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Test my Jazzles ELA in PreK – G1; it’ll beat any other curriculum program!

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50 Benefits Jazzles ELA Will Deliver You!

I’m just a teacher but I’m very proud to have achieved what the BIG publishers haven’t.
I’ve created, produced and funded a creatively complete, extensive multimedia ELA program that grabs kids’ attentions and propels them into a world of creative literacy.
This is all because of the multitude of advanced, mostly unique, learning strategies I’ve incorporated into the design of the program.
Scroll this page and read 4 – another 26 at least to come!

So here’s the challenge to the big publishers. Use some of the monies you earn from the testing market (anywhere from $400 million to $700 million) to create pedagogies for our 21st Century kids that will actually break through the last 50 years of failure to achieve mass levels of reading proficiency.
That is what all the research and teacher usage shows Jazzles can do.
But I need more than the one state that has signed on to use the Jazzles IP.

Getting You Started!
I’ve given you 50 dimensions in this video! Yes 50!! And it’s set to some of my jazzy music to aid the mnemonics!
DEFINITION:‘Grabs attention’ = near to 100% – think of the difference that will make everyday to your teachers and their students – particularly the disadvantaged.
It is truly game changing!
Note: A 2007 PISA (OECD) study, showed levels of ‘engagement’ was the single factor that differentiated the nations with the highest and lowest levels of student achievement.

Key Point
I’ll pitch Jazzles ELA against any PreK-G1/ESL curriculum program. It will win hands down! If you’re a DoE, ISD, School, Teacher (inc. ESL, SPED), just try it!
YouTube Video

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Using ‘Whole-Part-Whole’ processing to teach the structure of a ‘Narrative’ text

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Here’s an actual classroom experience demonstrating the value my ‘Whole-Part-Whole’ approach. (See number 3 in the Jazzles Advantage Series.)

Whole
I used the Jazzles ELA ‘Fat Fish’ animated song, with its Matching Captions, to teach year 1 and 2 students the structure of a ‘narrative’.
This ‘song’ story clearly demonstrates an ‘Orientation’, ‘Sequence of Events’, ‘Complication’ and ‘Resolution’.

By repeated singing with actions and percussion-playing to the ‘Fat Fish’ JazzleOke 1, students were thoroughly immersed in the vocabulary of the lyrics.
They understood it and could recall it.

Students then had enormous fun, by taking turns miming the human characters, the flies, seagulls, palm trees and ocean waves to the audio backing of the song.

This dramatic performance consolidated the sequence order of the story and its comprehension.

Part
We discussed the structure of a ‘Narrative‘ in terms of this story.
Then in pairs, children were given 4 images to sequence. They discussed and then matched them with ‘Orientation‘, ‘Complication‘ and ‘Resolution‘ labels.

Next, I made 5 sentence strips (only very slightly adjusting the text to include character names).

Together we read them out loud, and I had to smile as the children automatically broke into song. They began singing the familiarized vocabulary they were reading!
Those who may have struggled if they couldn’t read the text, were free to concentrate on the literacy purpose of this activity!

Whole
Again in pairs, students cut out the sentences, arranged them to match the images, and then read the whole text.
Outcome!
I don’t believe that those children will ever forget how to construct a ‘Narrative’.

Importance
“..studies in the 1980s and 1990s have suggested that there is little reading comprehension instruction in schools…. We desperately need to understand why many teachers do not focus directly on comprehension strategies and routines, and we need to learn more about how to help teachers provide good comprehension instruction.”

“The early work documented the significance of attention to text structure, pointing out that students who are…more knowledgeable about text structure recall more textual information than those less knowledgeable…. It also suggested that knowledge is not enough; students must actually follow the text’s structure in building their recall in order for the effect to be realized; not surprisingly, more good than poor readers are inclined to do so.”
(‘Effective Practices for Developing Reading Comprehension’ Duke, Nell and Pearson)

Take-Out!
“A central question is,” asks Duke, Nell and Pearson, “how can and should teachers embed all these research-documented practices into a curriculum?”
As you can see Jazzles ELA is a great start! The basis is all in the Lesson Plans – that’s why we call them ‘Advanced ELA’!

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Too Poor For Pencils But Richer for JazzleOke!

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“We have kids on the honor roll at school now that have NEVER been on the list. Thanks to your wonderful creation.”

What more can I ask? JazzleOke showed its power to engage the ‘educationally at risk’ in the small coal mining community of New Canton, Virginia with children from (mostly) single parent homes with an average income of $22,000 pa.

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Placing Emphasis on Vocabulary.

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It is great to see how Jazzles is aligning itself to the Common Core and is placing emphasis on Vocabulary.
My students, especially in the area of Math, struggle with word problems and extended response questions because they do not grasp the terminology used. So I think it’s great what Jazzles is incorporating, and at an early stage. I love that it is so child friendly and has many resources that tap into the different learning modalities. I will definitely update.

New York teacher- Kindergarten and 1st Grade Special Ed.

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4: Reading-Songs and VAK Engagement – Strategies Making the Jazzles Difference!

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Here’s today’s challenge!
As an educator, have you ever heard of any publisher focusing on engagement as the single most important contributor to our children’s learning outcomes?
Yet a major, 2007 PISA (OECD) study, shows levels of ‘engagement’ is the the single factor that differentiates nations with the highest and lowest levels of student achievement.

A few days ago, I said I’d pitch Jazzles ELA against any PreK-G1/ESL curriculum program, knowing from experience it will win hands down!

So impressed was this Missouri kindergarten with Jazzles, she wrote a brilliant thesis that explains why Jazzles works.

My kindergarten students sing along with the Jazzles songs constantly and I was astonished to see how much their (DIBELS, Scott Foresman Reading Street and Reading A-Z) scores improved after incorporating the JAZZLES songs. Using actions helps with the total brain stimulation and actually rote memorization as well.

So here’s why I’ve spent my own money creating multimedia resources that emotionally and intellectually engage at extraordinary levels, while also creating harmonious, happy environment, that produces spectacular results.

Why children ignore school bells when Jazzles is around!
As a teacher, I have designed every aspect of the program to do the heavy lifting in terms of VAK engagement, internalization and recall.

So what does the heavy lifting? What creates mixed class unity?
It’s the Jazzles song-powered multimedia resources integrating with performance that ‘dynamizes’ highly engaging VAK learning.

Think of Jazzles as ‘American Idol’ for literacy!
Apart from the amazing memory power of music and song, we have all experienced the power of group singing to motivate and elevate feelings.

Technically, Jazzles songs can be scientifically described as ‘ear-worms’ – ‘a piece of music that gets stuck in your head so you hear it, even when it‘s not being played’. Uniquely, Jazzles applies ‘ear-worms’ strategically and comprehensively to its English Language Arts System – specifically targeting beginning reading skills and oral English.

Leaving animation aside, Jazzles songs are prolifically alliterative. Children love alliteration that in songs, acts as a very powerful, language mnemonic – particularly in developing Oral Vocabulary, Phonological Awareness and Alphabetic Principle – 3 of the five most important predictors of future literacy success.

JazzleOke 1 – it’s a powerful, scaffolded ‘pot-pourri’ of VAK-ELA learning!
Singing, cartoons, captions, involuntary/repetitive movements of hands
and feet moving in synchrony … no other program moves children to learn like Jazzles ELA!!

The emotional engagement of group singing and animation enhances the meaning of the ‘matching captions’ – and the ‘matching captions’ in turn incorporate built-in phonological learning.
That’s why each Jazzles ELA unit is a ‘learn to read’ power pack!

Every time students, interact with a JazzleOke 1 they are seeing, hearing, singing, and moving by tapping, dancing or playing a percussion instrument to the beat, performing by miming or using actions. Every child’s learning style profile is engaged for optimal learning.

AND, they are actively learning the 6 big beginning reading skills while happily practicing oral English!

Jazzles song-themed Lesson Plans expand and consolidate with the social interaction of Visual and Performing Arts.

Following on from JazzleOke1’s interactive learning, your ‘reading stars’ can perform ‘karaoke style’ to JazzleOke 2 and JazzleOke 3 with backing tracks. Their fun performances effortlessly practice reading skills (L- R tracking and return sweep, one to one correspondence, letter/sound/word correspondence) and oral English while developing confidence!

For those interested in educational frameworks based on research in the learning sciences, Jazzles is following the three core principles of the Universal Design for Learning:
• multiple means of engagement (VAK)
• multiple means of action and expression(Visual and Performing Arts)
• multiple means of representation

Name another beginning ELA/ESL program that has children so eagerly and happily practicing!
Don’t believe me! Just download the free install and try it. Observe your class – now tell what child is not engaged by the humor and antics in these colorful song powered cartoons?

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