HOW TO USE JAZZLES RESOURCESA brief overview.

Add Your Own Creativity!

This is a very brief overview using the Jazzles unit - 'Fat Fish' (fF) - as an example. Each of the 26 units has the same resources.

As teachers, we will each have our own creative ideas to add as well as those arising from student-initiated co-constructed and individual projects. As a teacher, I would love to share; so please post to the 'Teachers Blog' on this site.

Read the Jazzles Lesson Plans First!

Think of all the benefits you will enjoy with 'whole-class' engagement! Just by following the Lesson Plans, your class will be totally engaged - emotionally, intellectually and communicatively. In particular, before playing JazzleOke 1, introduce the animation and ask your students one of the suggested focus questions. Instead of 'passive' watching, this will concentrate their engagement as they watch/sing along to the animation. In particular use the suggested literal, evaluative and inferential questions for developing vocabulary, comprehension and visual literacy. Be prepared to manage students bursting to express their thoughts and feelings! The Lesson Plans integrate the extensive multimedia resources with cross-curricula learning based on practical classroom experiences.
Read more - download free lesson.

JazzleOke1 Learning Activities:

(The key multimodal resource to begin each unit.)

  • •   From viewing the opening image, make predictions about the song-story.
  • •   Before playing JazzleOke1, give children a task:
        "I want you to look for the message in the song."
        "Why was Tazz sad?" Etc.
  • •   While viewing, children gently tap their knees to the beat.
  • •   Discuss the answers and theme.
  • •   Think critically and inferentially about the text.
  • •   Make connections to the text by sharing personal experiences or knowledge.
  • •   Choral sing the words while tapping to the beat.
  • •   Identify known words.
  • •   Discuss unknown song words and phrases for comprehension.
  • •   Google for deeper/imaginative understanding of song words or concepts.
  • •   Focus on visual literacy and augmented language.
  • •   Make predictions about what might follow the song story.
  • •   Create a set of actions to match the words and phrases.
  • •   Some students play percussion instruments as the others sing with actions.
  • •   Clap the performers.
  • •   Discuss the alliteration.
  • •   Use the pause function so children can identify the target letter in a word and its primary initial sound.
  • •   Identify upper and lowercase target letters.
  • •   Dance, mime or create a dramatic performance to the song.
  • •   Compose, draw/ paint/ model a song scene. Share with others.
  • •   Pair and circle share using internalized sentence structures from the song with connectives ( but, so, and, because) to extend oral vocabulary.
  • •   Create interviews basing questions on internalized song sentences.
  • •   Co-construct projects or performances using students' imaginative ideas.
  • •   Film 'interviews', dance, drama or performances for reflection.
  • •   Repeat singing interactions until the lyrics are internalized and recallable.
Note 1: Use JazzleOke 1 any time to focus the class after recess or between sessions.
Note 2:This module is ideal for English Learners. It is stress free practicing of pronunciation without embarrassment or anxious feelings.

JazzleOke2 Learning Activities:

(After song lyric is thoroughly learned.)

  • •   Choose 1 or 2 karaoke singers. Give them toy/craft microphones and a 'star' position on the floor.
  • •   View JazzleOke2. The karaoke singers perform to the musical backing track and follow the words as they scroll 'left to right' (practices 'left to right tracking' and 'one to one correspondence').
  • •   The others sing with actions or play percussion instrument players.
  • •   Clap the karaoke singers and instrument players at the end.
  • •   Whole class karaoke ( children sing with their 'craft-made' or 'pretend' microphone)
  • •   Perform the song using imaginative role play.
  • •   Plan JazzleOke Friday as a regular feature. Children (and parents) love it!

JazzleBook 1 Learning Activities :

(JazzleOke1 transformed into an interactive comprehension book.)

  • •   Introduce the interactive book version as a whole class activity. Students take turns to choose the correct image or word.
  • •   Use for independent, oral reading/comprehension.
  • •   Use as a Literacy Group activity.
  • •   Use as a 'computer time' activity.

JazzleBook 2 Learning Activities:

(JazzleOke1 transformed into an audio reading book.)

  • •   Introduce this interactive book version initially as a whole class activity.
  • •   Identify Book features.
  • •   Children listen to each page of modeled reading and repeat as shared reading.
  • •   Identify and demonstrate use of punctuation.
  • •   Turn off sound and children read together or individually.
  • •   Practice phrasing, pitch and intonation and oral reading fluency.
  • •   Children identify sight words, nouns, verbs, contractions, etc. by 'clicking' on them to see them highlighted and hear them pronounced.
  • •   Independent oral reading practice to develop expression, tone, pitch and volume to enhance meaning.
  • •   Literacy /Reading group activity to develop prosody and fluency.

JazzleOke 3 Learning Activities:

(For 'JazzleOke' performances and whole text reading.)

  • •   Karaoke Performance ('JazzleOke Friday') Children use a toy/craft microphone to perform karaoke style for an audience (can dress up - with backing singers etc).
  • •   Whole class singing while tracking 'left to right' and 'return sweep'.
  • •   Identify target words (sight/spelling /parts of speech/ contractions, etc.) within whole text (Whole/Part/Whole learning).
  • •   Identify or demonstrate the purpose of punctuation.
  • •   Individual or shared oral reading (without singing to the audio backing).
  • •   Dramatic/ musical performance.
  • •   Film for reflection and review.

Jazzles Printable Activity Pages

Integrated 'song-themed' Resources

Note: Use the printable pages on the electronic whiteboard for whole class teaching. Use printed pages for individual/pair activities in group literacy time or for evaluation.
Play the relevant Audio Backing Track to focus the group or while children are doing activities so they can sing along and practice oral English.

Lyrics Page and Bold Lyrics Page Learning Activities:

  • •   Highlighting focus alliterative words on the electronic whiteboard or Lyrics Page as hard copy.
  • •   Highlight focus sight/high frequency/grammar words.
  • •   Choral singing to Jazzles Audio Backing Track while following the words and reading the song text as its sung (pointing/ tracking one to one, left to right and return sweep).
  • •   Demonstrating the purpose of punctuation.
  • •   Identifying upper and lowercase letters.
  • •   Reflective evaluation.

Craft Page Learning Activities:

  • •   Visual art/craft (collage/painting/coloring of a lowercase letter).
  • •   Communicating using alliterative adjectives.
  • •   Tactile spelling using completed craft letters.
  • •   Collaborative learning( negotiating, sharing, taking turns)

Activity Page Learning Activities:

  • •   Cut/ paste/color.
  • •   Reading with comprehension.
  • •   Word identification.
  • •   Handwriting ( trace and write).
  • •   Oral reading.
  • •   Reflective evaluation.

Dictionary Page Learning Activities:

  • •   Recording words from each song.
  • •   Ordering words and pages alphabetically.
  • •   Recording new words alphabetically.
  • •   Referencing words for writing.

Read and Color Page Learning Activities:

  • •   Reading accurately (one to one correspondence).
  • •   Reading with phrasing, pitch and intonation.
  • •   Coloring (small motor).
  • •   Identifying images with target initial-letter sound.

Storyboard Page Learning Activities:

  • •   Joint construction.
  • •   Joint construction of a word bank.
  • •   Modeled writing.
  • •   Independent writing.
  • •   Recording using digital technology.
  • •   Illustrating and writing.
  • •   Editing and Reflecting.

Building Literacy and Technology Confidence

Jazzles Interactive Games


•   Playing Jazzles interactive games enables children to perform at their own pace while developing logic, critical thinking and spatial memory.
•   The games are designed to reinforce language including vocabulary, modeled pronunciation, modeled reading, word to picture associations as well as extending phonemic awareness, listening, and spelling.
•   The games also help children build familiarity with hundreds of useful words in addition to those in the lyrics - many that should be introduced to children earlier than is the current practice. Examples include: airport, ambulance, doctor, nurse, cashier, etc.
•   By dividing the class into teams, you can use them to develop cooperation and communication skills.
•   Technology skills developed include navigation as mouse skills of click, hold down, drag, drop and release.

Flap Learning Activities:

(2x versions played individually, in pairs or teams)

  • •   Using memory for 'picture-picture' matching.
  • •   Using memory for 'picture-word' matching.

Listening Learning Activities:

(Played individually, in pairs or groups)

  • •   Listening to a spoken word then matching its image.
  • •   Developing initial sound fluency.

Matching Learning Activities:

(Drag and drop - played individually, in pairs or groups.)

  • •   Using visual discrimination and decoding the 1st two letters of a word to match its image.
  • •   Learning letter/sound/word associations.

Puzzles Learning Activities:

(Played individually, in pairs or teams)

  • •   Practicing Digital technology Functions: Drag and drop
  • •   Using Visual discrimination and spatial processing to match images
  • •   Reading

Sweeper Learning Activities:

(Played individually)

  • •   Visual discrimination.
  • •   Staying on task for a set time.

Coloring Learning Activities:

(played individually or in pairs)

  • •   Creative thinking.
  • •   Digital technology Functions: Drag and drop, paint box, trash function.
  • •   Visual/graphic art.
  • •   Learning letter/sound/word associations.

Tracing Learning Activities:

(Played individually or in pairs)

  • •   Practicing the 'Order of the Alphabet'.
  • •   Recognition of Uppercase letters.
  • •   Learning letter/sound/word associations.

Contact info
  • Lesley Beth
  • CleverShow Corp DBA Jazzles
  • 112 N Curry Street
  • Carson City
  • Nevada 89703-4934
  • +1 530 687 6305
  • lesleybeth@jazzles.com
  • JazzleOke
International Contact
  • Kevin Condon
  • OSS Pty Ltd
  • 68 Louisa Road,
  • Birchgrove NSW 2041
  • Australia
  • +61 2 9810 2784
  • kcondon@jazzles.com
  • CleverShow Corp DBA Jazzles