantos Para Todos Volume III is that music and stories can enhance any method for any age of learner. The learning of a second language can be enhanced by writing stories and the lyrics for songs. The basic method is thus: the students have a common experience, then share thoughts together with the teacher writing what they say. Students participate actively, either by writing or dictating the stories. Stories written by students are linguistically, emotionally, experientially and developmentally appropriate for the student because they contain their own words based on their personal experiences. Such stories are used to encourage active learning about and synthesis of the environment, and to provide a literary base for reading practice and instruction. When the stories are based on experiences in the English speaking culture, the students are able to communicate their impressions of the new culture to their teachers and classmates as the stories are translated. As they share even the simplest ideas in English, they become able to communicate directly with others through stories even before they are "fluent" in oral English. Also, the sequence of stories becomes a documentation of individual progress in language.

Prólogo Cada clase en que se enseña un idioma nuevo es diferente, y require que un método de enseñanza especial. La filosofía de Cantos Para Todos Volume III se basa en la creencia que participación en música y cuentos beneficiará a todos los estudiantes, sean niños o grandes.

Each of the (original) songs in this series was developed in a classroom where students were learning English as a second language (ESL), usually as part of a story or actual experience. You are encouraged to use these as examples for your own creative curriculum development. Songs can enhance the learning of the concepts and vocabulary of the story.

Se puede facilitar el aprendizaje de un segundo idioma por escribir cuentos y canciones. Se hace así: comparten una experiencia en común, el maestro escribe sus comentarios. Estudiantes participan activamente, al escribir o dictar los cuentos. Cuentos que utilizan las propias palabras de los estudiantes son apropiados para los estudiantes por su contenido lingüístico, emocional, experimental, y por el nivel de desarrollo, porque contienen las palabras e ideas de los estudiantes. Estos cuentos y canciones se usan para tener un aprendizaje activo y base comprensiva del mundo conocido, y para proveer una base literaria para enseñar y practicar la lectura. Cuando los cuentos se basan en experiencias con la cultura de habla inglesa, los estudiantes pueden comunicar sus impresiones de la nueva cultura con sus maestros y compañeros al explicar los cuentos en español. Al compartir experiencias, aunque sea en el inglés más simple, son más capaces de comunicarse directamente con otros por medio de cuentos aún antes de ser fluentes en el inglés oral. También, los cuentos y canciones vienen siendo un registro del progreso individual en el idioma. Cada una de las canciones originales en este tomo fue desarrollada en una clase donde los estudiantes aprendían el inglés como segundo idioma (ESL), usualmente como parte de un cuento, o una actividad normal del currículo. Se espera que usted utilice estos como ejemplos para sus propias creaciones. Los cuentos y las canciones escritos por los estudiantes deben salir naturalmente de las experiencias reales, y deben apoyar a los conceptos del currículo.

In addition to the original songs developed in ESL classrooms, many songs have been included for their lasting value to represent U.S. culture. You are encouraged to seek more songs and stories, and use this series as a model for ideas in adapting culturally authentic materials for language learning. The learning of a second language can be enhanced by using musical methods. Oral and aural participation of every student is encouraged by singing. As students gain confidence in their

Adicional de las canciones desarrolladas en clases de inglés, se han incluído aquí muchas canciones por su valor de representar las culturas de habla inglés en los estados unidos. Se espera que el maestro busque más canciones y cuentos, y que este tomo sea un modelo para ideas de como se adaptan materias para la enseñanza de idioma que fielmente representan la cultura. Se puede fomentar el aprendizaje de un segundo idioma por métodos músicales. La participación por medio la expresión oral de todos los

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Cantos Para Todos Volume III Teacher Manual ESL

language ability and can actively participate in the creation of songs, the lessons become very personal, developmentally appropriate, and motivational. Language learned while the students are functioning in the affective domain will be retained. This collection is expected to grow constantly as the students learn new concepts. The participation of the students in the creation of the songs will grow as they gain skills of self expression. The enclosed materials are organized into sections for classroom use: routines, vocabulary and syntax, time, literacy, emotions, vocations. Each section comes with recommendations for language development. Our experience indicates that second language learners need time to listen before producing language. Listening, acting out, then singing songs is fun and productive.

Ideas for Effective English Teaching A course was given at Colegio Ghandi, Mexico, D.F. that had to do with professional training for English teachers about principles and theories of second language acquisition, along with a demonstration of teaching methods in the English classes. The focus was on a literature and song based approach, and other approaches were mentioned. Thirteen of those in attendance turned in critiques of the course, including these suggestions, which are shared in this book to give the reader ideas for English teaching and teacher training. Identify ideas fom the conference that I can use in my class. •reinforce the teaching with items familiar to Cantos Para Todos Volume III Teacher Manual ESL

estudiantes se fortalece al cantar; y al escuchar el inglés se desarrolla la confianza en su habilidad de usar el idioma, participando activamente en la creación de una canción. Las lecciones deberían ser apropiados para el nivel de desarrollo de cada estudiante y tendrían mucha motivación. El lenguaje que se aprende cuando el estudiante goza con una clase se va a mantener, no se olvida facilmente. Se añadirán nuevas canciones continuamente al aprender nuevos conceptos. La participación de los estudiantes en la creación de las canciones aumentará el grado de la habilidad para expresarse. Las materias aquí representadas se organicen para uso en la clase: rutinas, vocabulario y syntaxis, tiempo, alfabetismo, emociones, vocaciones. Cada sección incluye recomendaciones para desarrollar idioma. Nuestra experiencia es que los que están aprendiendo otro idioma necesitan un largo tiempo de escuchar el idioma ante de producirlo. Escuchar, actuar y cantar canciones es divertido y productivo.

Ideas Para la Enseñanza Efectiva del Inglés Se dió una conferencia en el Colegio Ghandi, México, D.F. que de orientación profesional para maestros de inglés. Versó sobre los principios y teorías de la adquisición de un segundo idioma. Así mismo se dió una demonstración práctica de métodos de enseñanza en las clases. Se enfocaba en métodos con literatura y canción, y se mencionaban otros. Trece de los asistentes entregaron una crítica del curso, inclusive estas sugerencias incluídas para dar al lector ideas para la enseñanza del inglés y para el entrenemiento de maestros. Identificar ideas de la conferencia que puedo usar en la clase. •reforzar la enseñanza con lo que esté al alcance de los niños en la escuela y en el hogar •exigir la participación física en el proceso de PAGE 5

the children that I can find at school and home •have the children participate physically in the process of acquiring English •use songs to teach English •use materials like library books, student made books, and materials you can acquire in the city •establish a clear context for each new concept •practice language structures many times in the class, with small groups and individuals •introduce songs to the class so the children lower the affective filter and and become enthused about learning •read stories with more enthusiasm so the students pay more attention and the class is more interesting and active •change words to songs to focus on particular concepts •develop many activities from a single story according to the objectives your are working on •have the students converse among themselves about the material •have the students write their experiences with a story or activity, and share what they write with other students •play games that reinforce the curriculum •create plays from the readings •show the illustrations in the book as you read •the use of the overhead projector and 35mm slides to teach in the classroom •ask the children to predict what will happen in the story •work with small groups while others work alone •go outside to see things and talk about common experiences •show more pictures of the concepts •use direct questions to promote sharing of opinions

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adquirir el inglés •usar canciones para enseñar el inglés •usar materiales como libros de la biblioteca, libros hechos por los estudiantes, y materiales que consigan en la ciudad •establecer un claro contexto para cada concepto nuevo •practicar las estructuras del lenguaje muchas veces con la clase, con grupos pequeños y con individuos •introducir la canción a la clase para que los niños bajen su filtro de afectivo y se animen a aprender •leer cuentos con más ánimo para que los niños pongan más atención y que la clase sea más interesante y activa •cambiar la letra de las canciones para enfocar en conceptos particulares •desarrollar muchas actividades a partir de un solo cuento de acuerdo con los objectivos del día •hacer que los alumnos conversen entre si acerca del material visto •hacer que los alumnos escriban de sus experiencias con una lectura o actividad, y que compartan lo que escriben con otros estudiantes •participar en juegos que refuerzan el programa •crear obras dramáticas derivadas de la lectura •mostrar las fotos al leer en voz alto a los niños •el uso del retroproyector y diapositivas para la enseñanza en la clase •pedir que los niños predigan lo que puede suceder en un cuento •trabajar con grupos pequeños mientras los demás trabajan solos •salir afuera para ver las cosas y conversar de ellas •mostrar más fotos de los conceptos •promover discusión de opiniones con preguntas directas

Cantos Para Todos Volume III Teacher Manual ESL

Instructions for Teachers: For use in workshops when teachers gather together to discuss teaching English to speakers of other languages. Do not fill this out for yourself. Another person must fill this out for you. Interview your partner.

My name is _____________________________ I live in ___________________________________________________________________________ I like to ___________________________________________________________________________ At school I like to __________________________________________________________________ My students are _________________ years old. My students like to _________________________________________________________________ My students need English to _________________________________________________________ __________________________________________________________________________________ In English class my students mostly ___________________________________________________ The parents of my students speak English ______________________________________________ I have lived in _____________________________________________________________________ I have traveled to ___________________________________________________________________ __________________________________________________________________________________ I speak English with ________________________________________________________________ I write in English to ________________________________________________________________ What I read in English: ______________________________________________________________ __________________________________________________________________________________ Who speaks to me in English: ________________________________________________________ __________________________________________________________________________________ Classes I have taken in English: ______________________________________________________ __________________________________________________________________________________ How I feel about teaching English: ____________________________________________________ __________________________________________________________________________________ Classes I have taken in teaching English: ______________________________________________ __________________________________________________________________________________ Today I hope to learn: ______________________________________________________________ __________________________________________________________________________________ Cantos Para Todos Volume III Teacher Manual ESL

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Instructions for students: Do not fill this out for yourself. Another person must fill this out for you. Interview your partner.

What is your name? _____________________________ Where do you live?_________________________________________________________________ What do you like to do?_____________________________________________________________ What do you like to do at school?_____________________________________________________ How old are you? _________________ What do you like to do with your friends?_____________________________________________ Why do you want to learn English? __________________________________________________ __________________________________________________________________________________ What do you do in English class?

___________________________________________________

What is your teacher's name? _________ ______________________________________________ What is your mother's name?________________________________________________________ When in your birthday?_____________________________________________________________ What is your address?______________________________________________________________ What is today's date? ______________________________________________________________ What I read in English: ______________________________________________________________ __________________________________________________________________________________ Who speaks to you in English? ________________________________________________________ __________________________________________________________________________________ Tell me the days of the week.___ ______________________________________________________ __________________________________________________________________________________ Tell me five things that you like ______________________________________________________ __________________________________________________________________________________ Tell me three things you do not like ___________________________________________________ __________________________________________________________________________________ What do you want to learn today?____________________________________________________ __________________________________________________________________________________ PAGE 8

Cantos Para Todos Volume III Teacher Manual ESL

ADVICE FOR THE NEW ESL TEACHER

CONSEJO PARA EL MAESTRO NUEVO

from practicing ESL teachers Advice collected from ESL teachers in Texas.

de parte de maestros de inglés como segundo idioma en el estado de Tejas.

Some of these resources may not be available in countries outside the United States. Conditions for foreign language teaching are different than those of the ESL teachers who gave the following advice; however, every language teacher needs to carefully consider each of these categories.

Los maestros hablan de recursos que se pueden conseguir en Texas. Condiciones para maestros de inglés en otros países van a ser diferentes; sin embargo,cada maestro de idioma ha de considerar cuidadosamente cada tópico del bosquejo.

KNOWLEDGE BASE

TÓPICOS DE ENSEÑANZA

You can teach English using any topic, or knowledge base. Choose a theme that interests you, is useful or fascinating to your students, and for which you can find materials and information.

Se puede enseñar el inglés de base de cualquier conocimiento o tópico. Escógese un tema de interés, utilidad, o que fascina a sus estudiantes, y para lo cual se puede hallar materias e información.

MATERIALS

MATERIALES

Supplement instruction with materials from:

Materias se pueden conseguir de:

The service center Other ESL teachers in the district Resource Center at the university Create your own, based on the curriculum and a personalized needs assessment of your students Visit other schools.

ASSESSMENT (Thought) Based on the purpose of the instruction, test before and after teaching in order to find out what you need to teach next, and to make decisions about the style of instruction. Consider sociocultural factors not assessed by the standard tests. Investigate by interviewing family, friends, other teachers, etc. Don't consider any of the assessments you use as a thorough description of the student. Consider the student as able to rise above any Cantos Para Todos Volume III Teacher Manual ESL

El Centro de Servicios Educativos Otros maestros de inglés Centro de Recursos de la universidad Fabríquense sus propias materias basadas en el currículo y una evaluación personal de sus estudiantes. Visite otras escuelas.

EVALUACIÓN (Pensamiento) La evaluación se debe de hacer antes de la instrucción para saber que necesitan saber los estudiantes, y después para saber que más se tiene que enseñar, y para decidir el estilo de la instrucción. Considere factores socioculturales que no se identifiquen en pruebas. Aprenda más acerca de sus estudiantes de la familia, los amigos, y otros maestros. No se confíe en las pruebas para conocer a todas las necesidades de sus estudiantes. El estudiante puede sobresalir PAGE 9

disability. Conversly, some tests may overestimate a students readiness.

METHODS (Action) Students will learn the sounds and patterns of the new language if the meaning is clear. Act out, illustrate, or contextualize the language input. Observe how the students react to the teaching, and adjust so that all do learn.

de cualquier disabilidad. Al contrario, otros examenes le dan al maestro la impresión de que el estudiante está listo para seguir adelante cuando no és.

MÉTODOS Si los estudiantes comprenden el sentido de la comunicación, aprenderán los sonidos y síntaxis. Junto con el idioma, demuestren el sentido con acciones, ilustraciones o contexto claro. Cámbiese los métodos de acuerdo con la reacción de los estudiantes.

READ ABOUT recognized methods "TPR" (Total Physical Response) - Asher and Segall Language Experience Approach Natural Approach - Terrel, Krashen

ESTUDIAR los métodos conocidos "TPR" (Idioma con Acción) Experimentar y Compartir Método Natural

Experience-Text Relationship (known to unknown)

Estudiantes leen acerca de lo conocido

Input Hypothesis (I+1), Affective Filter - Krashen

Idioma receptiva al nivel apropiado El filtro de afecto

See the director of Migrant or ESL or Bilingual Education in your school district Attend workshops of the service center in your district Join and participate in activities of the professional organizations: National Association for Bilingual Education (NABE) Teachers of English to Speakers of Other Languages (TESOL) and others

Converse con los líderes de educación de idiomas de su comunidad o sistema escolar Participe en talleres en su vecindad que se traten de enseñanza de idiomas Pertenezca y participe en actividades de las organizaciones profesionales National Association for Bilingual Education (NABE) Teachers of English to Speakers of Other Languages (TESOL) y otros

ATTITUDE (Feeling) PAGE 10

Cantos Para Todos Volume III Teacher Manual ESL

ATITUD (Sentimientos) The attitude of the students toward the instruction is a greater factor in their learning than your teaching style. Second language learners filter the instruction through their feelings about the language and their self concept with regard to learning the language. You can help lower this affective filter by making the learning experiences enjoyable. In other words, people don't learn when under the gun, they remember what they learn when having fun. Be open minded about differences in cultural orientation and learning styles of the students. Study the literature and the best books about cross cultural interactions. Know your students, their family situations, their neighborhoods first hand. Go there. Don't depend on what the other teachers tell you. Be prepared for varying attitudes from other teachers, administrators, and parents. Some may be negative about the ESL program or its students. Be aware of the political dynamic in your school and community with regard to the ESL program. Talk to the former ESL teacher to get a feel for how people have reacted. Don't set your expectations for support too high. Try to get parents involved. Take extra measures to be sure the students sense that you like them. They may be expecting you to be negative towards them like others are. They may try to make you react the way they expect you to react (by misbehaving).

La atitud de los estudiantes hacia la instrucción es un factor de aprendizaje más significativo que el método de instrucción. Instrucción para estudiantes de u segundo idioma puede ser bloqueado por los sentimientos acerca del idioma y su autoestima con respeto a sus habilidad de aprender. El maestro puede bajar este "filtro de afecto" por tener actividades de instrucción que son agradables. No aprended bajo presión, sino cuando el ambiente es divertido. Hay que estar abierto a las diferencias en orientación cultural y maneras de aprender de los estudiantes. Estudie acerca de interacciones culturales. Conozca sus estudiantes, familias, barrios. Visítelos. No se confíe en el testimonio de los otros mastros. Hay que estar preparado para reacciones emocionantes de otros maestros, administradores y padres. Algunos no aprecian al programa de inglés. Hay que conocer el dinámico político de la escuela y comunidad con respeto al programa. Hable con maestros anteriores para ver como le trataban los otros. Solicite la participación de los padres. Asegure que los estudiantes saben que usted los quiere. Algunos supondrán que usted los maltratará igual que los demás. Puede ser que se portarán mal para que usted se porte como los demás.

THEMES Cantos Para Todos Volume III Teacher Manual ESL

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of Volume III The musical examples and literature suggestions in Volume III are all related to the three processes of language learning: cognition (thought), psychomotor (action) and affect (feeling). Teachers should keep in mind that language input (listening and reading) gives students information and models of language and that language output (speaking and writing ) helps students acquire essential communication skills, and that using the new language for thought helps understand and solve problems from a new point of view.

TEMAS de Volumen III Los ejemplos de música y literatura en Volumen III están relacionados a los tres procesos de aprendizaje de idiomas: pensamiento, acción, y sentimiento. Los maestros deben tener en cuenta de que recepción de idioma (escuchar y leer) da a los estudiantes información y modelos de información, y que expresión de idioma (hablar y escribir) les da a los estudiantes habilidad de comunicación, y que utilizar el idioma nuevo para pensar ayuda a comprender y resolver problemas de un nuevo punto de vista.

Purposes of Volume III Propósitos de Volumen III Knowledge - Thought: learn about listening, speaking, reading, writing, thinking, learn to integrate knowledge across the curriculum, contextualize language instruction, and study the new language with concepts already known. Experience - Action: listen, speak, read, write, think, relating language with action so that it is understandable, and plan assessments based on the reason for learning the language. Application: Feeling: lesson plans for listening, speaking, reading, writing, and thinking will be motivational based on authentic, enjoyable communication.

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Conocimiento - Pensamiento: aprender acerca de hablar, leer, escribir, pensar, y la integración de conocimientos en todos aspectos del currículo, poner en contexto a la instrucción, y estudiar el nuevo idioma con conceptos conocidos. Experiencia - Acción: escuchar, hablar, leer, escribir, pensar, relatar idioma con acción para que se entienda, planear pruebas basada en la razón para aprender el idioma. Aplicación - Sentimientos: planes de instrucción en escuchar, hablar, leer, y escribir considerarán motivación basada en comunicación que es auténtico, y divertido.

Cantos Para Todos Volume III Teacher Manual ESL

Thought

Action

Feeling

Each time that this cloud symbol appears, the text and examples refer to processes of instruction and learning that include cognitive processes such as the following (and many more):

Each time that this action symbol appears, the text and examples refer to processes of instruction and learning that include psychomotor processes such as the following (and many more):

Each time that this heart symbol appears, the text and examples refer to processes of instruction and learning that include affective domain processes such as the following (and many more):

cognition knowledge context content academic language prediction problem solving language structure compare and contrast current issues

psychomotor interactive L2 friendly authentic language experience survival language act out creative writing language experience approach bookmaking games read and follow instructions

affective domain not stressful fun multisensory social language emotions culture song games morals tales

Cantos Para Todos Volume III Teacher Manual ESL

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Cantos Para Todos Volume III Teacher Manual ESL

The Input Hypothesis Humans acquire language only one way: by understanding messages

Comprehensible Input

I+1

The Input Hypothesis, by Stephen Krashen, suggests that individuals acquire a language if the input they receive is comprehensible. Children acquiring their first language need no special instruction for the pronunciation, semantics or syntax. If they understand, sooner or later they will speak like those around them. Second language acquisition is the same way. No matter how much special instruction may be given, the rules of the language are acquired over time, given comprehensible input. In the model above, "I" means the level of "input" (listening or reading) that the learner is ready for. The blocks represent different steps, or levels of language input. If the actual input is too low, the learner may become bored. If the level is too high, the learner may become frustrated. Language acquisition takes place when the formula is "I+1", the instructional level. Cantos Para Todos Volume III Teacher Manual ESL

El Tésis de Recepción de Krashen, surgiere que idioma se adquiere si se entiende. Niños no necesitan instrucción especial para la pronunciación, vocabulario o síntaxis. Si entienden, tarde or temprano hablarán como los en su alrededor. La adquisición de un segundo idioma es semejante. No importa cuanta instrucción especial se da, las reglas se adquieren sobre tiempo con recepción comprensible. En el modelo arriba, "I" representa el nivel de recepción (escuchar o leer) que el estudiante puede comprender. Los bloques de la escalera representan niveles de recepción de idioma. Si el nivel es muy bajo, el estudiante se aburre. Si el nivel es muy alto, se frustra. El idioma se adquiere cuando la recepción es "I+1", el nivel apropiado de instrucción. PAGE 15

Independent level I, I-1, or lower. If a student works at or below ability, there may be comfort, or the student may be bored or even offended. If comfortable, the student may do much work very well, but is not learning.

Nivel de Independencia, I, I -1, o más bajo. Si la instrucción está a su nivel de habilidad o menos, sentirá o cómodo o aburrido, o ofendido. Si está cómodo, tal vez hará bien el trabajo, pero no aprende.

Instructional level I+1. The students are receiving input (listening or reading or instruction) at the next logical level above what they know. They are building upon that they know. They are learning, and acquiring language at the same time.

Nivel de Instruccion, I+1. Instrucción consiste de recepción (escuchar o leer) a solo un nivel de instrucción más alto de lo que sabe el estudiante. Así se basa la instrucción en lo que sabe. Aprende y adquiere idioma a la vez.

Frustrational level I+2 or above. If the student does not understand the language of instruction, there is no learning, only frustration. Implications for teaching. Pretest before teaching to determine the Independent, Instructional and Frustrational levels. Adjust your teaching to address each student's Instructional level during the course of a lesson.

Input model of Second Language Acquisition, Learning, and Production The Acquisition/Learning Hypothesis: Second language learners have two distinctive ways of developing competencies in a second language ACQUISITION - involves using language for real communication: Pass me the pencil LEARNING - knowing about a language, study the rules to monitor your output: Pass - a verb meaning to pick up and hand to someone, as the first word, is an imperative me - a first person indirect object pronoun the - an article used before a noun pencil - a noun referring to a writing tool containing graphite

PAGE 16

Nivel de Frustración, I+2. Si no entiende, no aprende. Implicaciónes para instrucción. Dar una prueba antes de enseñar para saber para cada estudiante su nivel de instrucción, independencia y frustración. Enseñe de acuerdo con el nivel de instrucción de cada estudiante durante alguna parte de la lección.

Modelo de Recepción en Adquisición, Aprendizaje, y Producción de Idioma Adquisición/Aprendizaje: Hay dos maneras de ser competentes en un segundo idioma ADQUISICIÓN - la persona utiliza idioma para comunicación verdadera: Pass me the pencil APRENDIZAJE - aprender acerca de un idioma, estudiar las reglas Pass - un verbo que quiere decir pasar a otra person, un imperativo me - primera persona pronombre indirecto the - un artículo que va con un nombre lápiz - un nombre que refiere a un herramiento para escribir que contiene grafite

Cantos Para Todos Volume III Teacher Manual ESL

The NaturalApproach to a Second Language CARETAKER SPEECH •context embedded •synctactically simple •other alterations that insure comprehension as evidenced by feedback from the listener THE SILENT PERIOD •building of competence by listening •waiting for comprehensible input •acquiring the rules of the grammar (phonology, syntax, morphology, semantics) OLDER LEARNERS •have a larger semantic script YOUNGER LEARNERS •have a lower affective filter EXPOSURE TO THE LANGUAGE •is worthless if not understood •is the key to acquisition if comprehensible THE MONITOR •The language rules you learn form a system of information referred to by the learner to monitor speech and writing

SECOND LANGUAGE TEACHING METHODS THAT WORK Total Physical Response Relate the language to the action: Sit down - you sit, the students sit Place the language in context: Go outside to talk about the trees

Second Language Immersion The students hear only the new language in class Native speakers of the new language are in the class Students model language and culture to each other

Sheltered English Content Class Teach content subjects in English with special ESL/ EFL methods so all students understand Cantos Para Todos Volume III Teacher Manual ESL

PAGE 17

MULTICULTURAL EDUCATION:

A LINGUISTIC PERSPECTIVE This paper contemplates perspectives of multicultural education based on articles in Readings in Applied English Linguistics by Allen and Linn (1982). The articles included in the book are intended to represent current thought in the science of linguistics that may apply to the teaching of English. The data and opinions reported support the concept that educational methods should be culturally and linguistically appropriate to the student population and that multicultural attitudes can be taught to all the students through the study of languages and dialects. HISTORY Philologists trace the history of the English language to approximately the 6th and 7th centuries in England. Nurtured by isolation from the mainland, it originally developed from the interaction of the Germanic Angles, the Saxons and the Jutes on the British island of the Celts (Wilson, p. 3). The evolution of this early blend to the present forms of English used around the world is tied to the cultures of the people who have used the language. All speakers of the language during the past 1300 years of its existence have been influenced in dialect by the events and especially the culture and speech of the people around them. Vocabulary, phonology (pronunciation), morphology (spelling), and syntax (word order) have been influenced by English speakers' interaction with a multitude of nations. The complexity of these elements in the English language leads Wilson (p. 17) to suggest that students of the English language should learn to use a variety of dictionaries to provide insights into the history of the language and thus understand it better. Whorf (p. 58) suggests that since language is used to categorize concepts according to a cultural view, each language can give different PAGE 18

perspectives of the world. It is no wonder then that English continues to develop and grow as the English speakers increasingly interact with all the world. Whorf concludes (p. 67) that scientists and philosophers should be humbled by the knowledge that every culture provides such differing views of life and truth that their own limited perspective may be only a dim view of the whole truth. Students should be introduced to ideas of the world from differing cultural perspectives. CURRENT PERSPECTIVES Chomsky (p. 84) emphasizes the dynamic property of language. Each speaker of a language is capable of creating new forms and changing the "rules" while being completely understood. He argues against the validity of "rules" which describe or even prescribe the grammar of a language. He advocates as the best system of language acquisition one which teaches the generative qualities of the language rather than one which describes the grammar. Actually, we know little about the rules that govern our use of sounds to form meaning. He suggests a process of discovery that should be an exciting adventure for language learners. Akmajian, Demers, and Harnish (p. 119) state that children are born with the biologically inherited disposition to acquire spoken language. They are prepared to acquire any set of phonemes and phonological rules. Smith and Wilson illustrate the fact that language acquisition occurs most efficiently in early years (p. 86). They also (p. 92) explain that speakers will develop competence that is not always reflected in performance. Lakoff stresses the value of the study of the principles of conversation in languages to learn about variances in cultures. All these points would seem to support the concepts of bilingual education that competence in the first language should be developed even if it is not the "lingua franca" of the greater society, that second languages should be introduced early to children to take advantage of their biological disposition for language acquisition, and that the study of languages can give Cantos Para Todos Volume III Teacher Manual ESL

valuable insights into other cultures. Linn (pp. 131-139) gives added impetus to the argument for special concern for second language instruction and first language maintenance in his article describing the loss of first language and the incomplete mastery of the second language in entire societies through pidginization and creolization. Miller's (p. 144) description of the variances in non-verbal communication across cultures suggests the importance of native speakers as teachers in bilingual classrooms. LANGUAGE ACQUISITION Moskowitz (p. 179) stresses the importance of thorough development of the first language as a prerequisite to success in learning the second. She also states that a second language is much easier to learn before puberty. Both facts are important arguments for the value of universal bilingual education in the elementary schools. Her explanation of the prerequisites and processes of language acquisition (p. 167) speaks for the importance of interaction in the acquisition process. The fact that language is not acquired either by listening to it or talking about it implies that language instruction in the schools should be rich in two-way meaningful conversation. REGIONAL AND SOCIAL VARIATION The editors note (p. 189) that every language is spoken in a variety of dialects. Such variations were formerly thought of as aberrations until 19th century linguists explained that the so-called standard language of a country was simply a regional dialect that had become prestigious for non-linguistic reasons. Atwood (p. 200) mentions the value of the developing body of linguistic atlases to the appreciation of culture differences and settlement history. Fischer (202-209) reports that people choose to vary speech patterns in order to express differences in formality. The ability to adjust to a variety of situations may affect an individual's status in the eyes of others. The importance of an individual's range of speech Cantos Para Todos Volume III Teacher Manual ESL

patterns (lexical, grammatical and phonological) is brought out by Allen's (p. 210-220) discussion of linguistic variation within a region based on level of education. Such findings suggest that a complete multicultural curriculum should include the study of variations within a culture as well as studying varied cultures. The knowledge of language differences and how they affect one's place in the community may help students adjust to the realities of the marketplace (Fraser, p.226). Burling (p. 256) cautions that it is important for students whose dialect is different than that of the school should receive culturally and linguistically appropriate teaching methods that support the validity and status of the local dialect as well as teach the dialect that will be useful in obtaining work and progressing economically. LINGUISTICS AND TEACHING Teachers must be sensitive to the attitudes of the students' cultural group toward reading (DeStefano, pp. 397-400). Some groups place a higher emphasis on oral proficiency. One solution mentioned is to accept and encourage the oral styles and write them down. These transcriptions become important, high status resources for the reading instruction program. Caution should be taken to continue to encourage the oral tradition. In many instances in the past oral traditions have been replaced by literacy rather than complemented by literacy. Teachers must be sensitive and knowledgeable of the uses and misuses of language varieties in composition (Baron, p. 442). The focus of the teacher should be on the requirements of the prestige dialect in specific types of writing without attacking the student's personal use of language. Garcia (p. 444) reports that some bilinguals mix phonic, lexical and grammatical elements of the two languages. He states that the teacher who would regard this natural phenomena as a serious defect of the student's English is "ignorant, biased or linguistically insecure". He suggests that the teacher should learn to recognize the source of the PAGE 19

"interference", identify the variations and utilize them in creative writing exercises. Acosta-Belen (p. 463) cautions educators that there is a fine balance in learning and appreciating local dialects. Such a study may result either in unrealistic sterotyping and self- consciousness or in encouraging students to have a positive self-image and success in school. Teachers should definitely avoid criticizing children because of language variance. The teacher should be prepared to clearly understand language differences in order to establish more productive communication with the students. Oral proficiency in the home language or dialect should be encouraged by the schools over mediocre achievement in the prestige dialect and retardation of developement of the home dialect (Kochman, p. 464). Students will learn the new dialect only if they feel it is important. SUMMARY The study of language teaching is still developing and much remains to be learned (Spolsky, p. 449). There remains a lively debate on the methods, the grammars and the philosophies. One theme seems recurrent in the literature: teachers should be sensitive to the culture and linguistic proficiency of the students. Teachers should learn ways to take advantage of students' abilities and encourage the development of skills in other languages and dialects in addition to the prestige dialect.

Contact", pp. 458-463. Akmajian, Adrian, Richard A. Demers, and Robert M. Harnish. "Phonology: The Structure of Sounds", pp. 102119. Allen, Harold B. "The Linguistic Atlas of the Upper Midwest as a Source of Sociolinguistic Information", pp. 210-220. Atwood, E. Bagby. "Grease and Greasy", A Study of Geographical Variation", pp. 193-201. Baron, Dennis E. "Non-Standard English, Composition, and the Academic Establishment", pp. 436-443. Burling, Robbins. "Black English", pp. 246-258. Chomsky, Noam. "The Current Scene in Linguistics: Present Directions", pp. 76-84. DeStefano, Johanna S. "Language and Reading", pp. 388404. Fischer, John L. "Social Influences on the Choice of a Linguistic Variant", pp. 202-209. Fraser, Bruce. "Some 'Unexpected' Reactions to Various American-English Dialects", pp. 221-226. Garcia, Ricardo L. "A Linguistic Frame of Reference for Critiquing Chicano Compositions", pp. 444-448. Linn, Michael D. "Language Change as Reflected in Pidgins and Creoles", pp. 131-140. Kochman, Thomas. "Social Factors in the Consideration of Teaching Standard English", pp. 464-471. Miller, George A. "Nonverbal Communication", pp. 141147. Moskowitz, Breyne Arlene. "The Acquisition of Language", pp. 164-180. Smith, Neil, and Deirdre Wilson. "Knowledge of Language", pp. 85-95. Spolsky, Bernard. "Contrastive Analysis, Error Analysis, Interlanguage, and Other Useful Fads", pp. 449457. Wilson, Kenneth G. "The English Language: Past and Present", pp. 3-19. Whorf, Benjamin Lee. "Science and Linguistics", pp. 59-67.

BIBLIOGRAPHY Each of the referenced articles appears in the following publication: Allen, Harold B., and Michael D. Linn. Readings in Applied English Linguistics. 3rd Edition. New York: Alfred A. Knopf. 1982. ARTICLES REFERENCED Acosta-Belen, Edna. "'Spanglish': a Case of Languages in PAGE 20

Cantos Para Todos Volume III Teacher Manual ESL

How to Use This Book There are many well established, graded materials for teaching English. This book does not intend to compete with or replace such curricula. The songs and ideas in Cantos Para Todos Volume III were developed in ESL classrooms in New Mexico and Texas as supplements to methods in use. This greatly expanded 1995 version was conceived at the suggestion of English teachers in Mexico City who felt they needed ideas for supplementing their current text. Therefore, the approach taken, is to give a few samples of types of songs, stories or other resources, then to model ideas that can be used with these, the regular textbook, or with library books. The six levels were conceived with elementary school grades one through six in mind, but ideas in each book may be adapted for any age level of students, including secondary school and adults. This Teacher Manual for Cantos Para Todos Volume III serves volumes 1-6: Level One: I Come in the Door 17 songs on Tape 1, side A for beginners in English as young as age 6

Level Two: Good Morning 12 songs on Tape 1, side B

Level Three: When You Meet Someone 11 songs on Tape 2, side A

Level Four: The Rules 13 songs on Tape 2, side B

Level Five: What Time is It? 13 songs on Tape 3, side A

Level Six: Rolling 13 songs on Tape 3, side B

Prologue, page 4. The teacher should read this to understand the purpose and philosophy of these materials. Advice and technical information about Cantos Para Todos Volume III Teacher Manual ESL

second language teaching, page 5-20. Advice from the point of view of ESL teachers may be of interest to EFL teachers as well. Page 7 & 8, survey. Teachers should fill out page 7 when in a workshop with other teachers in order to get acquainted and to help the facilitator of the inservice get to know the teachers. A page similar to page 8 is in the student manual. Students can reveal much information to the teacher as they help each other fill out this form.

Teacher Directed Activity: _______. This section may give the teacher ideas for extending the objectives of a song or story in fun ways.

Journal Ideas. References to sources in the professional literature are given to stimulate interest in teachers to study about language teaching. If you cannot acquire the reference item, perhaps you can glean ideas from the vignette.

Literature Ideas. Books mentioned are commonly available in libraries. If you cannot get the specific book mentioned, perhaps you can get ideas for types of activities that can be done with books you do have. Behavior, Classroom Discipline. Ideas are given for management of students in high affective activities. Do not be discouraged if it takes you time and practice before you can manage a classroom full of students who are learning in a fun activity. It will be worth the effort in the long run. Grammar. As the students become familiar with the songs, and understand them, they will be acquiring patterns of language in a natural way. Reinforcement of the concepts by reviewing what they have learned and explaining the rules, can give them a valuable language monitor. How to Teach considering the problems they bring from home: Ideas to help the teacher PAGE 21

reach all of the students.

Topics: Routines, Vocabulary, Syntax, Literacy, Time, Emotions, Vocations. The Teacher Manual is divided by topics rather than levels, because teachers may use songs and activities from any level to make a point or reinforce a concept.

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Cantos Para Todos Volume III Teacher Manual ESL

Routines &

I come in the Door Roy Howard ÂŠ1990 Cantos Para Todos (Level One)

When students get to my class, they come in the door, walk across the room to their chairs, sit down, pick up their pencils, write their names on the paper, write the date, and listen to the teacher. As they come in, we all sing "I Come in the Door". We do this every day. As we associate the words to the actions, the students gradually acquire the sounds and meanings. Eventually, they can sing the words, and even use the words in creative sentences of their own. Teacher

Directed Activity: ing

Journal

Ideas

BUILDING AN AIRPORT AND OTHER FUN ESL LEARNING ACTIVITIES: Grammar Petrimouix, J., ERIC ED 283 406, June, 1986. reviewed by Dalton Freeman. As ESL teachers strive to create and utilize natural, interesting and understood L2 learning activities, many such activities now exist in the available literature. Petrimouix defines 13 classroom activities used to highlight grammar structures, problem solving (group and individual), focus upon LSRW skills, variable levels of difficulty, and Q-A: creative/generative processing. The activities include: airport planning/construction, desert survival, courtroom drama, cartoon captioning, missing picture reasoning, travelling composition tales, paragraph building, mystery solving, last letter recognition searches/applications, alibi responses, Jeopardy game, and 20 questions. Just used as starter activities, these can be modified and lead to original offshoots by teacher and student.

Listen-

Simon Says The teacher calls out a command such as, "stand up", "sit down", "turn around", etc. Students only act out the command if the teacher precedes the command with: "Simon says". For example: "Simon says, smile" (students smile) "Frown" (those who frown are out of the game and must sit and watch until the last student is left) Before playing this game, the teacher should train the students to react to commands. This listening and acting out commands is also called, "Total Physical Response" (TPR). TPR consists of first, a command demonstrated by the teacher, then modeled by the class, then by selected students, then by the class without teacher modeling, then eventually, by anyone, on command. "Simon Says", makes it a game. Cantos Para Todos Volume III Teacher Manual ESL

Literature

Ideas

Udry, Janice May (illustrated by Maurice Sendak). The Moon Jumpers. NY: The Trumpet Club 1959. As the teacher reads, the students act out every line they understand, for example; The sun is tired, it goes down the sky into the drowsy hills. The sunflowers lean. They fall asleep to dream of tomorrow's sun. The warm night-wind tosses our hair. We all dance, barefooted over and over the grass! We play tag in and out. we jump and jump, over and over, and higher and higher; but nobody has touched the moon.

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This Old Man Key of C (Do) , 2/4 Change keys each verse if desired: 1. C, Em, Dm, G7, C, G7, C 2.F, Am, Gm, C7, F, C7, F 3.G, Bm, C, D7, G, D7, G 4. C, Em, Dm, G7, C, G7, C

1. This old man, he played one He played knick knack on this thumb. Knick knack patty whack, give the dog a bone. This old man came rolling home. 2. This old man, he played two, He played knick knack on this shoe. Knick knack patty whack, give the dog a bone. This old man came rolling home. 3. This old man, he played three, He played knick knack on this knee. Knick knack patty whack, give the dog a bone. This old man came rolling home. 4. This old man, he played four, He played knick knack on this door. Knick knack patty whack, give the dog a bone. This old man came rolling home. •Behavior, classroom discipline: keeping hands and voices busy by acting out and singing together might help students stay on task. This is an activity in which students act out what they are singing: line one: Hold up the number of fingers called for (he played four, means four fingers) line two: tap on the object mentioned line three: knick touch left knee, knack, touch right knee, patty whack clap hands twice line four: revolve hands around each other

Grammar morphology-phonology-syntax-semantics-spelling Teachers may use these ideas to construct similar exercises according to what you are studying and what students need.

•phonology: DIsold m@n kem rolI$ hom Be sure the students voice the th in the join the s to the o in this old pronounce the d in old pronounce the ng in rolling hi pled nIk n@k an mai T^m He played knick knack on my thumb. Note that some of these words have silent letters. •syntax: Be sure students understand the alternative syntax in the first sentence: This old man, he played one This old man played one Note that when the he is added to the first alternative, a comma is required. •semantics: knick knack, patty whack: these are nonsense syllables (vocables) which have no meaning, they only are in the song, because they sound fun. •spelling: Many words in English have silent letters. Practice examples that you find in your literature and other textbooks. Spelling words should come from the literature being studied. How to teach considering the problems they bring from home: If students do not participate in the activities and singing due to a high affective filter (they do not want to be seen by the other kids having fun in school), do not force them. Let them watch until they are ready to have fun.

Additional Songs to teach these concepts. All these integrate action with language. Level One

Row Row Row Your Boat Go In and Out the Window Here We Go Looby Loo Level Two

Good Morning This Old Man A Hunting We will Go London Bridge

•morphology: he played - give examples of other past tense verbs with -ed, such as stay - stayed, pay - paid, tie - tied, cry - cried, etc. PAGE 24

Cantos Para Todos Volume III Teacher Manual ESL

Good Morning Roy Howard ÂŠ1990 Cantos Para Todos (Level One)

My students sing "Good Morning" every day when they come to class. The repetition in that particular context reinforces the pronunciation and aids their fluency. When they are ready, we say "good morning" to each other, and they can be encouraged to say it to others they greet as appropriate. The key to successfully learning what to say when you greet someone, is to have opportunities where they use these for real communication with real people. Good Morning, good morning, how are you today? Good Morning, good morning, I'm fine, thank you, and you? Yes, I am just fine too. Teacher

Directed

Activity

Paper Cup Telephone Materials needed: Four 5 inch paper cups per pair of students; 30 feet of string per pair of students; scissors or a sharp pencil. Directions: Poke a small hole in the bottom of each cup. Cut the string into tow ezual lengths. To make a pair of telephones, thread one end of the string through each of two cups. Pull the strings up about eight inches and tie a large knot in the end of the string. pull the strings back so the knot is up against the bottom of the cup. The students walk apart until the string is taut, but not touching anything, with care not to pull the string through the hole in the cup. one cup serves and the earpiece and the other as the mouthpiece. The voices will carry through the string as long as the string is taut. Sample conversation: Hello, this is Tom. Hello, this is Jan. Good morning, good morning, how are you today? Good morning, good morning, I'm fine, thank you, and you? Yes, I am just fine too. Cantos Para Todos Volume III Teacher Manual ESL

Literature

Ideas

A folk tale adapted for Level One

Chicken Little. One day Chicken Little was walking in the woods when - KERPLUNK! - an acorn fell on her head. "Oh my goodness!" said Chicken Little. "The sky is falling! I must go and tell the king." On her way to the king's palace, Chicken Little met Henny Penny. "Good morning, Chicken Little, how are you today? I'm going into the woods to dig for worms." "You can't go into the woods", said Chicken Little. "I was there and the sky fell on my head. Come with me to tell the king." So Henny Penny joined Chicken Little and they went along as fast as they could. Soon they met Cocky Locky. "Good Morning, good morning, how are you today", said Cocky Locky. "I'm going into the woods to hunt for seeds." They were so upset, they did not even say, I'm fine thank you, and you? "The sky is falling there", said Henny Penny. "Come with us to tell the king." So Cocky Locky joined Henny Penny and Chicken Little, and they went along as fast as they could. Soon they met Goosey Poosey. "Good Morning, good morning, good morning, how are you today", said Goosey Loosey. "I'm going into the woods to look for berries." They were so upset, they did not even say, I'm fine thank you, and you? "Oh no, you don't", said Cocky Locky, "the sky is falling there. Come with us to tell the king." So Goosey Poosey joined Cocky Locky, Henny Penny and Chicken Little, and they went along as fast as they could. Then who should appear on the path but sly old Foxy Woxy. "Good Morning my fine feathered friends. How are you today?" asked Foxy Woxy politely. "We are not well today! We are frightened. The sky is falling, and we must tell the king." "I know a shortcut to the palace", said Foxy Woxy sweetly. "Come, follow me." But wicked Foxy Woxy did not lead Chicken Little and the others to the palace. He led them right up to the entrance to his fox hole. Once they were inside, Foxy Woxy was planning to gobble them up! Just as Chicken Little and the others were about to go into the fox's hole, they heard a strange sound and stopped. It was the king's hunting dogs, growling and howling. How Foxy Woxy ran, across the meadows and through the forests, with the hounds close behind. He ran until he was far, far away, and never dared to come back again. After that day, Chicken Little always carried an umbrella with her when she walked in the woods. The umbrella was a present from the king, and if KERPLUNK - an acorn fell, Chicken Little did not mind a bit. In fact, she didn't notice it at all. PAGE 25

She’ll be Comin’ ‘Round the Mountain

back, Toot, toot And we’ll all have chicken and dumplings, and we’ll all have chicken and dumplings, , and we’ll all have chicken and dumplings when she comes, Yum, yum, Hack, hack, Hi, babe Whistle, Whoa, back, Toot, toot.

Level Three

Actions while singing: Verse 1, Toot, toot - pull the handle of the steam whistle of the train and make the sound of the whistle Verse 2, Whoa, back - pull back on the reins and tell the horses to stop Verse 3, Whistle- as when whistling to complement a pretty face Verse 4, Hi, babe - Wave while saying it Verse 5, Hack, hack - Make chopping motion as in killing the rooster Verse 6, Yum, yum - rub stomach in satisfaction

Key of G (Sol) , 4/4 G, D7, G, G7, C, G, D7, G

1. She’ll be comin’ ‘round the mountain when she comes Toot, toot She’ll be comin’ ‘round the mountain when she comes Toot, toot She’ll be comin’ ‘round the mountain, she’ll be comin’ ‘round the mountain she’ll be comin’ ‘round the mountain when she comes, Toot, toot. 2. She’ll be drivin’ six white horses when she comes Whoa, back, Toot, toot She’ll be drivin’ six white horses when she comes Whoa, back, Toot, toot She’ll be drivin’ six white horses, she’ll be drivin’ six white horses, she’ll be drivin’ six white horses when she comes, whoa, back, toot, toot. 3. She’ll wear her red pajamas when she comes Whistle, Whoa, back, Toot, toot She’ll wear her red pajamas when she comes Whistle, Whoa, back, Toot, toot She’ll wear her red pajamas, she’ll wear her red pajamas, she’ll wear her red pajamas when she comes Whistle, Whoa, back, Toot, toot. 4. And we’ll all go out to meet her when she comes Hi, babe Whistle, Whoa, back, Toot, toot And we’ll all go out to meet her when she comes. Hi, babe Whistle, Whoa, back, Toot, toot And we’ll all go out to meet her, and we’ll all go out to meet her, and we’ll all go out to meet her when she comes Hi, babe Whistle, Whoa, back, Toot, toot. 5. And we’ll kill the old red rooster when she comes Hack, hack, Hi, babe Whistle, Whoa, back, Toot, toot And we’ll kill the old red rooster when she comes Hack, hack, Hi, babe Whistle, Whoa, back, Toot, toot And we’ll kill the old red rooster, and we’ll kill the old red rooster, and we’ll kill the old red rooster, when she comes Hack, hack, Hi, babe Whistle, Whoa, back, Toot, toot. 6. And we’ll all have chicken and dumplings when she comes, Yum, yum, Hack, hack, Hi, babe Whistle, Whoa, back, Toot, toot And we’ll all have chicken and dumplings when she comes, Yum, yum, Hack, hack, Hi, babe Whistle, Whoa, PAGE 26

Variations: Sing only the verses without the actions or the sounds. Do the sounds and actions only at the end of the verse. Objectives: •Practice repetition of patterns •Methods of fostering conversation 1. Where will she be coming? Who do you think she is? Has she been here before? 2. How will she get here? What do you think the horses pull? Who might be with her? 3. What kind of pajamas does she wear? What might she wear during the day? What might she wear when she comes? 4. Are we glad to see her? Who do you think will go out to meet her? What will she say? 5. What will we eat? Where do we get the food? 6. What else will we eat? Which meal has chicken and dumplings? How long will she stay? How long will we be glad she is here? *

Other Level Three Routine Songs When You Meet Someone Bingo Bow Belinda

Cantos Para Todos Volume III Teacher Manual ESL

PAGE 27

LEVEL FOUR ROUTINE SONGS The Rules Billy Boy Shortning Bread The Farmer in the Dell

Billy Boy Level Four Routines Key of C, (Do) 2/2 C, G, D7, G, G7, C, G7, C

Grammar: morphology-phonology-syntax-semantics-spelling •morphology: To make the verb, to charm, into an adjective, add -ing: Charming. To make it a noun, add -er Charmer. Add the diminuitive -y, to make the story cute for children: Fox, Foxy. Bill, Billy. The extra word makes it more familiar: Foxy Loxy, Billy Boy. Find other words in your readings that add suffixes or prefixes. •phonology: WEr h@v yu bIn bIli boi ai h@v bIn to sik e waif Where have you been, Billy Boy I have been to seek a wife Compare and contrast minimal pair vowbIn, with short i (II)not (ii) as in seek. els: been = bIn

Girls

Oh, where have you been, Billy Boy, Billy Boy, Oh, where have you been charming Billy? Boys

I have been to seek a wife, She’s the joy of my life She’s a young thing and cannot leave her mother. 2.

•syntax: Oh, where have you been? (question) I have been... (answer) Notice that in the question, the pronoun comes between the parts of the verb: have youbeen. In the answer the pronoun comes before all parts of the verb: I have been. Find other examples of syntax changes involving pronouns and complex verbs in your readings.

Girls

Did she bid you to come in, Billy Boy, Billy Boy, Did she bid you to come in, charming Billy? Boys

Yes, she bade me to come in, There’s a dimple in her chin She’s a young thing and cannot leave her mother. 3. Girls

Did she set for you a chair, Billy Boy, Billy Boy, Did she set for you a chair, charming Billy? Boys

Yes, she set for me a chair, she has ringlets in her hair, She’s a young thing and cannot leave her mother.

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•semantics: Kerplunk- the sound of the acorn landing on his head. Locky, Poosey, Penny, Woxy - vocables that rhyme or sound good with Cocky, Goosey, Henny and Foxy. gobble - to swallow whole, without chewing very much, like a dog eats meat. •spelling: ck - functions to change the quality of vowels. Cocky Locky. Without the c, the syllable is open Coky Loky instead of closed, so the sound is o instead of a. Find other examples of words in which the pronunciation rule is a clue to the spelling. •methods of fostering conversation: practice conversations based on the Good Morning song, the Paper Cup Telephone, the Chicken Little story, or the boys- girls dialogue in Billy Boy.

Cantos Para Todos Volume III Teacher Manual ESL

etc.

Show Me

Point to the item in the sentence:

¿Dónde está el pencil? Sí, ese es el pencil. Now where is the pen? Yes, that is the pen. Show me where's the desk. Yes, that is the desk. Show me where's the book. Yes, that is the book... More than a simple vocabulary exercise, this song insures comprehensible input. The tape helps because the line is, "Show me where's the ________." You fill in the blank according to what is at hand, and what is known by the student. Teacher Directed Activity

We We We We We We We We We per. We

wash with soap. wash with a washcloth. comb our hair with a comb. brush our hair with a brush. put toothpase on the toothbrush. brush our teeth with a toothbrush. wash our hair with shampoo. shine our shoes with shoe polish. cut our fingernails with a nail clipclean our fingernails with a nail file.

Now listen to these questions and point to the objects that answer them. What can you brush your teeth with? What can you wash your hair with? etc. The teacher may conduct additional activities with this topic, or any other topic being studied.

Cleanup time Materials needed: Long strip of laminated paper with numbers on it from 1 to 10; washcloth, comb, brush, toothpaste, toothbrush, shampoo, shoe polish, nail clipper, nail file, or other. Teacher says:

Journal

Ideas

WHAT'S IN A WORD? by R'Evelyn Childers

1 a. b. c. d. e. f. g. h. i. j. k. l.

3 4

Take everything out of the shoe box. Take out the number line. Put the soap on number one. Put the washcloth on number two. Put the comb on number three. Put the brush on number four. Put the toothpaste on number five. Put the toothbrush on number six. Put the shampoo on number seven. Put the shoe polish on number eight. Put the nail clippers on number nine. Put the nail file on number ten.

Point to the names of the items as I speak. one - soap; two - washcloth; three-comb; four - brush; five- toothpase; six-toothbrush; seven - shampoo; eight - shoe polish; nine - nail clippers; ten - nail file. Say the names of the items after me: one - soap; two - washcloth; three - comb; Cantos Para Todos Volume III Teacher Manual ESL

How many ways are there to learn a word? 1. Visualize the word spelled out in bright pink as they spell orally with eyes shut. 2. Spell orally while writing with a finger on the desk. 3. Break it up into syllables and sound it out. 4. Look up and define in a dictionary race. 5. Sketch the word in the air and let a partner guess the word. 6. Pantomime the word. 7. Make long, sentences with one to three of the words. 8. Find small words in a word (pen man ship) 9. Mark the words phonetically.

Level One Vocabulary Songs

Show Me Skip to My Lou Eency Weency Spider Mulberry Bush PAGE 29

I Love My Rooster Level Four Key of C (Do), 3/4 C, Dm7, G7, C, C7, F, C, G7, C

1. I love my rooster, my rooster loves me; I feed my rooster on a cottonwood tree; My little old rooster goes cock-a-dee-doo, Dee-doo-dle-dee, doo-dle-dee, doodle-dee-doo. 2. I love my hen, my hen loves me; I feed my hen on a cottonwood tree; My little old hen goes cluck, cluck, cluck, My little old rooster goes cock-a-dee-doo, Dee-doo-dle-dee, doo-dle-dee, doodle-dee-doo. 3. I love my pig, my pig loves me I feed my pig on a cottonwood tree; My little old pig goes oink, oink, oink, My little old hen goes cluck, cluck, cluck, My little old rooster goes cock-a-dee-doo, Dee-doo-dle-dee, doo-dle-dee, doodle-dee-doo. 4. I love my cow, my cow loves me I feed my cow on a cottonwood tree; My little old cow goes moo, moo, moo My little old pig goes oink, oink, oink, My little old hen goes cluck, cluck, cluck, My little old rooster goes cock-a-dee-doo, Dee-doo-dle-dee, doo-dle-dee, doodle-dee-doo. 5. I love my horse, my horse loves me I feed my horse on a cottonwood tree My little old horse goes neigh, neigh, neigh, My little old cow goes moo, moo, moo My little old pig goes oink, oink, oink, My little old hen goes cluck, cluck, cluck, My little old rooster goes cock-a-dee-doo, Dee-doo-dle-dee, doo-dle-dee, doodle-dee-doo. 6. I love my dog, my dog loves me I feed my dog on a cottonwood tree My little old dog goes woof, woof, woof, My little old horse goes neigh, neigh, neigh, My little old cow goes moo, moo, moo, PAGE 30

My little old pig goes oink, oink, oink, My little old hen goes cluck, cluck, cluck, My little old rooster goes cock-a-dee-doo, Dee-doo-dle-dee, doo-dle-dee, doodle-dee-doo. 7. I love my cat, my cat loves me I feed my cat on a cottonwood tree My little old cat goes meow, meow, meow, My little old dog goes woof, woof, woof, My little old horse goes neigh, neigh, neigh, My little old cow goes moo, moo, moo, My little old pig goes oink, oink, oink, My little old hen goes cluck, cluck, cluck, My little old rooster goes cock-a-dee-doo, Dee-doo-dle-dee, doo-dle-dee, doodle-dee-doo. 8. I love my mouse, my mouse loves me I feed my mouse on a cottonwood tree My little old mouse goes eee, eee, eee, My little old cat goes meow, meow, meow, My little old dog goes woof, woof, woof, My little old horse goes neigh, neigh, neigh, My little old cow goes moo, moo, moo, My little old pig goes oink, oink, oink, My little old hen goes cluck, cluck, cluck, My little old rooster goes cock-a-dee-doo, Dee-doo-dle-dee, doo-dle-dee, doodle-dee-doo. 9. I love my baby, my baby loves me I feed my baby on a cottonwood tree My little old baby goes waa, waa, waa, My little old mouse goes eee, eee, eee. My little old cat goes meow, meow, meow, My little old dog goes woof, woof, woof, My little old horse goes neigh, neigh, neigh, My little old cow goes moo, moo, moo, My little old pig goes oink, oink, oink, My little old hen goes cluck, cluck, cluck, My little old rooster goes cock-a-dee-doo, Dee-doo-dle-dee, doo-dle-dee, doodle-dee-doo.

Cantos Para Todos Volume III Teacher Manual ESL

ACTIVITIES Make a drawings or obtain a picture of each. Have the students point when the picture is referred to. OBJECTIVES The repetition and patterning reinforces the language. The vocabulary and syntactic patterns will be learned if the students understand. LEVEL FOUR VOCABULARY SONGS Betty and Bill's Boarding House Blues I Love My Rooster The Hummingbird Barnyard Song

Grammar: morphology-phonology-syntax-semantics-spelling •morphology: Search the books and stories you are reading for compound words such as washcloth, toothpaste, toothbrush, fingernails, cottonwood and contrast with nouns with adjectives such as shoe polish, nail clippers, nail file. •phonology: Here is the pronunciation of the animal sounds: eee, eee, eee, (ii i ii) as in see miau meow, meow, meow, (miau miau) wUf woof, woof, woof, (wUf wUf) as in wood nei neigh, neigh, neigh, (nei nei) as in pay mu moo, moo, moo, (mu mu) as in two oink oink, oink, oink, (oink oink) kl^k cluck, cluck, cluck, (kl^k kl^k) as in pluck ka'k1didu cock-a-dee-doo, (ka' 1didu) Dee-doo-dle-dee, doo-dle-dee, doodle-dee-doo di du d1l di du d1l di du d1l di du (di du) •syntax: Show me where's the ______. (Repeat this Verb-Pronoun-Noun pattern with other sentences: Give me the ______. Throw him the ____. Hand her the ____. Loan me the _____. •semantics: Vocabulary building in this lesson: Show Me, Cleanup Time, What's in a Word, I Love My Rooster. •spellling: What's in a Word gives ideas for improving spelling. Don't worry about spelling of vocables such as doodle-dee-doo. Concentrate on words in context that have meaning to the students. •methods of fostering conversation:Cleanup Time shows the appropriate sequence of teaching conversation: Act out commands then increase the complexity of the commands before asking students to speak. Ask questions about the animals in I Love My Rooster.

Cantos Para Todos Volume III Teacher Manual ESL

PAGE 31

Literature

Rolling

Roy Howard ÂŠ1990 Cantos Para Todos (Level Six)

I wrote this song while on a trip to Seattle during the time of the World's Fair. I was so excited to be going, I studied everything about Seattle and added verses as I learned more. I have since learned that the verses can be adapted to fit any town. For example: 2. Gila River, Black Range, copper in the mountain (Silver City) or 2. Llano Estacado, Caprock, cotton, cowboys (Lubbock) or As you wish for any place, as long as it has 12 syllables.

Level Six Vocabulary Songs: Rolling, Red Iron Ore, Going to Boston, Old Chisolm Trail Teacher

Directed

Activity

Ideas

Van Allsburg, Chris. Just a Dream. Boston: Houghton Mifflin, 1990. Your students may have dreamed about travelling; if not, it may be time that they do. Walter went to bed wishing he lived in the future. He couldn't wait to have his own tiny plane, a robot to take out the trash, and a machine that could make jelly doughnuts by the thousands. When he fell asleep, his wish came true. That night Walter's bed travelled to...the future... In Walter's dream he travels to many places. Your students may participate in the following activity after hearing the story, or even if they do not hear the story. An alternative type of story to prepare students for this activity may be any that talks about travel to interesting places. Ask the students about places they may have wanted to travel to, but haven't. Why do they want to travel to that place? How would they get there? What would they bring back? You may say: I wish I could go to... I wish I could live in... I wish I could be a... I wish I could drive a... I wish I could sail to... I wish I could get some... I wish I could go see... I wish I could have... I wish I could...

Memory Game: I'm Going on a Trip I wish I could be on... Directions: the teacher says I wish I could be... I'm going on a trip and I'm going to take my suitcase. The next student says: I'm going on a trip and I'm going to take my suitcase and toothbrush. The next student says: I'm going on a trip and I'm going to take my suitcase and toothbrush and comb. The next student says: I'm going on a trip and I'm going to take my suitcase and toothbrush and comb and dog. ...and so forth, adding an additional item with each person. This can be adapted for students of varying English proficiency by having them work in groups to take the next role. PAGE 32

I wish I could climb... I wish I could see... I wish I could do... I wish I could run... I wish I could eat...

There are many other possibilities.

Cantos Para Todos Volume III Teacher Manual ESL

I Love the Mountains Level Five Round, Key of E (Mi), 6/8: E, C#m, F#m, B7

The next group starts singing from the beginning

+ I love the mountains,

I love the rolling hills. + I love the flowers, I love the daffodils + I love the fireside, when all the lights are low. + Boom-de-ah-da, boom-de-ah-da, boom-de-ah-da, boom-de-ah-da.

Level Five Vocation Songs The Bus Driver I Love the Mountains The Blue Tail Fly Oats, Peas, Beans

Grammar: morphology-phonology-syntax-semantics-spelling morphology: The imperfect subjunctive is used in an "I wish" clause, such as "I wish I could go..." The opposite is, I can go... "I wish I could live in... I can live in... •phonology: Boom-de-ah-da is a series of vocables: bum di a da DIs l@nd IZ yor l@nd this land is your land Note that the s in this is unvoiced, and the s in is is voiced. e vois w^z saundi$ a voice was sounding Note that the s in voice and sounding are unvoiced, and the s in was is voiced. ai w^z stroli$ wIT D1 Wit fildz wavi$ @n D1 d^st klaudz rolI$ I was strolling with the wheat fields waving and the dust clouds rolling •syntax:I'm going on a Trip, and Just a Dream have enough repetition of patterns to drill the syntax of those types of sentences. •semantics: The exercises in this lesson are all rich with vocabulary development, which will be learned if the teacher insures understanding by providing and understandable context. •spelling: Students may practice spelling words which are used often in understandable contexts. Start by having them find correct spellings of familiar words, then having them write. •methods of fostering conversation: I'm Going on a Trip is a preconversation exercise. After the patterns are secure, conduct creative conversations on a similar topic. •better using my textbook: Have students search for patterns in your text and in the literature you read that have imperfect subjunctives or other distinctive patterns.you may be studying.

Cantos Para Todos Volume III Teacher Manual ESL

PAGE 33

Betty and Bill's

Literature

Ideas

Betty and Bill's Boarding House Blues.

Boarding House Blues

Traditional U.S. Level Four

Betty Botter bought some butter But, she said, this butter's bitter If I put it in my batter It will make my batter bitter. So she bought a bit of butter Better than the bitter butter And it made her batter better. Thus, 'twas better Betty Botter Bought a bit of better butter. Bill had a billboard Bill had a board bill Bill's board bill bored Bill; so, bill sold his billboard to pay his board bill Now Billy's board bill no longer bores Bill. There is a boarding house far, far away. Where they serve ham and eggs three times a day. Oh, how the boarders yell when they hear the dinner bell. Oh, how the eggs do smell three miles away.

PAGE 34

Deep in the high mountains and tall trees, somewhere long ago and far away, there was a house of many rooms. The owner began to rent rooms to individuals, who also paid extra for board, which means food. A cook named Betty was hired, and the boarders, who paid for room and board, got what they paid for. Betty, the cook, did not have much imagination. She only knew how to prepare one meal: ham and eggs. For breakfast she served ham and eggs, for lunch she served ham and eggs, for dinner she served ham and eggs. The boarders knew that the dinner bell was about to sound, because the odor of the eggs was so strong, people could smell them three miles away! Bill, one of the boarders, was depressed. He was in the advertising business, and they lived so far away and long ago, that no one had anything to advertise. With no advertising sold, it was very hard for him to pay his bill for room and board. Then it ocurred to him that if he sold his bill board, he would have the money to pay his room and board bill. Will the boarders survive meal time? Will Betty ever bake better biscuits? Will Bill ever pay his board bill? Listen to this song. Try to repeat.

Literature

Ideas

Brown, Marcia. Stone Soup. NY: Aladdin Books, Macmillan Publishing, 1986. This is an old French tale that you may be able to find in many sources or retell you own way. Here is the plot: Three hungry soldiers pass through a village. The people are concerned that the soldiers would take food that they needed; so as they approached, the people hid the food. The soldiers went from door to door asking for food, but no one had any for them. Finally, they asked for a pot and water and three stones, to make "stone soup". As the curious people gather around to see the miracle, they get ideas of wonderful ingredients that could be added. The final result is full of spices, vegetables and meat brought by the people from hiding. All are amazed at how such a wonderful feast could be made from stones. For such wize and splendid men, a great party was made with food for the whole village. After sleeping as honored guests in the best homes in the village, they depart as heroes. "Such men do not grow on every bush". Activity: retell or act out the story make stone soup make butter from cream (it changes) Cantos Para Todos Volume III Teacher Manual ESL

make popcorn (it changes into something else) Talk about nutrition and food groups.

Level Four Vocabulary Songs Betty & Bill's Boarding House Blues I Love My Rooster The Hummingbird Barnyard Song

Heatherâ&#x20AC;&#x2122;s Magic Feather Sometimes I take the group outside and demonstrate how to use this song to predict the weather: "The ancient people of this land had to know the weather in order to plan their daily activities and sacred events. I will teach you a ceremony, then I will explain how it works." First, we place a stick with a featthe attached into the ground, and form a circle around it. Then, I teach the chorus: red leather, yellow leather. This is supposed to be a very difficult tongue twister, because of the minimal phonemic difference between r and l; d and th. While they sing, they walk in a circle around the stick. Next, I teach the first part of the song, and they sing while circling the stick. The chorus is sung faster and faster until all drop out. The last verse is done the same way. Change direction in the circle after every sentence. Here is how the feather predicts the weather: I look at the feather. if it is moving, it is windy if it is wet, it is raining if it covered with white, it is snowing if the stick is moving, there is an earthquake if I can't see it, it is dark if it has a short shadow, it is mid day if a long shadow is pointing west - morning if a long shadow is pointing east - afternoon

Cantos Para Todos Volume III Teacher Manual ESL

Heatherâ&#x20AC;&#x2122;s Magic Feather Tongue Twister, Key of D, 2/4: D, A7, D, A7, D, A7, D, A7, D chorus: A7, then A7, D, A7, D

Red leather, yellow leather, Heather has a magic feather With it, she predicts the weather whether it will be fair weather whether it will rain, saying: Red leather, yellow leather Red leather, yellow leather, Red leather, yellow leather, Red leather, yellow leather Red leather, yellow leather, Red leather, yellow leather, Red leather, yellow leather Red leather, yellow leather, Red leather, yellow leather, I know it sounds insane, but with a feather, Heather does predict the rain. I know it sounds insane, but with a feather, Heather does predict the rain. I know it sounds insane, but with a feather, Heather does predict the rain. I know it sounds insane, but with a feather, Heather does predict the rain.

PAGE 35

Writing Level Two

Big Action words are not the only words that you should choose carefully. Descriptive words are just as important.

Big is a general word. Tall is more specific; so is fat. Each of these words tells in what way something is big. A word like monstrous tells us even more. Something monstrous is frightening as well as big. Think of different words you might use to describe a house. Spacious might fit, or substantial, or huge. What about imposing? That could be used, too. But a word like fat would not work. However, if you were describing a person, fat might be a better word than huge . The correct word will depend on the particular thing you are writing about. Specific Words for Big

huge

PAGE 36

great

hulking

substantial

fat

vast

bulky

imposing

gigantic

massive

spacious

monstrous

heavy

tremendous

strapping

Find the words in a dictionary

Find the words in your readings

Write new sentences with these words

Use the words in your story writing

Cantos Para Todos Volume III Teacher Manual ESL

Fill in the blank with the best word:

BIG

fat monstrous

Date__________________ Name_________________ The word "big" fits in all of these sentences. However, another word can more explicitly describe the person, place, or thing. See the four choices, pick the best word. 1. Esa casa es espaciosa That is a big house.

spacious bulky

imposing

1. The inside of the church is ___________________. 2. The oversize package is too ___________________ for the mail slot. 3. The skyscraper commands an ____________________ view over the city.

wide | spacious

That is a

house.

large | huge

2. Ese hombre es altísimo. That is a big man. tall | fat

That is a

5. King Kong seems _____________________, even next to the Hulk.

man.

large | muscular

3. Siéntate en esa silla más grande. larger | big

Sit on that

tall | fat

4. The man is very ______________________, and can't get out of bed.

chair.

4. Esa lluvia es fuerte. That is a big rainstorm.

6. Their mansion has a ___________________, interior. 7. (write your own) _______________________________________________________________

fast | longtime

It is raining

hard| heavily.

5. Está nevando mucho. That is a big snowstorm.

8. ______________________________________________________________________________

fast | longtime

It is snowing

hard | heavily.

6. Ese hombre está panzón. That man has a big belly. fat| large

That man has a

big |round

belly.

Cantos Para Todos Volume III Teacher Manual ESL

PAGE 37

BIG Free Association Writing Technique , Big Step 1. Read from any literature at least until children are in the mood for fantasy.

Step 2. Read a story that uses the key words: I stepped through the wall into a land of giants. Of course, I did not realize at first that the "forest of trees" I walked through was really an expansive lawn with gigantic blades of grass. It first struck me when I climbed a tall sturdy stalk of grass and sensed a huge shadow, like a cloud pass over me. I looked up in time to see a huge butterfly. Its substantial wings spead over six feet in each direction. The body was at least as large as myself. My heart went from shock and surprise to panic, when I heard a sharp snap, saw a long sticky tongue flick out and the butterfly disappear into the gaping jaws of a monstrous toad. My heart nearly stopped when I noticed that his huge, peering eyes had caught sight of me! As he repositioned his hulking frame for the attack, I leaped hastily to the ground.

Step 3. Students write freely, anything that comes to mind with key words to stimulate thought: A. Words 1. fat 2. spacious 3. huge 4. hulking 5. vast 6. gigantic 7. monstrous 8. massive 1. _________________________________ 2. _________________________________ 3. _________________________________

6. _________________________________ B. Sentences 1. He lowered the heavy crate into the ship's hold. 2. The mountain was massive, but he was brave enough. 3. The box was too bulky to fit under the tree. 4. He had a substantial breakfast today. 5. It was an imposing task, but he climbed the steep mesa. 6. He met the hulking bear in the path.

1_._________________________________________________________________________________ 2_._________________________________________________________________________________ 3_.________________________________________________________________________________ 4_._________________________________________________________________________________ 5_.________________________________________________________________________________ 6._______________________________________________

Step 4. Read a paragraph. The students write a story. The raging storm kept on through the dark night. We worried about the possibility of some flooding, but never dared imagine the worst. High in the steep canyon, behind the massive dam, the waters accumulated far beyond flood stage. Bulky flood gates had been open all week, but the tons of earth and rock were no longer enough for the vast waters they held. With a tremendous crashing, crunching sound that could be heard for many miles, the waters broke through. The surging, churning wave of water, mud, and rock crashed through the canyon, poring and gouging and ripping everything in its path.

4. _________________________________ 5. _________________________________ PAGE 38

Cantos Para Todos Volume III Teacher Manual ESL

PAGE 39

Literacy Making Shapes is Easy

Teacher

Directed

Activity

Dan G贸mez ESL LANGUAGE ARTS ACTIVITIES by Dora L. Salazar

漏1990 Cantos Para Todos Level Three

This section refers all types of literacy, including shapes and numbers, as well as reading and wriitng. The songs may be used to promote prereading skills of identifying shapes and numbers, or to simply teach vocabulary to literate individuals. As the students sing "Making Shapes is Easy", they may touch objects in these shapes, point to drawings, or form the shapes with their hands. This song may also be adapted for other shapes. Six are mentioned on the tape: circle, square, triangle, rectangle, oval and diamond.

Literature

Ideas

Grifalconi, Ann. The Village of Round and Square Houses. Boston: Little, Brown & Co. 1986. A grandmother explains to her listeners why in their village on the side of a volcano the men live in square houses and the women in round ones. Students may interact with the ideas of shapes by making paper or clay or block houses that are round, square, or other shapes. They may search for shapes in the illustrations of this, or other books. They may point out shapes in the environment of the classroom. Take the students outside to talk about shapes in the neighborhood. Language that is used in the immediate context of things seen with other senses, is remembered Listening and discussing. As students hear the story, they should be asked to remember recognizable words and discuss how the words are used in this story, or may be used in other contexts.

PAGE 40

Magician - On the board list word such as these: big, bus, back, thank, came, him, game, let, make, than, sun. Give a child a magic stick (chalk) and ask him to be the magician, changing big to pig; bus to but; back to tack; thank to think; him to hit; game to name; let to led; make to brake; than to then; sun to run. You may want to emphasize initial, medial, or final sounds or any combination.

Literacy

Ideas

What a person understands from print depends on a combination of factors. In the model shown, the input is the text as decoded by the student (whether numbers, shapes, or words). Based on the reader's previous knowledge of the subject, personal experiences with related concepts, and feelings about the subject (or emotional reactions thereto), a degree of understanding is acquired. If reading in a second language, the language is also being acquired if the input is comprehensible. Implications for teachers: your students will acquire English as they read if they understand. Understanding depends upon the knowledge, experience and affect with which they interact with the print. Preteaching ideas: prepare students for the reading experience by insuring that they know as much as possible about the setting, the characters, situations and concepts of the text. Input that is relevant, familiar and interesting will result in language acquisition.

Cantos Para Todos Volume III Teacher Manual ESL

There’s a Hole in My Bucket LEVEL THREE Key of G, 3/4 D7, G, C, D7, G, C, D7, G 1. Boys: There’s a hole in my bucket, dear Liza, dear Liza, there’s a hole in my bucket, dear Liza, a hole. Girls: Then fix it dear Willie, you silly, dear Willie, Then fix it dear Willie, you silly, fix it! 2. Boys: With what shall I fix it, dear Liza, dear Liza, with what shall I fix it, dear Liza, with what? Girls: With straw, dear Willie, you silly, dear Willie, with straw, dear Willie, you silly, with straw! 3. Boys: The straw is too long, dear Liza, dear Liza, the straw is too long, dear Liza, too long. Girls: Well, cut it, dear Liza, dear Liza, Well, cut it, dear Liza, cut it. 4. Boys: With what shall I cut it, dear Liza, dear Liza, with what shall I cut it, dear Liza, with what? Girls: With a knife, dear Willie, you silly, dear Willie, with a knife, dear Willie, you silly, with a knife! 5. Boys: The knife is too dull, dear Liza, dear Liza, the knife is too dull, dear Liza, too dull. Girls: Then sharpen it, dear Willie, you silly, dear Willie, then sharpen it, dear Willie, you silly, sharpen it! Cantos Para Todos Volume III Teacher Manual ESL

6. Boys: With what shall I sharpen it, dear Liza, dear Liza, with what shall I sharpen it, dear Liza, with what? Girls: With a stone, dear Willie, you silly, dear Willie, with a stone, dear Willie, you silly, with a stone! 7. Boys: The stone is too dry, dear Liza, dear Liza, the stone is too dry, dear Liza, too dry. Girls: Then wet it, dear Willie, you silly, dear Willie, then wet it, dear Willie, you silly, wet it! 8. Boys: With what shall I wet it, dear Liza, dear Liza, with what shall I wet it, dear Liza, with what? Girls: With water, dear Willie, you silly, dear Willie, with water, dear Willie, you silly, with water! 9. Boys: With what shall I fetch it, dear Liza, dear Liza, with what shall I fetch it, dear Liza, with what? Girls: With a bucket, dear Willie, you silly, dear Willie, with a bucket, dear Willie, you silly, a bucket! 10. Boys: There’s a hole in my bucket, dear Liza, dear Liza, there’s a hole in my bucket, dear Liza, a hole. Girls: THEN FIX IT!

PAGE 41

Level Three Literacy Songs Making Shapes is Easy Michael Row the Boat Ashore There's a Hole in My Bucket Jennie Jenkins

PAGE 42

Cantos Para Todos Volume III Teacher Manual ESL

First Counting Song Roy Howard ÂŠ1990 Cantos Para Todos Level One

This type of song is simple enough for all to learn, and fun enough to sing every day as part of a routine. The 12 numbers will be understood only if repeated in a context that is clear. Students should point to the numbers on a clock, a number line, or to a set of objects as they sing. Level One Literacy Songs First Counting Song, Three Blue Pigeons, Baa, Baa, Black Sheep, Hot Cross Buns

Count by Ten Roy Howard ÂŠ1990 Cantos Para Todos Level Two

Counting by ten, two, 7 or any other, is no harder than counting by one, if it is done regularly, and in a comprehensible context. Provide bundles or sets of 10s and practice this song, and the students will always remember. Level Two Literacy Songs Count By Ten Five Hundred Miles Three Blind Mice Ten Little Children

Cantos Para Todos Volume III Teacher Manual ESL

PAGE 43

Five Hundred Miles

Down in the Valley

Level Two

Level Six Emotions

Hedy West Key of G, 4/4 G Em C Am7 D7 G

Key of G, 9/8 G, D7, G, D7, G

1. If you miss the train I’m on you will know that I am gone You can hear the whistle blow a hundred miles. A hundred miles, a hundred miles, a hundred miles a hundred miles, you can hear the whistle blow a hundred miles. 2. Lord I’m one, Lord, I’m two, Lord I’m three, Lord I’m four Lord I’m five hundred miles away from home. A way from home, away from home away from home, away from home Lord I’m five hundred miles away from home. 3. Not a shirt on my back, not a penny to my name Lord, I can’t go back home this a-way. This a-way, this a-way, this a-way, this a-way Lord I can’t go back home this a-way.

Literature

Ideas

Hoban. Tana. Circles, Triangles & Squares. Macmillan. 1974. Real life photographs clarify concepts related to shape. Ashanti to Zulu. Ideas for teaching the alphabet by refering to another language. African style illustrations. Owl Moon. Three Little Pigs.

Compare and contrast the traditional version with that told by the wolf.

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1. Down in the valley, the valley so low Hang your head over, hear the wind blow. Hear the wind blow dear hear the wind blow. Hang your head over, hear the wind blow. 2. If you don’t love me, love whom you please; Throw your arms ‘round me, give my heart ease. Throw your arms ‘round me before it’s too late; Throw your arms ‘round me, feel my heart ache. 3. Build me a castle forty feet high So I can see him as he goes by. Roses love sunshine, violets love dew; Angels in heaven know I love you.Literature Ideas Silverstein, Shel. The Giving Tree. Harper & Row. 1964. A story of a little boy and his favorite tree, and the tree loved the boy, very much. They had many happy times together, but as the boy grew older he wanted more and more from the tree, until the tree could give no more. A story of giving and a serene acceptance of another's capacity to love in return. All ages. Tenderly written, an excellent story that can be develope into a moral lesson for children. Simple black and white drawings, easy to read pages. Dramatize Read for pleasure Discuss giving and caring Model the rhythms and patterns of language The Black Snowman. B Viorst, Judith. Alexander and the Terrible, Horrilble, No Good, Very Bad Day. NY: Anthenum. 1972. this story is well explained in the title! Alexander relates why his day was so bad. A story that children can identify with, becasue they are the types of things that could really happen to a child, especially ages preschool to grade 3. All ages will enjoy the story. The repetition is wonderful for ESL students. Cantos Para Todos Volume III Teacher Manual ESL

Have students tell what kind of bad days they have. What makes a good day? Pleasure reading. There is a Monster Under my Bed.

Level Six Emotion Songs My Emotions Down in the Valley Polly Wolly Doodle Green Grow the Lilacs

Sixteen Tons Level Six Vocations Merle Travis Key of Em, 2/2 Em, Am, C, Em Em, Am, Em Chorus: You load sixteen tons, what do you get? Another day older and deeper in debt Saint Peter don’t you call me ‘cause I can’t go I owe my sould to the company store. 1. Some people say a man is made out of mud A poor man’s made out of muscle and blood. Muscle and blood and skin and bones, A mind that’s weak and a back that’s strong. 2. I was born one mornin’ when the sun didn’t shine I picked up my shovel and I walked to the mine I loaded sixteen tons of number nine coal And the straw boss said, “Well a-bless my soul” 3. I was born one mornin’ it was drizzling rain, A fightin’ and trouble are my middle name, I was raised in a canebrake by an ole mama lion Cain’t no high-toned woman make me walk the line 4. If you see me comin’ better step aside A lotta men didn’t and a lotta men died. One fist of iron, the othter of steel If the right one don’t a-get you then the left one will.

Level Six Vocation Songs Laying Pipe Sixteen Tons The Blacksmith Erie Canal I've Been Working on the Railroad

Cantos Para Todos Volume III Teacher Manual ESL

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Time What Time is It?

Dan G贸mez 漏1990 Cantos Para Todos

Level Five

Level Five Songs for Time What Time is It? I Gave My Love a Cherry The Sleeping princess Oh How Lovely is the Evening

does not speak to the python (because he did not hear him) this starts a series of assumjptions by other animals in the jungle Mother owl won't make the sun rise, and it is dark in the forest. The animals have a meeting, and finally realize it its the mosquito's fault with all his foolishness. When they buzz in people's ears to see if everyone is still mad at them, KPAO! Age: 3-10 Good use of repetition, necessary for ESL Sounds that each insect or animal makes is needed by ESL students. McDermott, Gerald. Arrow to the Sun. NY: Viking Press. 1974. A Pueblo Indian myth explaining how the sun came to the earth. Native American culture Creative Writing

Literature Literature

Ideas

A Carp for Kimiko. B Ginsburg, Mirra. How the Sun Was Brought Back to the Sky NY: Macmillan. 1975. Adapted from a Sovenian Folk Tale. The gray clouds covered the sun one day, and the sun didn't come out for 3 days. Some baby chicks wanted to find the sun and bring it back. They set out on their journey to bring back the sun. The story tells of their experiency. The chicks and their friends clean up the sun, and he came out to shine once again. Grades K-2 Pleasure reading to the class Dramatization Art: draw the animals and their journey to the sun. Aardema, Verna. Why Mosquitos Buzz in People's Ears. NY: Dial Press. 1975. A West African Tale. It all started with the Iguana putting stickes in his ears because he did not want to hear the mosquitos foolish talk. when he PAGE 46

Ideas

Funny Little Woman. B After her traumatic experience, she takes what she learned and uses it to make a living. This old Japanese woman loved to laugh. She made rice dumplings all the time. She dropped one and it rolled down the hill. She follows it to where it falls into a crevass. She falls down to where the gods (oni) live. She becomes their cook. They have a magic paddle which makes a potful of rice from one grain of rice. She escapes, taking the paddle with her. Using the magic paddle to make rice patties, she becomes the richest woman in Japan. Have a rice cooking class, including different ways to cook rice. Have each child design a different "oni". Discuss another fantasy story of Japan (or another country) and compare with this one, including the gingerbread man, the pancake boy, etc. In My Mother's House.

Cantos Para Todos Volume III Teacher Manual ESL

ESL compared to EFL Most second language teachers in the U.S. believe that there is a difference between teaching English as a second language (ESL) and teaching English as a foreign language (EFL). One major difference is the reason for which the language is being learned. "ESL" implies that the student must learn to survive, and that the environment outside of the classroom reinforces the need for English literacy and fluency over any other language. English must be acquired as a second language with an equal or greater proficiency than the first language. ESL prepares students to learn in English with native speakers. "EFL" may imply that English is used and heard mainly in the classroom, and that the methods focus more on learning about the language than in being able to participate in real communication with native speakers and in academic instruction in English. May 1994. Bilingual teachers in New Mexico schools near the border with Mexico were asked, “What is the difference between teaching English here and in Mexico City?” What is the main difference between your job as an English teacher in New Mexico and that of an English teacher in Mexico City? The students here are exposed to English daily outside of the classroom. We teach English for survival, in Mexico it is enrichment. The students need English here. In Mexico it is a foreign language. Students are motivated differently. In Mexico City Cantos Para Todos Volume III Teacher Manual ESL

it is a choice, so they would be more motivated. Our students have to do it, so they don’t try. In the U.S. they have to learn English well enough to learn all subjects in English. In Mexico they study English as a seperate subject. What methods might be most effective for teaching English in Mexico City? They should use the same methods we do, teach in context with Total Physical Response. They should learn survival English, but the students will have a better attitude if a Natural Approach is used rather than rote and repetition. The goal should be communicative skills. Methods should include music, TPR, literature and language with context. Classroom subjects should be taught with a Sheltered English approach. English should be taught with real life scenarios such as taking the students to a restaurant to order a meal, etc. Materials used in teaching should be purposeful and the meaning of the language should be made clear by the situation. The goals should be geared to learning the fundamentals of survival English. Students should be able to function in real situations as well as learn the grammar. Students should be able to acquire the language with total communication (ESL) rather than using foreign language methods of drill and repetition. Teachers should model language in the way that the language is used for real communication. I suppose that in Mexico City, English instruction focuses on survival skills such as memorization, minimal conversations and simple requests. I believe they should focus on the fundamentals of grammar and pronunciation in realistic contexts.

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They should make every effort to make learning enjoyable. Students should learn survial skills that would help them in real situations and prepare them to be in our classrooms here. Instruction should focus on being able to communicate. Words should be learned in association with the concepts they represent. Methods should focus on the basics, using a lot of TPR, visuals, and repetition in the context of what they are learning. Communicative competence should be the goal using hands on material, TPR, and context to teach the grammar. Start with the vowels, work into survival skills and real communication, studying the language as a whole. They should probably teach English as an academic subject. Teachers should model the language that the students will need through role playing, oral discussions, lots of pictures, a controlled vocabulary and sheltered English. What do you think of encouraging the Mexico City teachers to model and teach academic language, or language that could be used in teaching subjects in English? English time could be used to talk and discuss what occured during the day. Read to the students to model the language they will need. Since knowledge transfers from one language to the other, a solid foundation in a subject matter in their native language prepares them to learn the next language. Students should be familiar and comfortable with the subject matter in order to feel success in the second language.

tion comes first, acadamic language will be acquired if they understand the concepts associated with the new words. Teaching the English that is associated with subjects they already know helps them learn theEnglish, and it also reinforces what they learned early. If they understand the concept already, then discussing the concept in the new language ensures that the new language is comprehensible and therefore, they will acquire the new language. Students acquire a new language if the input is comprehensible. Studying a new language in the context of what they already know makes the new input comprehensible. The English lesson should enhance what the student learned in other subjects in Spanish. This would make the student comprehend English better and also understand the other subject mater better. For example, my professor wrote a paragraph on the board in the International Phonetic Alphabet, which I was easily able to decipher due to my familiarity with the subject. However, I did very poorly in trying to read the words in that alphabet in isolation. Teaching English in the context of what they studied earlier in the day in Spanish would reinforce that knowledge plus help their English because it allows for a broader picture and applies the new to the known. Teachers could limit the vocabulary, use a clear context and visual aids, and thus â&#x20AC;&#x153;shelterâ&#x20AC;? the English experience. English time could be used to discuss subjects such as science, social studies, etc. to reinforce the curriculum, and make the English more meaningful because they understand the concept. If they understand what is going on it is easier to learn the vocabulary.

Although survival English and building a foundaPAGE 48

Cantos Para Todos Volume III Teacher Manual ESL

What is your recommendation about using realia, visuals, field trips, manipulatives, etc.?

cereal boxes, instructions, anything that communicates as a model for the grammar.

Every student learns a different way, so teachers should vary the methods and materials to reinforce learning by all.

Reading good literature to the students teaches them to read. Comprehensible reading teaches them grammar.

Concrete examples are necessary for all levels of learners.

What advice do you have for the Mexican English teachers whose students may eventually enroll in your classroom?

Students of every learning style need a chance. Many students are visual learners and require such materials.You must have a vast amount of visuals and hands on activities for students to have total comprehension. TPR methods are very importamt. Touching, seeing,smelling, acting out and anything with hands on training reinforces learing. Many people learn more quickly with hands on experiences. Newspapers, comic books, and anything they would like to read and would understand would help. What is your advice on how to teach English grammar (semantics, syntax, phonology, orthography, etc.)? You teach grammar by reading and writing a lot, inlcuding newspapers, books, maps, etc. Read to them a lot, and give them lots of opportunities to read interesting materials. They must hear you reading, and be able to read on their own, and hear tapes and videos for language models. Student made books should be used in addition to much reading and being read to.

Donâ&#x20AC;&#x2122;t worry, I will work hard to teach them when they are in my classroom. I will welcome any student entering my classroom and I will do my very best to teach them the things they need to know and open their minds to new horizons. Our classrooms are receptive to all students and all students are expected to achieve. In my bilingual classroom I would hope students would arrive with basic reading skills in Spanisish, and at least an acquaintance with English. Should a student from Mexico come to my classroom they would need to know the alphabet in English, numbers, basics and be ready to continue learning in English. Their native language is the stepping stone to a vast body of knowledge in my classroom. When your student comes into my bilingual classroom, she or she wwill be a success if they have a strong foundation in Spanish. I will take care of the English part of their studies .I hope the student has a strong foundation in English, which will help me build up his foundation in English. I hope the student comes to school having been read to.Your student will be successful if a hard worker prpared in the foundations. Basic survial English is needed for success in a U.S. classroom.

Students should read real materials including Cantos Para Todos Volume III Teacher Manual ESL

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English with Music Cantos Para Todos Volume III

Cassette Tape Song List Tapes are recorded in DBX stereo. Most songs have the voice only on the left channel; you may delete the voice by turning the balance to the right. Some songs are responsive or have a part for boys and another for girls; you will hear the boys on the left and the girls' part on the right. Some songs are the same on both channels. Song words, stories, illustrations, and other items may be reproduced for class members, but not for distribution to other teachers. If you need more copies please call. The CD version is not divided by channels. However, it is much easier to find the songs on the CD. The CD track list is on page 53. The index of songs in alphabetical order is on page 52.

Tape 1a Level One I Come in the Door Roy Howard, ©Cantos Para Todos Row, Row, Row Your Boat U.S. Traditional Go In and Out the Window U.S. Traditional Looby Loo U.S. Traditional Show Me Roy Howard, ©Cantos Para Todos Skip to My Lou U.S. Traditional Eency, Weency Spider U.S. Traditional The Mulberry Bush England Traditional First Counting Song Roy Howard, ©Cantos Para Todos Three Blue Pigeons U.S. Traditional Baa, Baa, Black Sheep England Mother Goose Rhyme, French Tune Hot Cross Buns England Traditional The Days of the Week Roy Howard, ©Cantos Para Todos Hickory Dickory Dock England Mother Goose Rhyme, Music J. W. Elliot 1744

The Muffin Man England Traditional Twinkle, Twinkle Little Star France Traditional Early to Bed Poor Richard's Almanac

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Tape 1b Level Two Good Morning Roy Howard, ©Cantos Para Todos This Old Man England Traditional A-Hunting We Will Go England Traditional London Bridge England Traditional Count By Ten Roy Howard, ©Cantos Para Todos Five Hundred Miles ©Hedy West, U.S. Three Blind Mice England Mother Goose Rhyme Ten Little ChildrenU.S. Traditional The Months Roy Howard, ©Cantos Para Todos Happy Birthday U.S. Traditional, Music by Mildred & Patty Hill Polly Put the Kettle On Mother Goose Rhythme, Music of England, Scotland or Germany

Mother's Knives and Forks U.S. Traditional, Music Janet Gaynor

Tape 2a Level Three When You Meet Someone Dan Gómez, ©Cantos Para Todos She'll Be Coming 'Round the Mountain U.S. Traditional BINGO Scotland 1780 Bow Belinda U.S. Traditional There is a Boarding House U.S. Traditional Heather has a Magic Feather ©Cantos Para Todos When the Train Comes Along U.S. Traditional Old MacDonald Had a Farm U.S. Traditional Making Shapes is Easy Dan Gómez, ©Cantos Para Todos Michael Row the Boat Ashore U.S. Traditional There's a Hole in My Bucket U.S. Traditional Jennie Jenkins U.S. Traditional

Tape 2b Level Four The Rules ©Cantos Para Todos Billy Boy England Traditional Shortning Bread U.S. Traditional The Farmer in the Dell England Traditional Betty & Bill's Boarding House Blues U.S. Traditional I Love My Rooster U.S. Traditional The Hummingbird Australia, Edwin Star Belknap Barnyard Song U.S. Traditional The Principal Roy Howard, ©Cantos Para Todos The Little Shoemaker U.S. Traditional Janet Gaynor, Alice Riley Cotton Needs Picking U.S. Traditional Night Herding Song U.S. Traditional Harry Stephens Cantos Para Todos Volume III Teacher Manual ESL

Tape 3a Level Five What Time is It? Dan Gómez, ©Cantos Para Todos The Riddle Song U.S. Traditional The Sleeping Princess Traditional Story, Swedish Melody Oh, How Lovely is the Evening U.S. Traditional Emotions Dan Gómez, ©Cantos Para Todos O Susanna U.S. Stephen Foster Paper of Pins England Traditional Oh, My Darling Clementine U.S. Traditional The Bus Driver Roy Howard, ©Cantos Para Todos I Love the Mountains U.S. Traditional The Blue Tail Fly U.S. Dan Emmett, 1840s Oats, Peas, Beans U.S. Traditional

Tape 3b Level Six Rolling to Seattle Roy Howard, ©Cantos Para Todos Red Iron Ore U.S. Traditional Going to Boston U.S. Traditional Old Chisolm Trail U.S. Traditional My Emotions Roy Howard, ©Cantos Para Todos Down in the Valley U.S. Traditional Polly Wolly Doodle U.S. Traditional Green Grow the Lilacs U.S. Traditional, Irish Melody Laying Pipe Roy Howard, ©Cantos Para Todos Sixteen Tons U.S. Merle Travis 1947 The Blacksmith W. A. Mozart Erie Canal U.S. Traditional I've Been Working on the Railroad U.S. Traditional

Cantos Para Todos Volume III Teacher Manual ESL

Cantos Para Todos is pleased to present the authors of each issue and make them available for presentations and consultations in your school. The principal author of Volume III is Dr. Howard. Please call upon Cantos Para Todos for your teacher development and multicultural materials needs.

Roy E. Howard, Ph.D P.O. Box 657 Silver City, New Mexico 88062 PhD University of New Mexico, 1987: Bilingual Education/Music Education MA University of New Mexico, 1985, Multicultural Education/ Music Education MA Eastern Washington University, 1982, Music Education BA Brigham Young University, 1974, Elementary Education/Music Since 1992 - Associate Professor of Bilingual Education at Western New Mexico University 1987-1992 - Assistant Professor of Bilingual Education at Texas Tech University 1986-1987 - Lecturer, bilingual education teacher training, University of New Mexico 1982-1986 - Teacher, bilingual education and ESL, New Mexico elementary schools 1982 - graduate assistant (music teaching), Eastern Washington University 1978-82 - Full Time Piano tuner-technician 1982 - present - Piano tuner-technician 1974-1978 - Chief of Administration, Caswell Air Force Station Music Experience Performer: bands, choirs, orchestras since 1958. Folklorist: U.S. and Mexican folk instruments and styles Arranger and Composer of hundreds of pieces Teacher: private lessons, performing groups, children, youth, adults Technician: piano tuner since 1967 Researcher/lecturer: Most publications and presentations are on using traditional styles of music to support other subjects in the curriculum Publisher: Published a series of 20 books and CDs of over 400 original and researched historical songs for classroom use http://www.cantos.org

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INDEX CD One: Levels 1, 2, 3. CD Two Levels 4, 5, 6 A-Hunting We Will Go Level Two CD Track 22 Baa, Baa, Black Sheep Level One CD Track 13 Barnyard Song Level Four CD Track 8 Betty & Bill's Boarding House Blues Level Four CD Track 5 Billy Boy Level Four CD Track 2 BINGO Level Three CD Track 34 Boarding House Rap Level Three CD Track 37 Bow Belinda Level Three CD Track 35 Cotton Needs Picking Level Four CD Track 11 Count By Ten Level Two CD Track 24 Down in the Valley Level Six CD Track 29 Early to Bed Level One CD Track 19 Eency, Weency Spider Level One CD Track 9 Emotions Level Five CD Track 17 Erie Canal Level Six CD Track 35 First Counting Song Level One CD Track 11 Five Hundred Miles Level Two CD Track 25 Go In and Out the Window Level One CD Track 5 Going to Boston Level Six CD Track 26 Good Morning Level Two CD Track 20 Green Grow the Lilacs Level Six CD Track 31 Happy Birthday Level Two CD Track 29 Heather has a Magic Feather Level Three CD Track 38 Hickory Dickory Dock Level One CD Track 16 Ho, Ho Ho Level One CD Track 4 Hoe, Hoe, Hoe Your Row Level One CD Track 3 Hot Cross Buns Level One CD Track 14 I Come in the Door Level One CD Track 1 I Love My Rooster Level Four CD Track 6 I've Been Working on the Railroad Level Six CD Track 36 Jennie Jenkins Level Three CD Track 44 Laying Pipe Level Six CD Track 32 London Bridge Level Two CD Track 23 Looby Loo Level One CD Track 6 Making Shapes is Easy Level Three CD Track 41 Michael Row the Boat Ashore Level Three CD Track 42 Mother's Knives and Forks Level Two CD Track 31 My Emotions Level Six CD Track 28 PAGE 52

Night Herding Song Level Four CD Track 12 O Susanna Level Five CD Track 18 Oats, Peas, Beans Level Five CD Track 23 Oh, How Lovely is the Evening Level Five CD Track 16 Old Chisolm Trail Level Six CD Track 27 Old MacDonald Had a Farm Level Three CD Track Oh, My Darling Clementine Level Five CD Track 20 Paper of Pins Level Five CD Track 19 Polly Put the Kettle On Level Two CD Track 30 Polly Wolly Doodle Level Six CD Track Red Iron Ore Level Six CD Track 25 Rolling to Seattle Level Six CD Track 24 Row, Row, Row Your Boat Level One CD Track 2 She'll Be Coming 'Round the Mountain Level Three CD Track 33 Show Me Level One CD Track 7 Shortning Bread Level Four CD Track 3 Sixteen Tons Level Six CD Track 33 Skip to My Lou Level One CD Track 8 Ten Little Children Level Two CD Track 27 The Blacksmith Level Six CD Track 34 The Blue Tail Fly Level Five CD Track 22 The Bus Driver Level Five CD Track 21 The Days of the Week Level One CD Track 15 The Farmer in the Dell Level Four CD Track 4 The Hummingbird Level Four CD Track 7 The Little Shoemaker Level Four CD Track 10 The Months Level Two CD Track 28 The Muffin Man Level One CD Track 17 The Mulberry Bush Level One CD Track 10 The Principal Level Four CD Track 9 The Riddle Song Level Five CD Track 14 The Rules Level Four CD Track 1 The Sleeping Princess Level Five CD Track 15 There is a Boarding House Level Three CD Track 36 There's a Hole in My Bucket Level Three CD Track 43 This Old Man Level Two CD Track 21 Three Blind Mice Level Two CD Track 26 Three Blue Pigeons Level One CD Track 12 Twinkle, Twinkle Little Star Level One CD Track 18 What Time is It? Level Five CD Track 13 When the Train Comes Along Level Three CD Track 39 When You Meet Someone Level Three CD Track 32 Cantos Para Todos Volume III Teacher Manual ESL

CD ONE

CD TWO

Search for the song on the CD player by the Track Number

Level One

Level Four

1 I Come in the Door 2 Row, Row, Row Your Boat 3Hoe, Hoe, Hoe Your Row 4 Ho, Ho Ho 5 Go In and Out the Window 6 Looby Loo 7 Show Me Roy Howard 8 Skip to My Lou 9 Eency, Weency Spider 10 The Mulberry Bush 11 First Counting Song 12 Three Blue Pigeons 13 Baa, Baa, Black Sheep 14 Hot Cross Buns 15 The Days of the Week 16 Hickory Dickory Dock 17 The Muffin Man 18 Twinkle, Twinkle Little Star 19 Early to Bed

1 The Rules 2 Billy Boy 3 Shortning Bread 4 The Farmer in the Dell 5 Betty & Bill's Boarding House Blues 6 I Love My Rooster 7 The Hummingbird 8 Barnyard Song 9 The Principal 10 The Little Shoemaker 11 Cotton Needs Picking 12 Night Herding Song

Level Two 20 Good Morning 21 This Old Man 22 A-Hunting We Will Go 23 London Bridge 24 Count By Ten 25 Five Hundred Miles 26 Three Blind Mice 27 Ten Little Children 28 The Months 29 Happy Birthday 30 Polly Put the Kettle On 31 Mother's Knives and Forks

Cantos Para Todos Volume III Teacher Manual ESL

Level Five 13 What Time is It? 14 The Riddle Song 15 The Sleeping Princess 16 Oh, How Lovely is the Evening 17 Emotions 18 O Susanna 19 Paper of Pins 20 Oh, My Darling Clementine 21 The Bus Driver 22 The Blue Tail Fly 23 Oats, Peas, Beans

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