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‘The Arts’ of Reading Excellence

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So much emphasis on English and math testing to the annihilation of the arts!
The tide has turned!

All over the country, parents want to know what creative arts programs their children will be offered.
They understand the benefits of creativity through music, art and drama.
Above all, they want their children to be eager to go to school, socialize with their peers, as well as having learning confidence!

Teachers are overwhelmed with overcrowded curricula.
Cut backs have chewed into music, performance and visual arts programs.
But now, even governments are recognizing the positive evidence for including the Arts in schools

But what if Visual and Performing Arts became the medium through which children learn to read, write and communicate?

That’s what Jazzles ELA does. It uses the Arts to absolutely power vocabulary, phonemic awareness, print awareness, letter-sound correspondence, comprehension and fluency through its ‘learn to read’ songs and themed activities.

Jazzles amusing, animated and ‘captioned’ songs, simultaneously engage visually, kinetically and aurally – so every child’s learning style is addressed. Optimized, and mostly intuitive, children are learning all the 6 beginning reading skills through hearing, singing, following the words while performing ‘karaoke (they love that!), miming, dancing and playing percussion instruments to the beat.
Children are interacting socially through choral singing and performance, to learn, automatically and happily, initial sound frequency, high frequency/sight words and grammatical information – all in alliterative, song stories with meaning! It’s all fun practice and never rote.

Afterwards, children collaboratively work in pairs or groups to re-purpose internalized song sentences and research related topics to become script-writers, TV reporters or producers of mini dramas. You can even video these performances for review!
It’s massive, creative engagement – powering contextual vocabulary and oral language delivery – as well as non-cognitive skills of co-operation, performance, confidence and self-esteem.

And after school, brimming with confidence, your students will go home and ‘teach’ their parents and siblings the songs they’ve learned, showing off their word power while explaining the roles they’ve played!
Even if their parents can not functionally read, they can sing a song..
So now there is positive ‘schools to home connect’ with literacy benefits!

Jazzles ELA has a ‘learn to read’ package with over 400 scaffolded, song-themed, interactive resources integrated into its research-based methodology and pedagogy. Two independent theses prove it works at exceptional levels.

We all know the recall-power of music and song!
Just watch American Idol and see the judges sing every memorized word along with the performers!
Music, performance and coral singing engage students. Every teacher understands how beneficial that can be!

Compare Jazzles ELA to other early reading program relying on rote practice and sight word cards!
Which do you think students would rather?

Could marrying Creative Arts with Language Arts be the ultimate solution?

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Making it all worthwhile!

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Just got in the best news of the day from a great teacher, Judy Toscano, a Headstart PreK teacher at Schulze Elementary School, Texas. 
“Took a look at the new Jazzles ELA interface. It’s great!  Love the menu on the side. I think it will be easy for the children to navigate.  Also like the different levels of the JazzleOke, great for all levels of learners.
As for how my 2011-2012 students are doing, the pre-k 4 teachers and the kindergarten teachers can see a huge difference between my students that have used Jazzles and other students that have not. 
They demonstrate a more advanced vocabulary and have letter names and letter sounds more developed.  My students also show better scores on the assessments we administer then the other pre-3 classes on my campus.” 
While I designed Jazzles for Kindergarten and Grade 1, it’s ongoing success in PreK is amazing. Thanks Judy. Appreciated.

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2: Ear-Worms – Strategies Making the Jazzles Difference!

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As a teacher, I have designed every aspect of the Jazzles program to do the heavy lifting in terms of VAK engagement, internalization and recall.

So What does the lifting?
Jazzles uses song-power and performance to engage VAK learning.
Think of it as the ‘American Idol’ for literacy!
Technically Jazzles is full of songs that are scientifically described as ‘ear-worms’. These are defined as ‘a piece of music that gets stuck in your head so you hear it, even when it is not being played’.

Jazzles Ear-Worms – a Huge Difference to Any Other ELA Program!
Uniquely, Jazzles applies ‘ear-worms’ strategically and comprehensively to English Language Arts’. The ear-worms are specifically composed to target beginning reading skills and oral language using my interactive reading songs resource – JazzleOke 1.

As explained yesterday, here’s one example of an ear-worm benefit. When a child is struggling in reading, they can automatically remember the sounds of the letters by recalling the songs – even when it is not being played. Another very strong benefit is predictive reading skills – developing at an early age the ability to predict in advance the most likely next word(s) in a sentence or phrase before actually reading them.
For example, ‘wake up‘, ‘love my‘, ‘lots of‘.
Without predictive reading skills, children will labor in reading and understanding. Predictive reading skills are also essential for our ESL/ELL students.

As research shows, with ear-worms, we are able to hear a song perfectly within memory. The ear may not necessarily be hearing the music, but the brain will hear it perceptually.

Ear-Worms, Phonemic Awareness and Mnemonics
Leaving animation aside, Jazzles songs are prolifically alliterative.
Children love alliteration that, especially in songs, acts as a very powerful language mnemonic, particularly in developing oral vocabulary, phonological awareness and alphabetic principle – 3 of the 5 most important predictors of future literacy success.

Every time students, interact with a JazzleOke 1, they are seeing, hearing, singing, moving, tapping, performing, dramatizing, creating actions or playing a percussion instrument to the beat.
So every child’s learning style profile is engaged for maximum learning.
They are intuitively learning the 6 big ideas learning to read and happily practicing oral English!
What other literacy/ESL program has children eagerly and happily practicing?

“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.”
TOMORROW
The ‘Big Picture’ Jazzles Difference!
Note: Please help me. I’ve self-funded Jazzles ELA. So please send the link to your colleagues, principal, curriculum director and your friends!

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A fun, new, ‘learn to read’ methodology for disadvantaged children?

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Can every child (including ESL, SPED and socio-economic disadvantaged children) experience beginning reading success?

Is there a new ‘learn to read’, multimedia approach that engages the spectrum of learning needs in every mixed ability class?

Interested? Test it out!
Digital/visual media, music, singing and movement engage today’s children.

The Jazzles ELA’s unique ‘learn to read’ methodology uses all these features to emotionally and intellectually engage beginning readers.

Together, they create optimal, simultaneous visual, aural and kinetic engagement by catering for every child’s preferred learning style profile.

Using supporting themed resources and visual and performing arts, Jazzles creates fun, interactive social and digital experiences that provides multiple forms of practice to consolidate skills without the dreaded ‘drill and kill’ that annihilates any learning/ teaching joy!

Try It! Why Not?
Your free, Jazzles ‘Blue Bus Blues’ Unit download allows you test levels of joy and engagement with your students, and explore how the Jazzles song-powered ELA program works.

Its key resource – JazzleOke 1 - shows how the 6 beginning ‘learn to read’ skills (Letter-Sound Correspondence, Phonemic Awareness, Vocabulary, Comprehension, Fluency and Concepts about Print) are acquired intuitively through fun visual, aural and kinesthetic interaction.

Can Jazzles unique ‘learn to read’ methodology be a life-changing, ‘beginning reading success’ solution for teachers with disadvantaged children in mixed ability classes ?
Let me know what you think.

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6: Why song-powered Jazzles ELA? Strategies Making the Jazzles Difference

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When watching ‘American Idol’ or ‘The Voice’, have you been intrigued to see the judges singing every word of the song being performed, and even more amazingly, they often predict the song just by hearing the introductory, instrumental bars ?

So have you found yourself mentally able predict the next song on a familiarized album – even before it begins?
I have!
It’s 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’.
That’s the amazing recall power of songs that I use for literacy purpose.

Let’s take ‘The Voice’ analogy a step further. The brilliance of the concept, is that the judges only evaluate on the voice – not the appearance.
Sadly, that’s not how it works in life!
After the initial judgement call on appearance, children and adults are judged on their ability to communicate!
Poor oral fluency can wrongly create misconceptions about intelligence or cause low self esteem and cost jobs as an adult.

Even sadder, research consistently finds teachers spend as little as 6% of their time on vocabulary development and even less (only 1.4%) allotted to content area vocabulary.

Every teacher knows that apart from the intervention of repeated practice (requiring time they can’t find), it’s almost impossible to change ingrained, grammatically incorrect vocabulary e.g. ‘I seen him’, ‘She went to the shopping’ etc.!

I believe we are created with equal brain capacity to learn – just inequality of opportunity.
Music and singing is accessible to everyone – engaging the brain for remembering intonation and pronunciation and the grammatical structure of language.

I deliberately use a wide variety of upbeat musical styles and singing performances as the key Jazzles ELA strategy for emotional engagement and recall.
Singing happily and automatically unifies groups of children – no matter what their socio-economic status is.
It is also the ideal way to practice and internalize English vocabulary – to say nothing of confident oral expression!

Can you think of a more powerful and enjoyable way to activate vocabulary?
It is the single best predictor of success in all school subject areas. And essential for mixed ability classes!
Based on the amount of time devoted to it, you wouldn’t thinks so!

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