lorena peimbert with faith nickolas myriam monterrubio … · t o s k s t o y k y t o s n s...

Teacher’s Edition

Lorena PeimbertMyriam Monterrubio

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With Faith Nickolas and Jessica Greenfield

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2

Dear Teacher,

You are about to embark on a journey into the magical, musical

world of Bebop – we hope you are as excited as we are!

Before we go any further, we’d like you to meet the characters. First,

there’s the Bebop Band – Leo, Eddy, Flo, and Susie – who are fun-loving,

music-loving animals. The children will get to know the band in Lessons

1, 3, and 7 as they sing songs to make learning English fun.

• Leo is a lion who plays the drums. He’s the outgoing

joker of the band. He likes a tasty steak, but he doesn’t

like tomatoes!

• Eddy is an elephant who plays the saxophone. He’s the

biggest in size, but he’s also a li� le shy, and he is afraid of

mice! The other animals are somewhat protective of him.

• Flo is a fl amingo and is the lead singer. She’s fun and

outgoing, and sometimes a li� le silly. She’s not

embarrassed to try anything.

• Susie is a zebra who plays the piano. She’s a li� le quieter

and generally more girly than Flo. She likes everything to

be neat and tidy and in its proper place.

Throughout the series, the children will also follow twins Paul and Lucy

on many exciting adventures – from a trip to the zoo, to an African

Safari! Along the way, they will learn a lot of new words and phrases

in English and will have fun trying these out for themselves.

Bebop has been designed to nurture the whole child. Through songs, movement, stories, and games, the children will expand vocabulary, strengthen motor skills, practice critical thinking, develop self-confi dence, and fi nd out about the wonderful world all around them. Recognizing that no child is a blank slate, Bebop celebrates all the knowledge and experiences the children bring into the classroom, while providing them with key life skills to equip them for school and beyond.

At Level 1, the children will:Language

• learn the names of familiar objects, animals, people, and places in English • learn nine colors, four shapes, and count to 10 in English • learn to name actions and action phrases • use American Sign Language to help them remember new words • listen to diff erent kinds of music and begin to hear diff erences in pitch and

rhythm, which supports language learning

Literacy

• follow simple stories through pictures and songs • begin to follow stories from left to right and top to bo� om across a page • identify the beginning, middle, and end of stories • fi nd out about characters and talk about how they might feel • act out stories using cut-out puppets

Child Development

• develop balance, coordination, and spatial awareness • use simple tools – such as crayons and paintbrushes – with growing confi dence

and coordination • understand one-to-one correspondence • classify objects by color • follow simple pa� erns • express likes and feelings

An engaging, creative learning environment enables children to grow and develop as confi dent, empathetic, and curious individuals. Bebop provides you with the tools to create such an environment by supporting you to stimulate young minds, encourage imaginative thinking, and embed a love of language learning from the very beginning. This is the start of an exciting journey – we hope you have an amazing year!

Lorena and Myriam


3

My School................................................................. 24

My Body ................................................................... 42

My Clothes ............................................................... 60

My Toys .................................................................... 78

My Family ................................................................. 96

My Pets .................................................................. 114

My Food .................................................................. 132

My Town ................................................................. 150

ASL Glossary ............................................................................. 168

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

ContentsContents

Scope and Sequence ..................................................................... 4

What’s in Bebop? ......................................................................... 6

About the Student's Book ............................................................. 7

About the Activity Book ............................................................... 8

About the Digital .......................................................................... 9

Features in the Teacher's Edition ................................................. 10

Learning Through Music ............................................................. 11

Using the Cut-outs and ASL to Support English .......................... 12

Literacy, Math, and Psychomotor Skills ....................................... 13

Classroom Management ............................................................. 15

Song Lyrics ................................................................................. 16


4

IntroductionScope and SequenceScope and Sequence

Unit Key Language Reviewed Language Grammar Phrases Content-based Learning Songs Extra Language

Unit 1

My School

book, chair, crayon, table

bathroom, classroom, playground

sit down, stand up

circle, red, 1–3

Look! It’s a (crayon).

Where’s the (classroom)? It’s there.

Math: decide whether objects are in the correct or incorrect setting

Mini-song: Follow Me!

Storysong: Let’s Play!

Action Song: Musical Chairs

goodbye, hello, school, slide, wash basinWhere’s the (classroom)? It’s there.

Unit 2

My Body

ears, eyes, mouth, nose

arms, feet, hands, legs

clap, shake, stomp, wiggle

square, blue, 4

red, circle, 1–3 How are you? I’m (happy).

Look! I have (two) (arms).

Art: complete the face Mini-song: Check it Out!

Storysong: The Mirror House

Action Song: Move Your Body!

body, face, mirror, big, happy, sad

Unit 3

My Clothes

raincoat, shorts, sweater, T-shirt

boots, pants, shoes, socks

put on, take off

triangle, yellow, 5

sit down, stand-up, wiggle, circle, square, blue, red, 1–4

It’s a (sunny) day, put on your (T-shirt).

Where are my (pants)? Here they are.

Science: match the clothes to the shadows

Mini-song: What Clothes? What Weather?

Storysong: What a Day!

Action Song: The Sunny Day

clothes, shadows, rainy, sunny, windy

What a Day!

The Sunny Day

Unit 4

My Toys

ball, car, doll, puppet

game, teddy bear, train

playing, riding

rectangle, orange, 6

circle, square, triangle, blue,1–5

What is it? It’s my (car).

Look! A (train). Let’s play.

History: identify old and new toys (optional language: old, new)

Mini-song: My Fun Toys

Storysong: A Day at Grandpa’s House

Action Song: Playing With Toys

grandpa, toys


Unit Key Language Reviewed Language Grammar Phrases Content-based Learning Songs Extra Language

Introduction

Unit 5

My Family

brother, daddy, mommy, sister

bedroom, kitchen, living room

cook, play, sleep, wash

green, 7

bathroom, ears, eyes, mouth, nose, sit down, stand up, circle, rectangle, square, triangle, blue, orange, red, yellow, 1–6

Who’s (he)? (He’s) my (daddy).

Where’s my (sister)? (She’s) in the (bedroom).

Social studies: learn about a family tree

Mini-song: My Happy Family

Storysong: A Family Photo

Action Song: At Home

animals, family, house, photo, plant, tree, he, she

5

Scope and SequenceScope and Sequence

My Happy Family

: A Family Photo

At Home

Unit 6

My Pets

cat, dog, mouse

birds, fi sh, snakes, turtles

bend, fl y, jump, move

brown, 8

arms, eyes, hands, bathroom, bedroom, kitchen, living room, circle, blue, green, orange, yellow, 1–7

What pet do you have? I have a (cat).

Look (fi sh)! How many (fi sh) are there? (Eight).

Science: identify the animals and complete the eggs (optional language: eggs)

Mini-song: I Love My Pets

Storysong: Where’s My Mouse?

Action Song: Pet Charades!

pets, love, swim

Where’s My Mouse?

Pet Charades!

Unit 7

My Food

apples, bananas, grapes, oranges, pears

beets, carrots, peas, tomatoes

add, eat, mix, slice

purple, 9

circle, rectangle, square, triangle, brown, green, orange, red, yellow, 1–8

What fruit do you like? I like (bananas).

(Tomatoes), please. Here you are. Thank you.

Math: classify food by color Mini-song: Rub Your Tummy!

Storysong: It’s Good to Share

Action Song: Bananas with Cream and Sugar!

ants, cream, food, fruit, sugar, vegetables

Unit 8

My Town

doctor, fi refi ghter, police offi cer, teacher

fi re station, hospital, police station, school

close, open, shout, stand

10

bird, cat, book, eyes, hands, circle, rectangle, square, blue, brown, green, orange, purple, red, yellow, 1–9

Who are you? I’m a (fi refi ghter).

Where’s the (police station)? There!

Social studies: learn which traffi c signals mean stop and go (optional language: stop, go)

Mini-song: My Town

Storysong: Call 911!

Action Song: Stand and Shout

community helper, ambulance, fi re truck, police car, town

Stand and Shout


Lorena Peimbert Myriam Monterrubio

Student's Book

Student's

Lorena Peimbert Myriam Monterrubio

Activity Book

Myriam Monterrubio

ActivityBook

Myriam MonterrubioMyriam MonterrubioMyriam Monterrubio

Lorena Peimbert

Myriam Monterrubio

Teacher’s Edition

Myriam Monterrubio

Teacher’sEdition

Storyboards Bebop App Games types

Drag and drop

Unit 7

screen 2 - drag item to area - incorrect snaps back

screen 3 - (audio repeats) - choose againscreen 1 - (audio - carrots)

screen 4 - correct - in snaps in place; audio of next word; repeats twice

Parent’sGuide Download Bebop Band and have

fun learning English with your child.

73 VIDEO FLASHCARDS

32 FUN GAMES

8 STORYSONGS 8 ACTION SONGS

Watch, listen, and sing along with the Bebop Band.

Watch, listen, and sign the vocabulary.

… to unlock the Bebop Band show!

Sing, dance, and say the new words in English.

Now turn over to find out how you can download the Bebop Band app.

Play together and use English …

Lorena Peimbert

Myriam MonterrubioMyriam Monterrubioccoopp

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ss iillleeggaal.


ISBN: 978-0-230-45297-8

Class Audio CD1Units 1–4

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ISBN: 978-0-230-45297-8

Class Audio CD1Units 1–4

Class Audio CD1

Student’s Book (SB)

Eight topic-based units (each with

eight lessons) featuring the Bebop

Band, Lucy and Paul, and their friends

and family. The focus is on developing

English language, academic, and

psychomotor skills through a playful

multi-sensory approach, to ensure

that children are engaged, learning,

and having fun.

Class Audio CDsStorysongs, Action Songs,

vocabulary, and dialogs

from the Student's Book.

Teacher’s Edition (TE)Detailed plans for each lesson,

with interleaved Student’s Book

pages for easy reference, plus extra

music, literacy, and ASL activities,

and an ASL Glossary.

Activity Book (AB)

Corresponds page-for-page with the

Student’s Book and features activities

to consolidate language learning

and practice critical thinking, visual

discrimination, and fi ne motor skills.

Also contains end-of-unit activities

for the children to complete with

their parents.

Bebop Band AppContains the same audio-visual material as the Presentation Kit, so the children can share stories and songs with their parents, plus 32 interactive games for practicing vocabulary.

Parent’s GuideSupports parents to download and use the Bebop Band app with their children.

FlashcardsVisuals to help you introduce, practice, and review language.

ISBN: 978-0-230-45300-5

©Macmillan Publishers Limited 2014. This recording is copyright

and unautho

rized c

opying is i

llegal.

Software version number 1.0Impression 1Software developed by MPS Limited

Presentation Kit


Introduction

Teacher’s Resource CenterA website with comprehensive Letter Work and Number Work Programs, Festival Lessons, assessment and development charts, and letters to send home to parents to update them on their child’s progress.

Presentation KitContains projectable pages of the Student’s Book and Activity Book, video fl ashcards, class audio, animated versions of the Storysongs, Action Song videos, Action Song worksheets, and Teacher’s Notes.

What’s in Bebop?What’s in Bebop?

6


The Student’s Book activities present key language visually

through big illustrations; aurally through songs, Storysongs,

and dialogs; and kinesthetically through Action Songs and

cut-out puppets. Literacy, math, and psychomotor skills

are also developed through this multi-sensory approach, to

ensure that the children are engaged, learning, and having

fun. At the end of each unit, the children will get a sense

of satisfaction and self-confi dence by coloring the correct

number on their unit overview chart.

My Progress

1

2 3

4

Color the number after you complete the unit.Key Language Review: 1–8

�

�2 33

My ProgressMy ProgressMy Progress

1

68

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✂

Storysong Cut-OutsUnit 3

Unit 3

Unit 3 Unit 3

Unit 3 Unit 3

Unit 3Unit 3

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About the Student’s BookAbout the Student’s BookIntroduction

Action Song Lesson 7

Listen and do the actions. Sing the Action Song: The Sunny Day. Point and say the clothes.

Key Language: put on, take offKey Language Review: boots, shoes, sweater, T-shirt

� ��

262626Unit 3

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Lesson 8

Point and name the clothes. Color by number. Complete My Progress: Unit 3.Key Language Review: boots, pants, raincoat, shoes, sweater, blue, red, yellow, 1–3 Unit 327

1

2

3

1

3

2

Point and name the clothes. Color by number. Complete My Progress: Unit 3.boots, pants, raincoat, shoes, sweater, blue, red, yellow, 1–3

p68

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Lesson 7: Action Song & gross motor practice

Lesson 8: review of unit language & concepts

My Progress: end of unit chart for the children to color

Cut-outs: cut-out puppets for acting out the Storysongs

My ClothesUnit3 My ClothesMy ClothesUnit My ClothesMy ClothesMy Clothes Lesson 1

Listen, point, and say. Sing the song: What Clothes? What Weather? Color the sun yellow.Key Language: raincoat, shorts, sweater, T-shirt, yellow

� ��

202020Unit 3

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Point and say the clothes. Listen and circle the correct clothes. Listen and say with a friend.

Key Language: It’s a (sunny) day. Put on your (T-shirt).

Key Language Review: raincoat, shorts, sweater, T-shirt 21

Lesson 2

2121Unit 3

Point and say the clothes. Listen and circle the correct clothes. Listen and say with a friend.� ��

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Lesson 1: topic-based vocabulary & a Mini-song

Lesson 2: grammar taught through a dialog

��

� �� Storysong Lesson 3

Listen and point to the pictures. Sing the Storysong: What a Day! Count the sweaters in the story.Key Language: 5Key Language Review: raincoat, sweater, T-shirt, 1–4

1

3

2

4

� ��

222222Unit 3

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��

�� Lesson 4

Listen to the Storysong. Connect the weather to the correct clothes. Act out the story with the cut-outs.

Key Language Review: raincoat, sweater, T-shirt

Unit 3

23Listen to the Storysong. Connect the weather to the correct clothes. Act out the story with the cut-outs.p75

Listen to the Storysong. Connect the weather to the correct clothes. Act out the story with the cut-outs.� ��

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Lesson 3: Storysong, number, & counting practice

Lesson 4: activities that encourage early literacy development

Lesson 6

Count the clothes. Connect the clothes to the shadows. Find and count the triangles.Key Language Review: pants, shorts, sweater, T-shirt, triangle, yellow, 5 Unit 325

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Lesson 5

Listen, point, and say. Listen and say with a friend. Trace the triangle.Key Language: boots, pants, shoes, socks, triangle, Where are my (pants)? Here they are.

� ��

242424Unit 3

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Lesson 6: content and language integrated learning

Lesson 5: topic-based vocabulary & grammar


Introduction

The Activity Book corresponds page for page with the

Student’s Book and features activities to consolidate

language learning and practice critical thinking, visual

discrimination, and fi ne motor skills. It also contains end of

unit activities for the children and their parents to complete

together, a vocabulary game to review language across Level

1, and an end of year certifi cate for the children to color.

About the Activity Book About the Activity Book

Family Time Activities: for the children & parents

My Vocabulary Game: Level 1 review activity

Lesson 3: story sequencing, color, & fi ne motor practice Lesson 4: number

& counting practiceLesson 6: review of concepts learned in SB Lesson 6

Lesson 5: vocabulary & grammar review

Lesson 1: vocabulary review & fi ne motor practice

Lesson 2: grammar / vocabulary review & fi ne motor practice

Lesson 7: Action word review

Lesson 8: creative personalization activity

8


Introduction

Presentation KitThe Presentation Kit is designed to be used on an interactive whiteboard or with a computer and projector. In addition to projectable pages from the Student’s Book and Activity Book, audio-visual material can be accessed by clicking on the following icons:

access to Bebop’s audio, plus karaoke versions of the Storysongs.��

�

access to the fl ashcards, which feature American Sign Language videos of the topic words, colors, and shapes taught at Level 1.

access to animated versions of the Storysongs. You can watch these with or without subtitles.

access to the Action Song videos, which show you how to add movement to the songs.

The fl ashcards, Storysongs, and the Action Songs can also be accessed via a standard DVD player.

Teacher’s Resource Center

Bebop Band AppThe Bebop Band app provides a dynamic connection between the classroom and the home by inviting the children and their parents to explore the world of Bebop together. The app features the Storysongs, Action Songs, and fl ashcards, so the children can practice Bebop’s target language at home. There are also 32 interactive vocabulary games, which provide further language practice. Once the children have successfully completed all of the interactive games, they unlock an animated video of The Bebop Band theme song. The Bebop Band app is available on the App StoreSM or Google Play™. For more details please see the Parent's Guide.

Bebop Band App

This website contains materials for both the teacher and the parent. There are letters you can print out and give to the parents to let them know how their child is progressing throughout the academic year, plus assessment and development charts you can complete for each of the children.

There are also worksheets that supplement the material within the print resources. For Level 1, these include Festival Lessons for celebrating Easter, Mother’s Day, and Father’s Day with your class; a comprehensive Letter Work Program; and a Number Work Program that provides extra practice in a range of early math concepts.

Presentation Kit

Bebop is a content-rich course that offers both classroom

and home-facing digital components. These expand upon

the course’s core strands of language, literacy, and numeracy

development, while bringing to life the colorful world of

Bebop to make learning engaging, memorable, and fun.

www. macmillanyounglearners.com/bebopwww. macmillanyounglearners.com/bebopwww. macmillanyounglearners.com/bebopwww. macmillanyounglearners.com/bebopwww. macmillanyounglearners.com/bebopwww. macmillanyounglearners.com/bebop

9

About the DigitalAbout the Digital


Musical Notes Musical extension activities for developing language, physical, and cognitive skills in Lessons 1, 3, and 7.

ASL Activity Activities and games to support learning and practicing English through American Sign Language.

Literacy extension activities and helpful literacy tips, for Lessons 3 and 4.

Early Literacy Notes

Notes on introducing a subject such as math, science, or social studies in Lesson 6.

Content-based Learning

Student’s Book pages have been interleaved with

detailed teacher’s notes, to make planning and

teaching as easy as possible. These notes contain

activities to get the children warmed up and

ready for the lesson, suggestions on how to use

the Student’s Book and Activity Book material,

transcriptions of the dialogs on the class CDs,

and “wrap up” activities designed to reinforce or

extend skills learned during the lesson.

IntroductionIntroductionIntroduction

Features in the Teacher’s EditionFeatures in the Teacher’s Edition

An overview page for

each unit, with notes

that illustrate how the

Storysong, Action Song,

musical extension notes,

and digital resources

develop language, literacy,

math, and motor skills.

A unit overview chart explaining which lessons skills and activities are practiced in and how these fi t in with the pre-school areas of development: Language & Communication, Physical

& Health Development, Mathematical Thinking, Personal & Social Development, Discovery & Knowledge of the World, and Creative Artistic Expression.

10

24

Musical ChairsMovement games, such as "Musical Chairs,” where the children have to change their position, speed, and direction in a controlled manner, help them to develop ability and confidence in balance and coordination. Ask the children to try out different actions as they move to the music, such as jumping, running, and walking.

Children have a better chance of retaining new

language when they associate it with a specific

movement. This is why ASL is so integral to

Bebop, where the key language is supported by

sign language. The flashcards in the Presentation

Kit feature a professional signer making the signs

for you and the children to follow together.

Let’s PlayExplore characters through role-play and help

the children to understand that stories have a

beginning, middle, and an end. Acting out a story

allows the children to adopt individual roles,

begin to think about how those characters feel,

and immerse themselves fully in the story. Giving

the children three images which show the three

basic parts of a story introduces them to the idea

that all stories contain a structure.

This unit focuses on repetition and dynamics.

Have the children chant with you, to develop key

language pronunciation and rhythm. Clue games

with repetition will develop critical thinking and

listening skills. To help the children to recognize

changes in musical dynamics, similar to changes

in language inflection, have them draw fast and

slowly to music. Model using positional language

while drawing, and encourage the children to

do the same. This will develop vocabulary for

expressing directions and storytelling.

• classroom objects: book, chair, crayon,

table • school places: bathroom, classroom,

playground • grammar phrase 1: Look! It’s a (crayon).

• grammar phrase 2: Where’s the (classroom)? It’s there.

• action phrases: stand up, sit down

• numbers: 1, 2, 3 • shape: circle • color: red

Key Language

Unit Objectives

• learn to name classroom objects and school places

• learn two actions • understand how to express what an object is

• understand and reply to Where’s questions

• count to three and recognize the numerals

• understand one-to-one correspondence

• recognize and draw a circle • recognize and name the color red • learn about the school environment • understand a story about saying hello

and goodbye • learn about characters and that a story

has a beginning, middle, and end

Movement games, such

direction in a controlled

My SchoolUnit 1

Dynamic Digital

Let’s PlayStorysongStorysong Musical Chairs

Action SongAction Song

This unit focuses on repetition and dynamics.

Music DevelopmentMusic DevelopmentChildren have a better chance of retaining new

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25

Unit 1My School

Mathematical Thinking

Discovery & Knowledge of

the World

Creative Artistic Expression

Language & Communication

Physical & Health Development

Personal & Social Development

improve visual discrimination (L2, L6–L8)improve auditory discrimination (L1–L3, L5, L7)

strengthen fi ne motor skills (L1–L8)strengthen gross motor skills (L4, L7)

develop directional tracking (L3)improve hand-eye coordination (L2–L5)

count to three and recognize the numerals (L3, L4, L6–L8)

understand one-to-one correspondence (L3, L4, L6)

recognize a shape (L4, L8)develop critical thinking (L1, L6)

learn to sequence (L3, L4)learn to classify objects (L1, L8)

learn to take turns (L6, L8)learn to listen to others (L2–L5)

listen to and follow instructions (L5, L7)learn to play with others (L2–L8)

identify with characters in a story (L3, L4)learn to express likes (L4)

explore school objects (L1)learn about the school environment (L5)

listen to different kinds of music (L1, L3, L7)

act out a story (L3, L4)use colors for a purpose (L1–L3, L8)

explore different textures (L1, L2, L8)decorate pictures (L1, L8)

express feelings through drawing (L4)sing songs (L1, L3, L7)

create movement in response to music (L2, L3, L6, L7)

learn new vocabulary (L1, L5, L7)communicate using new vocabulary (L2, L4, L5, L8)

understand new grammar phrases (L2, L5)practice a dialog (L5)

practice listening comprehension (L1, L2, L5)understand a story about saying hello and goodbye

(L3, L4)learn about characters (L3, L4)

understand the structure of a story (L3, L4)practice rhythm, rhyme, and pronunciation (L1, L7)

understand and use American Sign Language (ASL) (L1–L5, L8)

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Introduction

11

Learning Through MusicYoung children love to sing, listen to music, make sounds, play instruments, move, and dance. Research shows that the more relaxed a person is feeling, the better they learn a language; so music helps to put children in the optimal state for language learning.

The Bebop Band song

The Bebop Band song is the theme song for the course. Play it for the children at the beginning of the year so they can “meet” the band members and learn the phrase

used by the characters to introduce themselves. Introduce yourself and ask the children to introduce themselves, too.

Mini-songs

Lesson 1 includes a Mini-song for the children to sing along with. The Mini-song features key language from the unit and later becomes the chorus of the Storysong in Lesson 3. This means that when the children hear the Storysong for the fi rst time, they are already familiar with the lyrics of the chorus, and are exposed to appropriate amounts of language at a time.

Storysongs

Songs that tell a story are referred to as Storysongs. Singing a musical story helps the children to remember the key language used in

the story, places words into a meaningful context, and develops narrative skills. Storysongs appear in Lesson 3 of each unit and are about topics that pre-school children often encounter – for example, losing

a pet and looking everywhere to fi nd it, spending time with Grandpa, and family photo time.

The children are not expected to understand the meaning of every single word that appears in the Storysongs. It is more important for them to understand the main idea of the story, and to review the un it vocabulary. Play them as many times as possible to help the children get familiar with the words. Show them that words that rhyme are usually at the end of a line. This will help to develop phonemic awareness.

Action Songs

Lesson 7 of each unit is based around an Action Song that supports the children’s language learning through the Total Physical Response (TPR) approach. The children learn to name the actions

they are making and practice key language from the unit. Action Songs lend themselves to freedom of expression in a relaxed environment, encouraging the children to take a risk and try out new language. The children also learn to move safely in the space around them and to develop an awareness of others.

Follow the Action Song videos in the Presentation Kit for dance routines that involve making big movements to strengthen gross motor skills.

Instrumental Music

Instrumental versions of the Storysongs and Action Songs can be used as on-task music for heads-down activities. Avoid cognitive overload by playing the instrumental versions of the songs before introducing the lyrics, so that the children can internalize the tune before being exposed to the language. Playing music during vocabulary games can also increase language memory.

Musical NotesThe Musical Notes provide extension activities to support language development through music and movement. Rhythm is a basic, predictable component of speech; rhyming develops auditory discrimination; and repetition reinforces pronunciation. The Musical Notes explain how to integrate rhythm, rhyme, and repetition to scaffold language learning, through chanting, action, social, and math games.

Make Your Own Musical Instruments

Some Musical Notes involve the children using musical instruments while they listen to the songs. Here are suggestions for making simple homemade instruments out of recyclable materials:

1 Gather empty containers and fi ll them with varying amounts of sand, beads, rice, or salt to make rhythm instruments.

2 Make drum sets by turning several empty containers upside-down, placing them next to each other, and wrapping tape around the perimeter.

3 Place beads or rice between two paper plates to make tambourines. Tape the sides tightly together and punch holes so the children can attach ribbons or yarn for a fl owing movement.

4 Use an empty toilet paper roll and wax paper to make a kazoo. Attach the wax paper to one end of the roll with a rubber band. Cut a small hole through the top of the roll. Blow and hum to produce sounds.

Encourage practice of key language by leaving some props and instruments in the classroom after a lesson, so the children can play new games based on the fun they have had in class.

The Bebop B nd

Sing the song: The Bebop BandKey Language: Eddy, Flo, Leo, Susie, I’m…Sing the song:

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Lesson 7Action Song

Listen and do the actions. Sing the Action Song: Move Your Body. Point and say the parts of the body.

Key Language: clap, shake, stomp, wiggleKey Language Review: arms, feet, hands, legs

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Listen and point to the pictures. Sing the Storysong: A Family Photo. Count the animals in picture 4. Key Language: 7Key Language Review: brother, daddy, mommy, sister, 1–6

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Introduction

12

Using the Cut-outs

Early literacy is at the heart of Bebop. This includes developing narrative skills by encouraging the children to retell stories. Every Lesson 4 in the Student’s Book includes an opportunity to use the Storysong cut-outs to retell the story. The cut-outs are at the end of the Student’s Book on pp. 71–85. Try following these steps to get the most out of the activity:

1 For this age group, cut out the cut-outs yourself before starting the class so you don’t run the risk of the children cutting pictures that belong to other Storysongs.

2 Give the children some small wooden sticks and ask them to tape their cut-outs onto the sticks, one picture on each stick. Model the activity fi rst.

3 Play the Storysong and model holding up the corresponding cut-outs. Play the Storysong again, and encourage the children to hold up the cut-outs themselves as you monitor and check.

4 Show the children how they can retell the story by moving the cut-outs and using the words in English they have learned so far to explain each part of the story.

5 Divide the class into four groups and ask each group to retell a part of the story by holding up their cut-outs and saying the words in English they know to explain the story. Alternatively, divide the class into boys and girls and do the same.

6 Invite some children to go to the front and retell the story, showing the other children their cut-outs and using the words in English they know.

7 Finally, ask the children to sit in pairs and retell the story together. Monitor and check to be sure they are doing the activity correctly.

To teach a new language, we need to use a lot of pictures for the children to understand what the words mean, so that they can also build up concepts. But not all children learn by seeing. Some learn by doing or by listening. If we show the picture of a word, and then say it and do a movement with our hands that symbolizes that word, we are encompassing all three learning styles.

American Sign Language (ASL) is a well-respected sign language that incorporates specifi c movements for each word. Teaching signs alongside words helps the children to remember the vocabulary more easily. In addition, the children will be learning a language they can use to communicate with children who can’t speak or hear, which will help them to understand and value differences in others.

Use the video fl ashcards in the Presentation Kit to introduce the signs to your class. Have the children look at the pictures, say the word, and do the signs. Then ask them to repeat. If possible, go around checking that they are saying and doing the correct movements.

The Teacher’s Notes contain activities and games you can play with the children to practice the ASL and reinforce the words they are learning.

If you are interested in learning more about using ASL in the classroom, refer to the ASL Glossary on p. 168, which contains a two-page introduction written by ASL expert and teacher Jessica Greenfi eld.

Unit 1

If you are interested

The goal here is to help the children be confi dent and start speaking in English using the words they already know. You don’t have to follow all the steps on the same day. One day, you can have them hold up their cut-outs to check comprehension; another day, divide the children into small groups and have them retell the story together; and another day, ask small groups to go to the front to retell the story, or have the children sit in pairs and retell the story with a friend.

To develop oral skills, the children have to go from very controlled practice to less controlled practice, but this should be a gradual process.

Using ASL to Support English

To understand a language, we need to know what the words mean. This is done by creating concepts in our mind. A concept is formed by connecting a word with a picture, so if we say tree, we understand what the word means because we have a picture of a tree in our mind.

they are doing the activity correctly.

Storysong Cut-Outs

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Unit 1

Unit 1

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Introduction

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Literacy, Math, and Psychomotor Skills

Bebop seeks to support and encourage the development of three core strands: English language, academic, and psychomotor skills, through a playful, multi-sensory approach to ensure that children are engaged, learning, and having fun.

Literacy

Phonological Awareness

understanding the sound structure of spoken words

• by celebrating sounds through singing, dancing, rhyming, and chanting.

Vocabulary knowing the names of things, concepts, feelings, and ideas

• by teaching new language visually through big, colorful illustrations and photo-fl ashcards, aurally through songs and dialogs, and kinesthetically through American Sign Language.

Narrative Skills describing things and events, as well as telling and retelling stories

• through Storysong activities that encourage the children to act out and the retell stories, identify and talk about key events and characters, and understand story structure.

Print Concepts enjoying books and reading, and understanding how print is read

• by getting the children excited about stories and showing them how they can follow pictures in a story from left to right and top to bottom.

Letter Knowledge learning the shapes of letters

• through pre-letter work involving tracing lines, patterns, and completing pictures.

Early Literacy Skill What Is It? How Bebop Develops It at Level 1

Storysongs

The Storysongs lie at the heart of each unit and pull together key early literacy skills, including phonological awareness, vocabulary, narrative skills, and print concepts. They allow children to hear new language in a familiar context, expose them to rhyming patterns and rhythm, and provide a platform for exploring story structure and characterization. Pre-reading skills are developed in the Student's Book, as the children learn to follow the pictures in a zig-zag formation, from left

to right and then top to bottom. The Activity Book builds on these skills as the children learn to sequence the events in the Storysong, by connecting each picture to the correct wagon of the story train. Communication skills are enhanced as the children begin to recognize key events in the Storysongs and talk about similar experiences in their own lives. Early Literacy Notes in the Teacher’s Edition provide activities to encourage the children to think about how characters might be feeling, the problems they are faced with, and how these could be solved.

Letter Work Program

The Level 1 Letter Work Program on the Teacher's Resource Center includes 32 worksheets and related teacher’s notes, and is designed so that you can use four worksheets every unit. At this level, children benefi t from exercises and activities to strengthen their fi ne motor coordination, improve pencil grip and control, and establish left-to-right directionality. Therefore, the worksheets begin to lay the foundations for letter formation by getting the children to trace and complete patterns. The focus is not on the actual letters, but rather pre-letter work.

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Connect the pictures to the train to complete the story. Fingerpaint the circles orange.

Key Language Review: circle, orange

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Connect the pictures to the train to complete the story. Fingerpaint the circles orange.

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Listen and point to the pictures. Sing the Storysong: A Day at Grandpa’s House. Count the cars in picture 4.Key Language: 6Key Language Review: ball, car, doll, puppet, 1–5

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Introduction

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MathThe chart below provides a snapshot of how early math skills are practiced in Bebop:

Numeracy • by providing activities to help the children understand the relationship between one object and one number, which enables them to begin counting. Each unit teaches a key number or numbers from 1 to 10, and the Storysong lesson in the Student’s Book provides opportunities for the children to fi nd and count a set number of objects. Lesson 4 in the Activity Book builds on this through an activity that focuses on number recognition practice.

Shape Recognition • by teaching the children to identify four key shapes and to trace them for themselves, fi rst using large muscle movements in the air, and then using smaller muscle movements on paper.

Classifi cation • by helping the children to understand that objects can be classifi ed into sets. This is important for counting and for later math skills. In Level 1, children learn to recognize and classify objects, initially by color and then by concepts such as old and new, and fruit and vegetable.

Sequencing a Pattern

• by helping the children to follow a pattern and supporting them to predict what comes next. These activities are important for developing critical thinking and later math skills. Children get opportunities to sequence patterns in the Activity Book, and extended practice is provided in the online Number Work Program.

Early Math Skill How Bebop Develops It at Level 1

Psychomotor Skills

Bebop has been designed to support both physical and cognitive development.

Gross motor skills of balance, coordination, and spatial awareness are practiced through Action Songs and games, and other activities that require the children to use large muscle movements.

Fine motor coordination is strengthened as the children learn to trace shapes, patterns, and pictures, and to manipulate tools and materials as they paint and decorate.

Hand-eye coordination is practiced as children learn to follow straight, wavy, and diagonal lines.

Left-to-right directionality is practiced as children learn to follow pictures in sequence and to trace lines across a page.

Visual discrimination is strengthened as children learn to match pictures, recognize similarities and differences between objects, follow paths along a maze, and classify by categories such as color, size, and shape.

Auditory discrimination is strengthened as the children learn to recognize rhyme and develop awareness of changes in pitch and rhythm, similar to intonation in language.

Conceptual development and critical thinking skills are developed as the children learn to:

• associate words with pictures and actions

• express feelings and think about how others might be feeling

• select the correct clothing for the weather

• understand cause and effect (for example, if you wear a sweater when it’s sunny, you will be hot)

• relate stories to personal experiences

• role-play events in a story

• identify problems and talk about possible solutions.

Lesson 8Lesson 8Lesson 8Lesson 8Lesson 8Lesson 8Lesson 8Lesson 8Lesson 8Lesson 8Lesson 8

Point and say the animals. Point and say the colors. Circle the animal that’s a different color. Complete My Progress: Unit 6.Key Language Review: bird, cat, dog, fish, mouse, snake, turtle, blue, brown, orange, green, yellow Unit 6

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Listen, point, and say. Listen and trace the shapes for each food. Listen and say with a friend.

Key Language: beets, carrots, peas, tomatoes, (Tomatoes), please. Here you are. Thank you.

Key Language Review: circle, rectangle, square, triangleListen, point, and say. Listen and trace the shapes for each food. Listen and say with a friend.

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Number Work Program

The Number Work Program on the Teacher’s Resource Center includes additional worksheets for the children to practice all of the skills listed above. This allows you the fl exibility to provide differentiated learning by giving some children extra practice in the areas they struggle with, while challenging other children to extend through more complex math practice from a higher level.

Lesson 2Lesson 2Lesson 2Lesson 2Lesson 2Lesson 2Lesson 2Lesson 2Lesson 2Lesson 2Lesson 2

Point and say the toys. Listen and connect the person to the toy. Listen and say with a friend.

Key Language: What is it? It’s my (car).

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Listen to the Storysong. Connect the weather to the correct clothes. Act out the story with the cut-outs.Key Language Review: raincoat, sweater, T-shirt Unit 323

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Introduction

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Routine is key to helping the children understand what will happen next, which encourages them to feel secure and confi dent in their environment.

Introduce the following Hello and Goodbye Bebop routines at the start and end of every lesson.

Hello Bebop RoutineGreet the children by saying in a sing-song voice: Hello, hello, hello! (wave your hand) It’s time for English class. (look at your watch and point at it) Hello, hello, hello! (wave your hand) It’s time to start the class! (put your hands up). Ask the children to copy your movements and repeat after you.

Goodbye Bebop RoutineSay in a sing-song voice: Goodbye, goodbye, goodbye! (wave your hand) It’s time to end the class. Goodbye, boys! (ask the boys to wave their hands) Goodbye, girls! (ask the girls to wave their hands) Goodbye, teacher! (point to yourself and wave your hand) We had fun today!

You can introduce other routines as well. For example, play The Bebop Band song at the start of Lessons 1, 3, and 7, so that the children immediately know they are going to be learning through music that day.

Create a chart with pictures to let the children know about the day's activities.

Make sure there is minimal time for the children to move from one activity to another. There are many times of transition during the school day that teachers could match with music to make them smoother, quicker, and more effective. Have a particular song for when you want the children to pick up their toys, for example. Choose a specifi c song for a specifi c transition. This tradition will help the children know what they should be doing next!

To focus attention, ask the children to stand up and do brain gym between activities, such as rubbing their stomachs while patting their heads, or playing "Simon Says."

Use puppets to introduce the next part of the lesson and re-focus attention back onto you. If you don't already have a puppet, you can make a simple sock puppet by gluing eyes and a mouth onto a clean white sock.

Music can be an effective tool to set the mood in the classroom. You can calm children after an exciting activity or excite children for a specifi c task. Music can also help to make children feel better about themselves and encourage them to do their best.

When trying to calm the children, use slow, quiet music that has no words. When using music to excite the children, choose songs that are faster, more upbeat, and louder.

Playing music, such as the instrumental versions of the Storysongs and Action Songs, while the children are working in their Activity Books can help them to focus. This music should be played at a very low volume, but be aware that some children may be distracted by the music and seat them as far away from the CD player as possible.

Use instrumental music for background noise during small group activities. It should be played just loud enough to cover some of the conversations from other groups to help each group focus.

Plan activities for different learning styles and use different areas of the classroom to keep the children focused and motivated. If the children have been sitting down at tables, plan an activity to follow that involves standing up and moving around, or have them sit down on the fl oor to complete the next task.

Prepare extra activities for the children who fi nish fi rst, and ask the children who can't sit for a long time to be your helpers.

At the start of the year, make a short list of classroom expectations with your class, with lots of pictures to aid their understanding. Help the children to see that they should take care of themselves, others, and the classroom. Create behavior charts using images that are related to each unit's topic; for example, if you are learning about pets, the children could collect a picture of an animal for every example of good behavior they display.

Fill out a calendar with a happy or sad face next to the children's pictures, so they know how they are behaving every day. At the end of the week, the children with fi ve happy faces may win a small prize, such as a piece of candy or a sticker.

Reward effort, as well as achievement. For example, you may reward a shy child for speaking up in class or showing good social skills.

Use puppets to role-play good and bad behavior. Let the child who worked hardest that day take the puppet home as a prize.

Routine

Expectations and Rewards

Diversity

Transitions MoodClassroom Management


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