Amanda Anderson Ch.

11

Chapter 11 Basic Learning

Basic learning: ball bouncing/throwing, catching, action/reaction games, directionability, sequencing, telling time, days of the week, social studies, numbers/counting, music/language development, spelling, and reading.

Ball bouncing, Catching, and Throwing Skills Children with co-ordination problems are often poor at this. Being accepted and playing ball games with others builds self-confidence. Improvement in this area will also help with eye/hand co-ordination and listening language development. Partners o Pair with teacher first. o Roll ball back and forth, say pass pass pass or ball ball ball the progress to roll roll roll and throw throw throw, then bounce bounce bounce. Keeps beat and helps language development.

Pg. 198 Pass the Ball song o Pass the ball, pass the ball pass the ball to me, pass the ball, pass the ball, its so easy youll agree. o A great little song to use in a circle formation and pass the ball as you say pass.

o Can progress to roll/throw and add in other objects to develop language development. Pg. 198 The Ball o I throw the ball to Johnny throw it back to me. o The leader throws the ball to the child he calls on and throw/roll, bounce it back. Pg. 199 bounce the ball to the beat of songs and poems. o Start with large, easily grasped balls (beach balls), and then move onto smaller ones.

Action and Reaction Games Bounce the ball o Bounce a ball in front of a group of children. Each time it hits the floor they have to clap. Vary the tempo. Catch the ball o All stand in a circle. Bounce a ball in the middle of the circle and the same time call out the name of one of the students. That student must run and catch the ball before it bounce more than one time (two or three depending in their ability). Sit or stand in a circle o The leader claps once, the person next to him or her claps once, and so on around the circle. Maintain a steady pace. The leader sends two claps around the circle starting the second when the first is two or three people in.

Send two claps in opposite directions Hold hands and send a squeeze around the circle. Mirror game o Work in pairs. Choose one to be the doer and one to be the mirror. The mirror copies what the doer does.

Directionality Pg. 200 poems o The bench: to the front, to the back, then stand to one side. Run around it once or twice, let your body glide. On top and then beneath, over, under too, now you know directions, well stop because were through. o Provide high benches for the children to crawl over. The Car/Doll in the box o I put the car in the box, and then I take it out. I put it beneath and then on top and move it all about. I move the car to one side, to the other side, right now, far away, very near, its good that I know how.

Sequencing Nearly all subjects are based on sequencing: language-sound, Math-numbers, history-events. Include as much sound, objects, movements, words, songs as childrens ability can permit.

Sequenced objects

o Have two sets of different objects, put one into a sequence and have students arrange the other set to match. Doll truck doll truck. Or drum triangle apple Sequenced movements o Perform a number of movements in order, and then have the students copy these in order. o Turn around once-squat down. Or walk four steps, turn around once, clap four times, squat down. Sequenced sounds o Voice and mouth sounds: make a sequence of sounds with the voice and mouth (high, low, babbling, sucking, clucking) the students then copy it. o Body percussion: clap your hands four times, pat your knees four times, and stamp your feet four times, the children copy. o Clapping rhythms: clap (or pat) short rhythms and children copy. o Instrumental sounds: place two sets of instruments on opposite sides of a table. One child stands with his back turned while the leader plays several instruments in a particular order. The other child turns and plays the instruments in the same order. o Sequenced words: sequencing words by themselves is fairly difficult, but if these are part of a game all goes more smoothly. I had a Band: (like I went on a trip) I had a bag and in it I had a drum (child plays drum) etc. keep adding instruments and the names of them.

o Sequencing songs: many songs depend for their sense on sequencing. The words must be added or remembered in a particular order to tell the story. Ex: The Gingerbread Man, The Old lady who swallowed a fly). Telling Time Musical Clocks o 12 children stand in a circle like a clock, then one child is the hands. Play a clock song (syncopated Clock or Dance of the Hours) wen the music turns off the hands chooses a time, the students says what time it is, and they chose an action for everyone to do. Days of the Week Pg. 204 Its Monday: Its Monday, its Monday the first day of the week, (repeat 3 times) and we can go to school. Change to the day of the week and end sentence such as its Sunday we go to school tomorrow. Or its Saturday we sleep in late. Months of the year Count knuckles

Social Studies Sing songs about: o The neighborhood and its helpers o The city, country, and farm life.

Numbers and counting Pg. 205

1 2 3 4 5 I caught a fish alive 6 7 8 9 10 then I let him go again. Why did you let him go? Because he bit my finger so, which finger did he bite? This little one on the right. 5 little monkeys jumping on the bed., 5 in the bed and the little one said roll over roll over so they all rolled over and one fell out

Patterning: Music activates can reinforce the recognition and understanding of patters. Patterns are the basis of mathematics. o Ab aba aaba abacada o The ants go marching, one finger one thumb keep moving.

Music and Language Development There is rhythm, accent, melody, tempo, dynamics, form, and texture in both music in and language. Babblings: a while convo can be carried out in babbling and great meaning can be conveyed by inflection, dynamics, and range. Say what you are doing-pick up say up up up or wash wash wash wash, nose nose nose. Make small speech rhythms with constanants: ma ma ma ma ma ma moo Ill tickle your tummy because I love you. Da da da dee da da dee lets play peek a boo you and me. B-I-N-G-O substitute a clap for each letter dropped, try a version with there was an animal in the zoo and tiger was his name oh. Jelly in the bowl: jelly in the bowl, jelly in the bowl, wibble wobble, wibble wobble, jelly in the bowl. Substitute for other household things. Bacon in the pan, sizzle sizzle, ect. Pass It On: red balloon, pass it on, red balloon, pass it on, red balloon, pass it on, stand up when the music stops. Jump up and down with the red balloon, turn around sit down.

o Sit in a circle o Change the object, color, and action. Spelling Rhythm of words: clap the rhythm of words. Clap the rhythm of longer words in syllables. Repeat a word several times and make up a chant to help fix it in the brain. o B-a-l-l spells ball. P-u-r-p-l-e I like pur-ple Pg. 218 I Cant Spell Hippopotamus o I can spell hat. H-a-t I can spell cat c-a-t. I can spell fat f-a-t/ but I cant spell hippopotamus. H-i-p-p-o ik then comes P-o-t, but tats as far as I can go, and thats what bothers me, gee! Reading Singing songs/ chanting nursery rhymes can build the type of child centered vocabulary children need. What do letters say? o Hold up a letter A card chant the following using a sound the letter makes. o Ah-ah- ah ah ah the let-ter A says ah. o The children echo it while clapping the same rhythm. The Alphabet song o Sung to the tune of Twinkle Twinkle Little Star o The letter A says ah ah ah, ahahah ahahha, sing with me sing with me, soon youll know your abcs the letter A says ah ahah ah ah ah ah ah ah a. o Change it up to two es together say ee ee ee

o C, h together say ch ch ch Musical Letters o Stand in a circle holding letter cards. One child walks around the circle to music or a drum beat, when the music stops he takes the card of the person he is standing beside and chants: the letter o, the letter o. o o o o the letter o o Everyone repeats the chant while the tow children change places and the game continues. Make letters from sandpaper, flet, plasticine, wood to introduce another learning modality-the tactile. Braille letters can also be used this way. Illustrated song books o Focus attention and encourage reading. o Teach song first then sing with the book Word recognition o Flash cards: make cards of new words for a song and hold these up as the song is sung. o Jigsaw: take the title or the lyrics of a song and write them on a card. Cut the card into shapes to make a jigsaw puzzle. o Picture books: have students draw pictures of the events in a song or poem and put these together to make little books. Lyrics as a reading exercise o Everyone listens to a song, sing the song together, listen again several times while reading the words o Put key words on cars and hold them up while singing the song.

o Write out lyrics leaving blanks-students fill in the correct word or phrase o Jumble up the words o Find synonyms and antonyms for the words. o Retell the story of the song in own words. o Write lyrics for own song. Dramatization of childrens songs and stories o Great for non-verbal students, use puppets and sound effects. o The Three Little Pigs Use finger puppets, woodblock as knocking on door, claves as pigs running to the next house, huffing and puffing sounds by running a hand over the drum, slide whistle for wolf coming down the chimney-then quickly back up, loud drum when the wolf falls in to the water. o The Gingerbread Man Run run as fast as you can, you cant catch me Im the gingerbread man. Use xylophone up with CDEGA and have students play/sing the above each time it appears in the story.