Cool Swing has been chosen for this children's animation song about wondering why things occur and asking questions.
You can ask the same about the term Voconics!
Each Jazzles 'Voconics' song is an alliterative story that transforms into an engaging animation, interactive computer games and extensions into craft, drama, arts, music and language themed, cross– curriculum activities.
It is a creative way for children to acquire all the big ideas of reading. This includes Vocabulary, Phonemic Awareness, Alphabetic Principle, Fluency, Comprehension and Concepts About Print.
Critically important is the program's unique method/process that creates significant automaticity in learning. This process achieves early reading, creative writing and general learning outcomes 'effortlessly' and 'enjoyably' – even for children who normally struggle.
Here's why the Jazzles Pedagogy (with its specifically designed and integrated resources) achieves automaticity when other reading programs don't!
By singing the songs and watching the animations and their subtitles (Matching Captions), children automatically develop their vocabulary (in connected text), initial sound fluency, comprehension (via the animations), left-to-right tracking and one-to-one correspondence.
Automaticity helps Jazzles prevent one of the greatest causes of reading failure – children getting 'bogged' down by unfamiliar words and meanings. This frees children to creatively enjoy reading at their own pace.
This also leaves them cognitively 'free' to work on more challenging areas such as learning how letter sounds work in words. But even these areas are simplified because the strength of Jazzles is the extensive usage of 'familiar text' as an easier, more engaging entry point for early literacy development.
While automaticity develops fluency in language learning, the Jazzles Pedagogy extends the process beyond just a systematicity/instructional approach to incorporate a wide range of creative activities. These enable children to enrich their learning in new communicative contexts (for example, drama, storyboarding, alliterative collage, etc.) and so reinforce learning and confidence in application.
Practice! Practice! Practice! But Never Drill and Kill Rote!
It is recognized that children are more confident and relaxed developing reading skills using familiarized text. With Jazzles this is achieved through subtitled visualized lyrics that are enjoyably and repetitively practiced every day - in class, voluntarily out of class (in the car, at home etc.) and also involuntarily in their heads because Jazzles songs are repetunes. They get stuck in your head!
(Note:Repetunes is a high level song-writing skill with its exceptional value for language-learning supported by independent university research.)
Which ever way, each time the song is sung, children are automatically developing their phonological skills - "because," as research (Ghoting and Martin-Díaz 2006) shows "songs have a different note for each syllable. Subconsciously, young children are hearing individual words being broken down into parts when they sing."
For those children with non English backgrounds, it's an added joy to effortlessly practice and internalize the pronunciation and structure of English language without embarrassment or stress.
This Jazzles 'Why? Why? Why? animation is typical of all 26 Jazzles Animations – but its 'Why?' inquiry theme is ideal for showing how Jazzles creatively combines extensive integration of explicit and incidental vocabulary acquisition.
The lyrics in this "Why? Why? Why? Animation activate a vocabulary of 55 Words in Connected Text, 32 different, 17 starting with the wonderful letter w/W! 38 Sight Words practiced every time the 'Why? Why? Why?' lyrics are seen and sung. 17 of these are different – 5 above Primer Level. It is guaranteed to engage learning and curiosity of even the most challenging child!
Click Here for the FREE download of the Jazzles Teachers Manual and Read More about the Jazzles, Vocabulary and Phonics - without rote, rote and more rote!