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Spanish & English instruction featuring The BOCA BETH Program
More Boca Beth CD
Presented by Beth Butler/Creator of the
BOCA
BETH
Program
Click Here to Purchase this CD
Sentados/Sit Down (CD
#2 / Song #2 ) We begin this song sitting down. Remember, this is a
fun following directions song (but sssshhhh! Do not tell the children!).
We start hitting the floor for the sentados/sit down part, we get up
clapping to the beat for the parados/stand up part, we walk in place for
the camina/wak part and we put our hands out in front of us like we are
stopping someone in their tracks for the para/stop part. I want to make
certain I mention that some people will say “Pare” for stop which is a
much stronger command form than for what I wanted to use with young
children. Both are correct, and with over 69 dialects (and growing)
within the Spanish language there will always be debates about
translations. My comment as the creator is we use the services of a
“common ground” translator – helping the translation from English to
Spanish appeal to the masses, not one particular country or group.
Rappin’ the Spanish Alphabet/Rappin’ el Alfabeto Español (CD #2/Song
#3) A fun and easy to understand song that brings the ABC’s in
Spanish only to life. We free form dance our way through it or if you
are feeling “creative” and “brave” you create the dance steps and it
becomes a “you do what I do” lesson with lots of smiles and laughs (not
to mention the early literacy skills involved as the children recognize
sounds of letters in another language – allowing the child to better
comprehend his own native language sounds).
Singing the Months of the Year/Cantando los Meses del Año (CD #2/Song
#4) There are some great visual aides for the months of the year in
both Spanish and English. Educational catalog companies and stores are
beginning to carry much more in the line of bilingual visual aides for
young children. I place the months of the year in order on the floor
with a visual that depicts that month as well. (for example January I
use a snowman) I leave enough space between months for the entire group
of children to stand around the word of the month and its picture. We
join hands and sway to the distinctive beat for each month. On the
chorus we simply have a longer transition between months.
Sentimientos/Feelings (CD #2 / Song #5 ) Sitting in circle time
we sing this song showing all the different emotions on our faces – we
smile for “I am happy/ Yo soy feliz” / we frown for “I am sad/ Yo soy
triste” / we look surprised for “I am surprised/ Me soprendio” / and we
shake like we are frightened for “I am scared/ Tengo miedo.” The true
personalities of the “hams” in the class come out with this cute little
song and allows children to know it’s normal to have different feelings
at different times.
Feliz Cumpleaños/Happy Birthday (CD #2 / Song #6) Often times I
do not even wait for it to be one of the children’s birthday – they love
singing this song! Children love doing the “cha-cha-chas” so why
wait?!?!?! Everyone gets a maraca and we do the “Cha-Cha-Cha” during the
English chorus and the Spanish chorus of the Birthday Song! Sometimes I
even get out a frog puppet for one child to hold and act out the part
where our visiting frog says “Happy Birthday” towards the end of the
song. On each CD there will always be this frog voice somewhere (on our
first CD he sang in the Me Gusta Contar/I Like to Count Song).
Counting Teens/Contando Numeros (CD #2/Song #7) This song will
take us from 11 through 20. I use visual aides of the numbers as we sit
and sing or stand and sing depending on the mood of the group. Using the
actual written number helps the children connect to the native and new
language as well as the physical number.
Fruit Fun (CD #2 / Song #8) Using a plastic bowl with plastic
fruits from this song I stand up with the children standing and they
sing back to me the “I see a grape” “Veo una uva.” The ones who do
really well singing back and not shouting back get to hold the fruit
they sang about without grabbing for it. The children have so much fun
keeping the beat, seeing the actual fruit and trying to say a complete
sentence and not just one word in their new language. Notice I never say
“The verb is VER and to say “I see” in Spanish you should say “VEO” -
the children will get it as they repeat, repeat, repeat acting like
sponges with each new word, each new phrase.
I Love My Family (CD #2 / Song #9) Using visual aides of the
family members from this song I choose different children to be each
family member. (Again, you can find the entire family in educational
stores as a visual aid and simply laminate the English on one side, the
Spanish on the other side.) Then we sit on our designated area of the
semi-circle, and the child holding the “mommy/mama” walks around the
circle showing us their “mommy/mamá” during the chorus about
“mommy/mama” then that child sits down on their spot. The “daddy/papá”
walks around and so on.
Counting Twenties/Contando Numeros (CD #2/ Song #10) This song
takes us from 21 to 31 which then allows us to do the calendar
successfully in both Spanish and English. As with the other counting
song on this CD I use the visual aides of the numbers in either a circle
sitting or standing to make the connection.
Opposites (CD #2 / Song #11) I ask the children if they have
enough energy to help me with my opposite song. (I speak in both
languages back and forth as much as possible when asking questions like
this. I realize if you only have command of one language that part is
impossible, but it’s nice to do if you are bilingual.) I have them
practice the four sets of opposites ahead of time with me. We practice
shaking our heads for yes/sí and no/no, then we go up/arriba and down/abajo,
then we make a sun over our head for day/día and pretend we are sleeping
on our folded hands for night/noche and the last is the most fun I tell
them with big/grande and small/pequeño. I remind them that it is a sway
dance song so let’s “baila juntos/dance together.” We sway dance all the
way until a set of opposites. I cue them as to which one is next.
Cantando las Estaciónes/Singing the Seasons (CD #2/ Song #12) Using visual aides of the four seasons I choose three children for each
season – one to hold the picture of the season, one to hold the English
word for that season and one to hold the Spanish word for that season.
The picture person stands in the middle and sways his picture back and
forth during the chorus of his season. The other two children hold their
word up only when it is sung. English up, then down and Spanish goes up.
The other children delight in the silliness of trying to keep up with
which word is being sung.
Vowel Sounds (CD #2 / Song #13) I use a bright paper plate with
the 5 vowels (we skip “y” in this song) taped around the perimeter of
the plate. I point to the vowel letters as we sing them in both
languages. When singing the little chorus in between, if you can’t
pronounce the new language perfectly, it’s okay. Let the CD do it for
you and you just lip synch!
I Know My Shapes (CD #2 / Song #14) Finding shapes visual aides
is another easy one with both Spanish and English words that I suggest
you laminate to the sides of the shapes. The children are asked to act
like the shape we are singing about and maybe they will get a chance to
hold one of the shapes. We circle our hands around one another for
“circle/círculo,” we walk in place like a “square/cuadrado,” we hop up
and down like Tigger (what child doesn’t love to hop like Tigger?!?!?!)
for “rectangle/rectangulo,” we dance like the “triangle/triangulo,” and
then we fly like an airplane for “oval/ovalo.” Then I collect the shapes
one by one repeating the English and the Spanish word for the shape
adding more repetition.
What Time Is It? (CD #2 / Song #15) This is an echo song. I ask
the children if they remember what an echo is. I praise the correct
answer person and ask them to be my echo in this fun song about telling
time in Spanish and English. If the children are old enough to get the
concept, they can act out the time of day while singing about it. We
hold our arms out in the position of 8 o’clock, then straight above our
heads for 12 o’clock, then pointing down towards the ground for 6:30.
Resources for instruments, visual aides and other items for music
fun:
www.lakeshorelearning.com
(many bilingual visual aids in catalog and stores across the country
as well as the web site)
www.discountschoolsupply.com (many fun links for colors, Velcro
glove for parts of the body song and other hands on learning fun –
catalog also)
www.carsondellosa.com
(Spanish/English visual aids from catalog also)
www.bocabeth.com (discount on
large orders of our bright and well weighted egg shakers and
mini-maracas with BOCA on each one)
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