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This paper provides information about the beginnings of literacy in young children and the skills they need for reading readiness. The paper also describes what is meant by a "quality early literacy instruction" and reading skill development in early childhood settings. It outlines early reading behaviors, including phonemic awareness, concept of books, knowledge of print, awareness of letter/sound correlation and punctuation, and oral reading. It discusses fluency and high frequency words and provides the Dolch Word List of the 100 most frequent words in the English language. The paper next addresses reading comprehension and vocabulary instruction and then discusses music and children, music and the brain (as an important part of multiple intelligences theory), and "The Mozart Effect," contending that the Mozart Effect consciously implemented can have an effect on a child's life. It delineates the teaching strategy of reading using picture books of songs and offers a Read-Me-a-Song Lesson Plan Form and a sample lesson form illustrating interdisciplinary activities and lesson extensions. Lists 79 Songs as Story Books and 8 Songs as Story Books cassette tapes. Also lists 30 relevant Web sites and 14 references. (NKA)

These 10th and 11th grade lessons plans related to the Great Depression and the novel "The Grapes of Wrath" help students to: develop research skills and strategies, such as keyword searches, for finding information; recognize and use the different voices of migrants; and understand the politics of migration and the Great Depression. By examining primary sources, including songs, newspapers, interviews, and photographs of migrant farm workers in California during the Great Depression, students create a scrapbook from the point of view of a migrant worker, providing evidence of the colloquial speech used by the migrants and the issues affecting their lives. Using "Voices from the Dust Bowl, 1940-1941" and Farm Security Administration - Office of War Information (FSA/OWI) photographs, students select photographs and use the sound recordings of voices of the migrant workers to create captions, letters, and/or songs based on these primary sources. The four lesson plans focus on: analyzing a photograph; gathering voices; analyzing issues; and putting it all together. Includes links to the FSA/OWI Photographs and the "Voices from the Dust Bowl," and lists four other electronic and print resources. (PM)

Based on cowboy poetry and songs, this lesson plan presents activities designed to help students understand that Old West cowboys produced a category of literature, people still write cowboy poetry, and cowboy poetry or songs have certain characteristics. The main activity in the lesson involves students in analyzing a classic of cowboy literature and comparing and contrasting 19th-century cowboy literature with cowboy material being produced in the 21st century. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS)

In this lesson for implementation in Grade 3, students will explore the pioneers' and settlers' ways of life through drama and songs. Crossing the prairie, living in a sod house, and the growth of Abilene, Kansas, will be explored in the lesson using drama games, role playing, written text, and songs. The lesson offers an overview; suggests length and grade level; lists subjects and subtopics; cites dimensions of learning and intelligences being addressed; notes materials needed; and points out related textbooks and teacher resources. It also discusses relevant National Standards for Arts Education and other standards. The lesson then provides instructional objectives; strategies; a detailed, step-by-step instructional plan; and assessment and extension activities. (NKA)

Based on an 18th century poem (actually, a song originally) about the Boston Tea Party, this lesson plan presents activities designed to help students understand that taxation of the American colonists by the British led to the American Revolution; all eras have protest poetry or songs; and students can perform and analyze old literature. The main activity in the lesson involves students in analyzing and discussing the poem. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS)

This 25-page "Action Guide" is accompanied by a compact disk that presents sound bites from contemporary rock musicians about their experiences with violence and rage. This interview material is followed by current popular hit songs by Lauryn Hill, Dave Matthews Band, Everclear, Backstreet Boys, Alanis Morissette, and Tori Amos. Many musicians state how music and writing have given them alternative ways to deal with their feelings of rage. The Action Guide includes facts about violence and gives five ways adolescents can help take a stand against violence. These include using conflict resolution, mentoring or finding a role model, using artistic responses to violence, participating in youth crime watch, and advocating against acts of violence. (Contains 36 Web site resources.) (JDM)

This guide seeks to help bring to life the human struggle that was endured in the Campaign for Vicksburg (Mississippi). The guide notes that the Campaign for Vicksburg, which took place from May to July of 1863, was considered the most strategic battle of the Civil War, but more than generals and maps, it featured the common soldier, sailor, and civilian who witnessed a lifetime in 47 days. The guide includes information about the park, the resources available, and planning a field trip. Activities in the guide have age group recommendations for K-12 and each section provides supplemental classroom activities. The guide is divided into the following sections and subsections: (1) "Introduction"; (2) "Banners of Glory"; (3) "Create Your Own Museum"; (4) "Design a Fort"; (5)"Expressions from the Past"; (6) "Messages"; (7) "Mural of the Siege"; (8) "Singing Soldiers"; (9) "Song Analysis"; (10) "Tour Guide Brochure"; (11) "What's My Habitat?" (12) "Woven Histories"; (13) "Wrap Up Activities"; (14) "Civil War Terms"; (15) "Read More About It"; (16) "And in the End"; and (17) "Evaluation." (Contains 57 references.) (BT)

Developed in conjunction with a graduate course and used in classrooms with all types of learners, this paper presents a 6-week unit of study on slavery based on two adolescent novels--"NIGHTJOHN" by Gary Paulson and "My Name Is not Angelica" by Scott O'Dell. After a brief introduction to the unit, the paper presents the 14 activities of the unit: discussion of what the titles of the novels might mean; reader response journals; use of dialect in the novels; research on the historical facts in the novels; response to and debate on the issue of whether students would take in fugitive slaves; main character descriptions; description of moments of conflict in the novels; extrapolation of a scene from each novel; discussion of themes in the novels such as death, life, marriage, illness, and freedom; composition of a "riddle poem" for the theme of the novels; analysis of hidden themes in slave songs; creation of diary entries from the point of view of a slave; creation of a play using the diary entries; and a field trip. Appendixes contain 10 reader response journal ideas, steps in the slavery novel research project, and the outline of the main character sketch. (RS)

A series of class exercises for Italian language instruction based on a song, "La Vita Mia" by Amedeo Minghi, is presented. The song was selected because of its rich literary content and appealing melody. Objectives, in-class activities, and homework assignments are outlined. In them, students listen to the song, discuss the relationship of poetry and song, learn about the singer-composer, learn new vocabulary and use it in different contexts, learn terminology used to analyze poetry, use the song's content to write poems, solve a cross-word puzzle based on the song's content, learn the words of the song, sing it, and watch a videotape of themselves in performance. The lyrics of six additional songs by Minghi are appended; two are translated into English. (MSE)

A manual for the 1996 Louisiana Summer Reading Program is presented in five sections with an Olympic and sports-related theme and illustrations. An evaluation form, a 1996 monthly calendar, and clip art images are provided. The first section covers promotion and publicity, and contains facts about the Olympics, promotion ideas, and sample news releases. The next section contains program suggestions and recipes. Suggestions for decorating the library, including clip art designs, bookmarks, doorknob and bulletin board decorations, and resources for additional clip art designs are provided in the third section. The fourth section contains storytime planners divided into the following age categories: toddlers, preschool-kindergarten, first-third grades, fourth-fifth grades, and sixth grade. The fifth section comprises the majority of the document and provides activities; coloring pages and handouts; costumes; crafts; fingerplays; flannel boards; games, riddles, and puzzles; poems; puppets and puppet plays; songs; and stories. (Contains 463 references.) (SWC)

The Directed Reading Using Music Strategy (DRUMS) is a type of reading strategy that can lead to the teaching of reflective thinking skills, increased reading comprehension and vocabulary, along with increased motivation for learning. Research indicates that contemporary song lyrics aid reading comprehension and can be used as motivational text. A wide selection of song lyrics should be used during the 40-minute lessons. Steps in the strategy are (1) motivation; (2) introduction of vocabulary; (3) setting a purpose for reading; (4) reading; (5) reinforce comprehension; (6) reread; (7) validate interpretations, reflect, and reinforce comprehension; and (8) extend and enrich the lesson. Teachers' and students' positive reactions to the DRUMS procedures suggest that the strategy may be useful in adding variety to the traditional reading class. Contains 26 references and short synopses of 8 novels and related songs. A 19-item list of novel and song titles is attached. (RS)

A manual for the Louisiana Summer Reading Program is presented in 14 sections with a western theme and illustrations. An evaluation form, a 1995 calendar, and a list of audiovisual materials with addresses and prices are also provided. Section 1 discusses promotion, publicity, and programs; and includes sample news releases; program ideas, and recipes. Library decorating ideas and terms are covered in the second section, with directions for making decorations. Section 3 provides storytime planners divided into the following categories: toddlers; preschool-kindergarten; first-third grades; fourth-fifth grades; sixth grade; and all ages. The fourth section presents sample activities and project descriptions. Section 5 contains coloring pages and handouts. Section 6 supplies directions for making costumes. Section 7 provides a sampling of crafts with directions. Section 8 contains fingerplays, and section 9, talks about flannelboard projects. Games, riddles, and puzzles are covered in the 10th section. Section 11 is a sampling of poetry. Puppets and puppet plays are presented in section 12. Section 13 contains songs; section 14 provides stories. The 15th section is a list of resources; highlights include the following: magnets; crafts catalog; quilting; audio; square dancing record supplier; The Louisiana Square Dance Association 1994 LSDA Directory of Member Clubs; and the Hand Weavers Guild of America, Inc. (Contains 483 references.) (AEF)

This manual was assembled to help Wisconsin librarians plan summer children's programming based on the theme "Sportacular Summer." Ideas in the manual were submitted by more than 45 Wisconsin librarians and gleaned from similar manuals in 5 other states. All materials have been designed to reflect a spirit of fun and to encourage delight in recreational reading. Part 1, "Planning and Promoting Programs," examines generalized fundamentals of planning, promoting, and evaluating programs. Part 2, "Decorating the Library," offers tips for decorating and display ideas and for creating thematic bulletin boards and name tags. Part 3, "Programs and Activities," outlines suggestions for the actual "Summer Sportacular" programs, including guest speaker possibilities, games and activities, sample programs, booklists and audiovisual recommendations, craft ideas, and a sample skit. Part 4, "Giveaways and Games," contains theme-related clip art, puzzles, word games, mazes, coloring pages, and answer keys. Part 5, "Performing Artists," contains a directory of performers from around the state and a performer evaluation form. Part 6, "Sources and Resources," contains lists of professional reading and resources for the hearing and visually impaired, catalogs and other resources. (BEW)

The curriculum is designed to introduce Korean language and culture in grades 4 and 5, and consists of a teacher's manual and student activity book. The teacher's manual contains: an introductory section describing the curriculum's content and objectives, making suggestions for classroom interaction and discussions, and listing needed instructional materials for each unit; 19 lesson plans, each outlining objectives and procedures; and visual aids, games, recipes, readings, and other supplementary materials; and an annotated bibliography of 48 additional resources. Unit topics include: introduction to Korean culture; the Korean alphabet; greetings; the role of language; spelling and writing in Korean; schools; classroom relationships; identifying objects; counting and calendars; introducing oneself and others; family; Korean neighborhoods; food and markets; Korean communities in the United States; and national holidays and festivals. The student activity book contains exercises for the 19 lessons and the same visual aids, games, recipes, readings, and bibliography. (MSE)

This curriculum is designed to introduce Chinese language and culture in the elementary grades, and consists of a teacher's manual and student activity book. The teacher's guide consists of an introductory section, which outlines the rationale, objectives, suggested teaching techniques and materials, and language and culture content of the curriculum, and a series of 15 instructional units. The units contain suggested instructional objectives and materials, procedures for classroom activities, song lyrics, visual aids, and extension activities. Unit topics include: China's land and people; where the Chinese live; introducing oneself; greetings; friends; Chinese geography; daily life in China; numbers; the Lunar New Year; family; games and social activities; the household and locating items; colors; clothing; and health and illness. Contains several reference lists and bibliographies. The student activity book contains readings, visual aids, and exercises. (MSE)

This resource guide for the early childhood professional contains creative art activities, active learning experiences, interactive bulletin boards, teacher-made materials, simple cooking projects, inviting fingerplays, songs, and music. The activities are planned to stimulate children's curiosity and senses. Through experiencing these activities, children can develop an understanding of: why people need food; the different kinds of food and where they come from; and the different kinds of families and the activities they share. Following an introduction, the activities of the guide are arranged in the following 13 sections: (1) art activities (includes recipes for play dough and clay); (2) books (list of books relating to topics in package--author, title, ISBN number, publisher/date, and recommended age level); (3) bulletin boards; (4) chants, songs, and games; (5) cooking activities; (6) drama and movement activities; (7) dramatic play; (8) field trips/resource people; (9) finger plays; (10) math activities; (11) science activities; (12) sensory activities; and (13) teacher-made materials. (TJQ)

This manual was designed to help Wisconsin librarians plan their 1994 summer library program based on the theme: "Rock 'n' Read." The ideas in the manual were contributed by Wisconsin librarians and were culled from recent program manuals in other states. Part 1, "Planning and Promoting Programs," examines the planning aspects of programming, including fundamentals, program participants, elements of planning, elements of promoting, and evaluating programs. Part 2, "Decorating the Library," gives decorating ideas, bulletin board suggestions; and name tag suggestions. Part 3, "Programs and Activities," contains programs for primary, middle, and upper grade levels based on the "Rock 'n' Read" theme. This chapter contains special ideas; sample programs; booklists and audiovisual recommendations; games and activities; and craft ideas. Part 4, "Games and Giveaways," contains clip art to use for decorations, bookmarks, and announcements; puzzles and word games; and mazes and coloring pages. Part 5, "Performing Artists," contains a list of performers for programs. Finally, Part 6, "Sources and Resources," lists professional sources to aid librarians with programs, including resources for the hearing and visually impaired. (JLB)

This guide contains profiles of 16 activities for young children to participate in while attending camp. Each profile contains the theme of the activity, a list of materials needs, a description of the activity itself, and an explanation of the teacher's role in the activity. The activities focus on: (1) songs and dances; (2) dramatic play; (3) puppetry and story telling; (4) parachute play; (5) picnicking; (6) cooking; (7) making bird feeders; (8) creating nature collages; (9) working with clay; (10) sorting and classifying; (11) making leaf imprints; (12) constructing leaf bracelets; (13) hide-and-seek; (14) star gazing; (15) watching camp fires; and (16) bug collecting. A list of children's books with a camping theme is included. (MDM)

Mexican and Central American cultures are a blend of Native American influences and Spanish traditions and religions. These are seen in aspects of Mexican and Central American celebrations. This book explores those celebrations through activities in art, folk and classical music, dances and fiestas. The book is organized into two sections to provide maximum flexibility of usage and encourage the integration of these resource materials into the curriculum. Section 1: "Fiestas," contains a yearly plan of fiesta celebration ideas. Each fiesta is explored through "Background Information,""Enrichment Activities," and "Global Awareness" questions. Section 2: "Resource Bank," includes instructions for many of the activities introduced in the first section. The Resource Bank is organized into: "Arts and Crafts"; "Foods"; "Music"; "Flags"; "Maps"; and "Bibliography." (MM)

Daily transitions in early childhood centers and classrooms include periods when children are completing one activity, preparing to begin a new activity, and moving from place to place in a room or building. Transition activities involve teaching techniques that prepare learners to listen, relax, sit down, move between locations or activities, and apply their learning. Criteria to consider when planning transition activities include the purpose and length of the activity, activities that precede and follow the transition activity, materials needed, space available, and the amount of teacher direction required. Activities suggested for transition times relate to children's: (1) arrival at the center; (2) cleaning up and putting away materials; (3) preparation for activities; (4) relaxation; (5) need for quiet times; (6) preparation for listening; and (7) movement from place to place. A list of songs for the teacher and children to sing during transition times is provided. (BC)

Reading strategies can be taught at various grade levels using songs as texts. The thought-provoking song "The Greatest Love of All," sung by Whitney Houston, was used with a group of sixth-grade students, using the Reading/Singing strategy. The steps in the reading lesson were: (1) motivate the children so they will eagerly anticipate the lesson; (2) introduce the vocabulary in the song; (3) set a purpose for reading/singing the song; (4) read or sing the song's words; (5) ask questions pertaining to the song; (6) sing the song again; (7) incorporate skills or strategies into the lesson; and (8) extend/enrich the lesson. When using lyrics for reading material as opposed to basal texts, reading pressures are fewer, topics of discussion are often deeper, and overall successes are great. (RS)