Archive for January, 2010
Sigue la música
Monday, January 25th, 2010Teacher’s Resource Book: Música amiga: Pedagogía creadora a través de la canción
Book and CD Description
Every one of these volumes can be used with any age children for the appreciation of poetry and music, and the development of concepts and values.
Sigue la música contains well known songs from the folklore like He perdido el do and Mambrú. It also includes some original poem/songs by Alma Flor Ada like Clotilde and Dragones y cocodrilos. For La Cucarachita Martina. Suni Paz has created an exceptional dramatization of the retelling in verse by Alma Flor Ada of the well-known tale. Isabel Campoy’s poem/song Familia celebrates the richness of family.
Suni Paz musical creations draw from her extensive knowledge of Latin American and Spanish musical tradition making this CD and all CDs in the series a powerful introduction to the Hispanic musical heritage.
The twelve poems contained in the book and the twelve songs contained in the CD are:
- He perdido el do – Folklore
- Antón Pirulero – Folklore
- La Cucarachita Martina – Alma Flor Ada
- Las jirafas gemelas – Alma Flor Ada
- Flores y caracoles – Alma Flor Ada
- Clotilde – Alma Flor Ada
- Mambrú – Folklore
- Dragones y cocodrilos – Alma Flor Ada
- El reloj de mi bisabuelo – Folklore
- La vilanela – Folklore
- Familia – F. Isabel Campoy
- La playa – F. Isabel Campoy
Teacher’s Resource Book Description
Música amiga: Pedagogía creadora a través de la canción by Alma Flor Ada and F. Isabel campoy
This handbook, inspired in the Transformative Education process developed by Alma Flor Ada and F. Isabel Campoy, explores the use of songs in the classroom and provides specific suggestions to be applied with Música amiga.
It is divided in two major parts. The first, Aprender cantando, explores the uses of songs in topics like:
- Las canciones y la cultura
- Las canciones para eliminar la ansiedad y facilitar el aprendizaje
- Las canciones y la cultura
- Las canciones como base para la expresión corporal o dramática
- Las canciones en la adquisición de las habilidades lingüísticas
- Las canciones en la integración entre la escuela y el hogar
- Las canciones y los valores transformadores
The second part offers specific suggestions for each of the 120 songs contained in the Música amiga program.
Author’s Note
The production of the Música amiga series has been one the highlights of my life as an author. Although these books may have a much humbler physical appearance than many other of my books, this program combines the creativity of three extraordinary artists and human beings: Isabel Campoy, Suni Paz and Ulises Wensell. Furthermore the product was originally published by my son Alfonso Zubizarreta and its production was one more expression of his support for my work.
Many of the poems/songs that appear in Música amiga were originally part of the Reading Program Hagamos caminos, and signify the first time that Suni Paz and I collaborated. I have mentioned in many occasions that having such an excellent musician create music for my poems has been one of my greatest satisfaction.
Isabel Campoy brought her sensitivity, humor, and creativity to Música amiga, creating a number of original poems for this program, which were also put to music by Suni. The value of family, the treasure of culture, the importance of maintaining our language, the appreciation for learning and reasoning, and the joy of celebrating life in all its forms are some of the topics in Isabel’s contributions to Música amiga.
The art in these books was originally created by Ulises Wensell for Hagamos caminos. Ulises is a most talented artist and has been a true inspiration for my writing. I truly wanted to write children’s books because I dreamt that Ulises could create for my text art of the quality of his illustrations for El emperador y los pájaros or El retorno de la primavera, which I continue to consider absolute masterpieces.
As life would have it, I was able to demand, in order to accept the request to create Hagamos caminos that Ulises would be the illustrator.
And he created, for that reading series, art appropriate for any quality literature book.
When developing Música amiga we were delighted to be able to draw from the Hagamos caminos art to illustrate this collection of poems/songs.
And an extraordinary combination of talents have given life and light to these books and CDs that can enrich all and every classroom with the gift of poetry, songs, and art.
Música amiga program description
There are ten books to this series, each with an accompanying CD.
Each book includes 12 carefully selected poems. All 120 poems are presented as songs in the CD collection. Some of the poems are from folklore, a number of them have been originally written by Alma Flor Ada and by F. Isabel Campoy. A few are from other renown poets.
The books have magnificent illustrations from internationally acclaimed illustrator Ulises Wensell.
All of these poems and songs can be enjoyed by children from Pre-K to 6th grade. As a matter of fact, many can be enjoyed even by older students.
The first five volumes are particularly suited for helping develop specific literacy skills and for the reinforcement of specific syllabic combinations as well as overall language development. The last five volumes support sustained language development, a deepened appreciation for literature and an ongoing love for independent reading.
The titles are:
- ¡Qué rica la ronda! – Música amiga 1
- Canta la letra – Música amiga 2
- Canción y alegría – Música amiga 3
- Corre al coro – Música amiga 4
- Con ton y son – Música amiga 5
- Caracolí – Música amiga 6
- Sigue la música – Música amiga 7
- Do, re, mi, ¡sí, sí! – Música amiga 8
- El camino de tu risa – Música amiga 9
- El son del sol – Música amiga 10
Themes, Values and Vocabulary
The information on this page includes not only the list of poems in the books and songs in the CDs but also an indication of the Themes and Values presented in them.
Initial Reading in Spanish
For teachers or parents interested in teaching or strengthening initial reading skills with songs, there is also a chart to indicate the syllables that are reinforced through these poems and songs as well as a correlation with the initial reading series Hagamos caminos since many of these poems and songs are included in the Hagamos caminos books.
Música amiga Guide
The Música amiga Teacher’s Guide offers general suggestions for the use of music in the classroom for vocabulary, concepts and values development, and specific suggestions for the use of each song.
Aprender cantando, set of 2 cassettes. These cassettes explore how songs can facilitate learning in a variety of ways. Recorded in Spanish by Alma Flor Ada with numerous examples of songs performed by Suni Paz.
Significance of the Use of Songs in the Classroom
The importance of songs in the classroom cannot be overly emphasized. Songs are a vehicle for both teachers and students to develop fluency in the language, improve pronunciation and intonation, build vocabulary, and develop their understanding of Hispanic culture. Learning the traditional folklore cherished by families and communities will strengthen Latino children’s sense of identity; for English-speakers learning Spanish, songs and folklore will deepen their appreciation of the Spanish language.
The content of the ten Música amiga volumes are:
¡Qué rica la ronda! – Música amiga 1
[While every one of these volumes can be used for general purposes with any age children for the joy of poetry and music, this volume is particularly suited for language and vocabulary development as well as family and identity values.]
Los elefantes – Folklore
Sapitos – Alma Flor Ada
El barco chiquitito – Folklore
En el puente de San Juan – Folkore
Uno de enero – Folklore
La cigarra guitarrista – Alma Flor Ada
La bella hortelana – Folklore
En alta mar – Folklore
El beso – F Isabel Campoy
Lluvia – F Isabel Campoy
Mi historia – F Isabel Campoy
Aquí vivimos – F Isabel Campoy
Canta la letra – Música amiga 2
[While everyone of these volumes can be used for general purposes with any age children for the appreciation of poetry and music, this volume is particularly suited for phonemic awareness and the practice of the five vowels as well as family values.]
Una mosca – Folklore
A, a, a, mi abuelita me dará – Alma Flor Ada
Yo te daré – Folklore
La i minúscula – Alma Flor Ada
La mar estaba serena – Folklore
Un… en un… – Alma Flor Ada
Las cinco vocales – Folklore
Color hermoso – F Isabel Campoy
Mi abuelo – F Isabel Campoy
¡Qué miedo! – F Isabel Campoy
Arre, arre – F Isabel Campoy
Canción y alegría – Música amiga 3
[This volume contains stories in verse by Alma Flor Ada. These stories w introduce charming characters like La gallina Picotina, El loro Ala de Oro and La ratita Roequeso as well as three charming poems by Isabel Campoy. The poems and songs are particularly suited to allow children with initial reading skills to read the lyrics independently.]
Perrito color de café – Alma Flor Ada
Fa, fe, fi – Alma Flor Ada
El gato del mago – Alma Flor Ada
La gallina Picotina – Alma Flor Ada
La ranita – Alma Flor Ada
La burrita – Alma Flor Ada
El loro Ala de Oro – Alma Flor Ada
La ratita Roequeso – Alma Flor Ada
Mi oso de papel – F. Isabel Campoy
Mi mapa – F. Isabel Campoy
Canta – F. Isabel Campoy
Corre al coro – Música amiga 4
[Every one of these volumes can be used with any age children for the appreciation of poetry and music, and the development of concepts and values. All the poems in this volume have been written by either Alma Flor Ada or Isabel Campoy. The CD offers a combination of diverse music, lyric songs like El hada Hadaluna, lively songs like Jarabe tapatío and Sube y baja and whimsical invitations to reflect like Mi backpack, La cama de mi maestro y Soñar palabras.]
El ciempiés y la cigarra – Alma Flor Ada
El ratón Botón – Alma Flor Ada
El hada Hadaluna – Alma Flor Ada
Los ocho chivitos – Alma Flor Ada
Josefina y sus amigos – Alma Flor Ada
Jarabe tapatío – Alma Flor Ada
Y va de cuento – Alma Flor Ada
Sube y baja – F. Isabel Campoy
Mi backpack – F. Isabel Campoy
Bolsillo de pantalón – F. Isabel Campoy
La cama de mi maestra – F. Isabel Campoy
Soñar palabras – F. Isabel Campoy
Con ton y son – Música amiga 5
[A combination of well known tradicional songs, like Las mañanitas and Tengo una muñeca and songs that emphasize the value of family.]
Las mañanitas – Folklore
Del… al… – Alma Flor Ada
Tato, Anita y Titino – Alma Flor Ada
Tengo una muñeca – Folklore
La paloma – Folklore
Tengo, tengo, tengo – Folklore
En una bella ciudad – Folklore
Origami – Alma Flor Ada
En el kiosko – Alma Flor Ada
¡Adelante! – F. Isabel Campoy
Mamá – F. Isabel Campoy
Mis manos – F. Isabel Campoy
Caracolí – Música amiga 6
[A combination of songs from folklore, including the beloved De colores, original poems/songs by Alma Flor Ada and magnificent poems/songs by Isabel Campoy that stress the importance of language continuation, Hablar como tú, as well as the values of family and culture, Tú eres muy rico]
De colores – Folklore
Primavera – Alma Flor Ada
Salta la tablita – Folklore
Cri-crí – Alma Flor Ada
Caballito blanco – Folklore
Pimpón – Folklore
Las marionetas – Folklore
Juanito – Folklore
Juega conmigo – F. Isabel Campoy
Hablar como tú – F. Isabel Campoy
Caracola – F. Isabel Campoy
Tú eres muy rico – F. Isabel Campoy
Sigue la música – Música amiga 7
[Well known songs from folklore like He perdido el do and Mambrú, accompany some original poems/songs. La Cucarachita Martina is an exceptional dramatization by Suni Paz of the well-known tale. Isabel Campoy’s poem/song Familia celebrates the richness of family.]
He perdido el do – Folklore
Antón Pirulero – Folklore
La Cucarachita Martina – Alma Flor Ada
Las jirafas gemelas – Alma Flor Ada
Flores y caracoles – Alma Flor Ada
Clotilde – Alma Flor Ada
Mambrú – Folklore
Dragones y cocodrilos – Alma Flor Ada
El reloj de mi bisabuelo – Folklore
La vilanela – Folklore
Familia – F. Isabel Campoy
La playa – F. Isabel Campoy
Do, re, mi, ¡sí, sí! – Música amiga 8
[There is much joy and humor in this book/CD combination. The ballad of El señor don Gato has enchanted many generations of children. Oficios is a poem/song filled with humor that will delight readers and listeners of any age. La lluvia one of Alma Flor’s favorites. Isabel’s three poems/songs in this title will elicit smiles and invite you to sing along.]
El señor don Gato – Folklore
Los días de la semana – Folklore
Oficios – Alma Flor Ada
La lluvia – Alma Flor Ada
El ratón y el gato – Folklore
A dormir – Folklore
Pizpirigaña – Folklore
La pastora – Folklore
El trencito – Folklore
El lápiz de Guillermo – F. Isabel Campoy
Ramón y su perro – F. Isabel Campoy
La nube y la ballena – F. Isabel Campoy
El camino de tu risa – Música amiga 9
[This title includes the work of some very well respected poets, José Martí, Mirta Aguirre and Jaime Ferrán. It also includes two of Alma Flor’s best known poems/songs, Mi amiga, la sombra and the inspiring Hagamos caminos. Isabel contributes four poems/songs, one dedicated to mothers, Día de las madres, another to fathers, Un beso de papá.]
La rosa blanca – José Marí
Lo que vamos a ser – Alma Flor Ada
Los loros – Jaime Ferrán
Aventura – Mirta Aguirre
Ronda de farolas – Folklore
Los pollitos Fernán – Silva Valdés
Mi amiga, la sombra – Alma Flor Ada
Hagamos caminos – Alma Flor Ada
Día de las madres – F. Isabel Campoy
Un beso de papá – F. Isabel Campoy
Estaba una sirena – F. Isabel Campoy
Alto, bien alto – F. Isabel Campoy
El son del sol – Música amiga 10
[This title completes the series with poems of some of the best poets in the Spanish language, masterfully turned into songs by Suni Paz. Her renditions of Fernando Luján’s Cigarras, of Mirta Aguirre’s Caballito, Juan Ramón Jiménez, Doraba la luna el río and Jaime Ferrán Las gacelas are evocative and hauntingly beautiful. For Un son para niños antillanos by Nicolás Guillén and Canción de todos los niños del mundo she has created lively music that invites you to sing along. Four excellent poems/songs by Isabel Campoy make this a necessary title in every classroom. Isabel leads children in the reflection of what it is to think in ¡Qué cosa divertida es pensar!, she brings the awareness of how vast knowledge is in La maestra tampoco lo sabe, and she invites all to take responsibility in taking care of life, Cuida la vida. Finally, she offers the most poignant song about the importance of retaining our own language in No te olvides, no, a song that has become a true inspiration for bilingual educators.
Un son para niños antillanos – Nicolás Guillén
Cigarras – Fernando Luján
Doraba la luna el río – Juan Ramón Jiménez
Baile de la caña – David Chericián
Las gacelas – Jaime Ferrán
Caballito – Mirta Aguirre
Los zapaticos de rosa – José Martí
Canción de todos los niños del mundo – Alma Flor Ada
Cuida la vida – F. Isabel Campoy
No te olvides, no – F. Isabel Campoy
¡Qué cosa divertida es pensar! – F. Isabel Campoy
La maestra tampoco lo sabe – F. Isabel Campoy
| Values | Book | CD | Song # |
Autoestimación – Self Esteem |
|||
| Mis manos | V | 12 | |
| Mi amiga, la sombra | IX | 7 | |
| Oficios | VIII | 3 | |
Cultura – Culture |
|||
| Mi historia | I | 11 | |
| Jarabe tapatío | IV | 6 | |
| De colores | VI | 1 | |
Diversity – Diversidad |
|||
| Canción de todos los niños del mundo | X | 8 | |
| Aquí vivimos | I | 12 | |
Ecología – Ecology |
|||
| Cuida la vida | X | 9 | |
| Alto, bien alto | IX | 12 | |
| La lluvia | VIII | 4 | |
Estudio/Trabajo/Profesiones
|
|||
| Hagamos caminos | IX | 8 | |
| La maestra tampoco lo sabe | X | 12 | |
| Lo que vamos a ser | IX | 2 | |
| ¡Qué cosa divertida es pensar! | X | 11 | |
Familia – Family |
|||
| Día de las madres | IX | 9 | |
| El beso de papá | IX | 10 | |
| Familia | VII | 11 | |
| Mi abuelo | II | 10 | |
Generosidad / Solidaridad
|
|||
| La cigarra guitarrista | I | 6 | |
| Los zapaticos de rosa | X | 7 | |
| La rosa blanca | IX | 1 | |
Idioma – Language |
|||
| Hablar como tú | VI | 10 | |
| No te olvides, no | X | 10 |
READERS’ RESPONSES
If you have enjoyed reading or sharing this book, I would very much like to hear from you. Please click here to send your comments.
Sale el oso
Monday, January 25th, 2010Information coming soon
¿Quieres que te cuente?
Monday, January 25th, 2010This anthology contains stories and thoughts written by children, teachers, and parents. Excellent as an inspiration for the writing classroom.
¡Qué rica la ronda!
Monday, January 25th, 2010Teacher’s Resource Book: Música amiga: Pedagogía creadora a través de la canción
Book and CD Description
Every one of these volumes can be used with any age children for the appreciation of poetry and music, and the development of concepts and values. This volume contains a number of selections from the folklore, particularly suited for vocabulary enrichment. Los elefantes and Sapitos will reinforce numbers in a joyful way. Uno de enero facilitates the practice of the months of the year. Some of the songs will be excellent for movement coordination like La bella hortelana.
La cigarra guitarrista is a different approach to the old fable of the ant and the grasshoper. In this version I have wanted to invite children to look at things from a different perspective, to recognize the role of artists and musicians in society, and to see the value of solidarity and collaboration.
As usual Isabel Campoy provides beautiful poems to reflect and enjoy. El beso is an excellent introduction to the idea of metaphor. Mi historia and Aquí vivimos celebrate our cultural identity.
Suni Paz musical creations draw from her extensive knowledge of Latin American and Spanish musical tradition making this CD and all CDs in the series a powerful introduction to the Hispanic musical heritage.
The twelve poems contained in the book and the twelve songs contained in the CD are:
- Los elefantes – Folklore
- Sapitos – Alma Flor Ada
- El barco chiquitito – Folklore
- En el puente de San Juan – Folkore
- Uno de enero – Folklore
- La cigarra guitarrista – Alma Flor Ada
- La bella hortelana – Folklore
- En alta mar – Folklore
- El beso – F Isabel Campoy
- Lluvia – F Isabel Campoy
- Mi historia – F Isabel Campoy
- Aquí vivimos – F Isabel Campoy
Teacher’s Resource Book Description
Música amiga: Pedagogía creadora a través de la canción by Alma Flor Ada and F. Isabel campoy
This handbook, inspired in the Transformative Education process developed by Alma Flor Ada and F. Isabel Campoy, explores the use of songs in the classroom and provides specific suggestions to be applied with Música amiga.
It is divided in two major parts. The first, Aprender cantando, explores the uses of songs in topics like:
- Las canciones y la cultura
- Las canciones para eliminar la ansiedad y facilitar el aprendizaje
- Las canciones y la cultura
- Las canciones como base para la expresión corporal o dramática
- Las canciones en la adquisición de las habilidades lingüísticas
- Las canciones en la integración entre la escuela y el hogar
- Las canciones y los valores transformadores
The second part offers specific suggestions for each of the 120 songs contained in the Música amiga program.
Author’s Note
The production of the Música amiga series has been one the highlights of my life as an author. Although these books may have a much humbler physical appearance than many other of my books, this program combines the creativity of three extraordinary artists and human beings: Isabel Campoy, Suni Paz and Ulises Wensell. Furthermore the product was originally published by my son Alfonso Zubizarreta and its production was one more expression of his support for my work.
Many of the poems/songs that appear in Música amiga were originally part of the Reading Program Hagamos caminos, and signify the first time that Suni Paz and I collaborated. I have mentioned in many occasions that having such an excellent musician create music for my poems has been one of my greatest satisfaction.
Isabel Campoy brought her sensitivity, humor, and creativity to Música amiga, creating a number of original poems for this program, which were also put to music by Suni. The value of family, the treasure of culture, the importance of maintaining our language, the appreciation for learning and reasoning, and the joy of celebrating life in all its forms are some of the topics in Isabel’s contributions to Música amiga.
The art in these books was originally created by Ulises Wensell for Hagamos caminos. Ulises is a most talented artist and has been a true inspiration for my writing. I truly wanted to write children’s books because I dreamt that Ulises could create for my text art of the quality of his illustrations for El emperador y los pájaros or El retorno de la primavera, which I continue to consider absolute masterpieces.
As life would have it, I was able to demand, in order to accept the request to create Hagamos caminos that Ulises would be the illustrator.
And he created, for that reading series, art appropriate for any quality literature book.
When developing Música amiga we were delighted to be able to draw from the Hagamos caminos art to illustrate this collection of poems/songs.
And an extraordinary combination of talents have given life and light to these books and CDs that can enrich all and every classroom with the gift of poetry, songs, and art.
Música amiga program description
There are ten books to this series, each with an accompanying CD.
Each book includes 12 carefully selected poems. All 120 poems are presented as songs in the CD collection. Some of the poems are from folklore, a number of them have been originally written by Alma Flor Ada and by F. Isabel Campoy. A few are from other renown poets.
The books have magnificent illustrations from internationally acclaimed illustrator Ulises Wensell.
All of these poems and songs can be enjoyed by children from Pre-K to 6th grade. As a matter of fact, many can be enjoyed even by older students.
The first five volumes are particularly suited for helping develop specific literacy skills and for the reinforcement of specific syllabic combinations as well as overall language development. The last five volumes support sustained language development, a deepened appreciation for literature and an ongoing love for independent reading.
The titles are:
- ¡Qué rica la ronda! – Música amiga 1
- Canta la letra – Música amiga 2
- Canción y alegría – Música amiga 3
- Corre al coro – Música amiga 4
- Con ton y son – Música amiga 5
- Caracolí – Música amiga 6
- Sigue la música – Música amiga 7
- Do, re, mi, ¡sí, sí! – Música amiga 8
- El camino de tu risa – Música amiga 9
- El son del sol – Música amiga 10
Themes, Values and Vocabulary
The information on this page includes not only the list of poems in the books and songs in the CDs but also an indication of the Themes and Values presented in them.
Initial Reading in Spanish
For teachers or parents interested in teaching or strengthening initial reading skills with songs, there is also a chart to indicate the syllables that are reinforced through these poems and songs as well as a correlation with the initial reading series Hagamos caminos since many of these poems and songs are included in the Hagamos caminos books.
Música amiga Guide
The Música amiga Teacher’s Guide offers general suggestions for the use of music in the classroom for vocabulary, concepts and values development, and specific suggestions for the use of each song.
Aprender cantando, set of 2 cassettes. These cassettes explore how songs can facilitate learning in a variety of ways. Recorded in Spanish by Alma Flor Ada with numerous examples of songs performed by Suni Paz.
Significance of the Use of Songs in the Classroom
The importance of songs in the classroom cannot be overly emphasized. Songs are a vehicle for both teachers and students to develop fluency in the language, improve pronunciation and intonation, build vocabulary, and develop their understanding of Hispanic culture. Learning the traditional folklore cherished by families and communities will strengthen Latino children’s sense of identity; for English-speakers learning Spanish, songs and folklore will deepen their appreciation of the Spanish language.
The content of the ten Música amiga volumes are:
¡Qué rica la ronda! – Música amiga 1
[While every one of these volumes can be used for general purposes with any age children for the joy of poetry and music, this volume is particularly suited for language and vocabulary development as well as family and identity values.]
Los elefantes – Folklore
Sapitos – Alma Flor Ada
El barco chiquitito – Folklore
En el puente de San Juan – Folkore
Uno de enero – Folklore
La cigarra guitarrista – Alma Flor Ada
La bella hortelana – Folklore
En alta mar – Folklore
El beso – F Isabel Campoy
Lluvia – F Isabel Campoy
Mi historia – F Isabel Campoy
Aquí vivimos – F Isabel Campoy
Canta la letra – Música amiga 2
[While everyone of these volumes can be used for general purposes with any age children for the appreciation of poetry and music, this volume is particularly suited for phonemic awareness and the practice of the five vowels as well as family values.]
Una mosca – Folklore
A, a, a, mi abuelita me dará – Alma Flor Ada
Yo te daré – Folklore
La i minúscula – Alma Flor Ada
La mar estaba serena – Folklore
Un… en un… – Alma Flor Ada
Las cinco vocales – Folklore
Color hermoso – F Isabel Campoy
Mi abuelo – F Isabel Campoy
¡Qué miedo! – F Isabel Campoy
Arre, arre – F Isabel Campoy
Canción y alegría – Música amiga 3
[This volume contains stories in verse by Alma Flor Ada. These stories w introduce charming characters like La gallina Picotina, El loro Ala de Oro and La ratita Roequeso as well as three charming poems by Isabel Campoy. The poems and songs are particularly suited to allow children with initial reading skills to read the lyrics independently.]
Perrito color de café – Alma Flor Ada
Fa, fe, fi – Alma Flor Ada
El gato del mago – Alma Flor Ada
La gallina Picotina – Alma Flor Ada
La ranita – Alma Flor Ada
La burrita – Alma Flor Ada
El loro Ala de Oro – Alma Flor Ada
La ratita Roequeso – Alma Flor Ada
Mi oso de papel – F. Isabel Campoy
Mi mapa – F. Isabel Campoy
Canta – F. Isabel Campoy
Corre al coro – Música amiga 4
[Every one of these volumes can be used with any age children for the appreciation of poetry and music, and the development of concepts and values. All the poems in this volume have been written by either Alma Flor Ada or Isabel Campoy. The CD offers a combination of diverse music, lyric songs like El hada Hadaluna, lively songs like Jarabe tapatío and Sube y baja and whimsical invitations to reflect like Mi backpack, La cama de mi maestro y Soñar palabras.]
El ciempiés y la cigarra – Alma Flor Ada
El ratón Botón – Alma Flor Ada
El hada Hadaluna – Alma Flor Ada
Los ocho chivitos – Alma Flor Ada
Josefina y sus amigos – Alma Flor Ada
Jarabe tapatío – Alma Flor Ada
Y va de cuento – Alma Flor Ada
Sube y baja – F. Isabel Campoy
Mi backpack – F. Isabel Campoy
Bolsillo de pantalón – F. Isabel Campoy
La cama de mi maestra – F. Isabel Campoy
Soñar palabras – F. Isabel Campoy
Con ton y son – Música amiga 5
[A combination of well known tradicional songs, like Las mañanitas and Tengo una muñeca and songs that emphasize the value of family.]
Las mañanitas – Folklore
Del… al… – Alma Flor Ada
Tato, Anita y Titino – Alma Flor Ada
Tengo una muñeca – Folklore
La paloma – Folklore
Tengo, tengo, tengo – Folklore
En una bella ciudad – Folklore
Origami – Alma Flor Ada
En el kiosko – Alma Flor Ada
¡Adelante! – F. Isabel Campoy
Mamá – F. Isabel Campoy
Mis manos – F. Isabel Campoy
Caracolí – Música amiga 6
[A combination of songs from folklore, including the beloved De colores, original poems/songs by Alma Flor Ada and magnificent poems/songs by Isabel Campoy that stress the importance of language continuation, Hablar como tú, as well as the values of family and culture, Tú eres muy rico]
De colores – Folklore
Primavera – Alma Flor Ada
Salta la tablita – Folklore
Cri-crí – Alma Flor Ada
Caballito blanco – Folklore
Pimpón – Folklore
Las marionetas – Folklore
Juanito – Folklore
Juega conmigo – F. Isabel Campoy
Hablar como tú – F. Isabel Campoy
Caracola – F. Isabel Campoy
Tú eres muy rico – F. Isabel Campoy
Sigue la música – Música amiga 7
[Well known songs from folklore like He perdido el do and Mambrú, accompany some original poems/songs. La Cucarachita Martina is an exceptional dramatization by Suni Paz of the well-known tale. Isabel Campoy’s poem/song Familia celebrates the richness of family.]
He perdido el do – Folklore
Antón Pirulero – Folklore
La Cucarachita Martina – Alma Flor Ada
Las jirafas gemelas – Alma Flor Ada
Flores y caracoles – Alma Flor Ada
Clotilde – Alma Flor Ada
Mambrú – Folklore
Dragones y cocodrilos – Alma Flor Ada
El reloj de mi bisabuelo – Folklore
La vilanela – Folklore
Familia – F. Isabel Campoy
La playa – F. Isabel Campoy
Do, re, mi, ¡sí, sí! – Música amiga 8
[There is much joy and humor in this book/CD combination. The ballad of El señor don Gato has enchanted many generations of children. Oficios is a poem/song filled with humor that will delight readers and listeners of any age. La lluvia one of Alma Flor’s favorites. Isabel’s three poems/songs in this title will elicit smiles and invite you to sing along.]
El señor don Gato – Folklore
Los días de la semana – Folklore
Oficios – Alma Flor Ada
La lluvia – Alma Flor Ada
El ratón y el gato – Folklore
A dormir – Folklore
Pizpirigaña – Folklore
La pastora – Folklore
El trencito – Folklore
El lápiz de Guillermo – F. Isabel Campoy
Ramón y su perro – F. Isabel Campoy
La nube y la ballena – F. Isabel Campoy
El camino de tu risa – Música amiga 9
[This title includes the work of some very well respected poets, José Martí, Mirta Aguirre and Jaime Ferrán. It also includes two of Alma Flor’s best known poems/songs, Mi amiga, la sombra and the inspiring Hagamos caminos. Isabel contributes four poems/songs, one dedicated to mothers, Día de las madres, another to fathers, Un beso de papá.]
La rosa blanca – José Marí
Lo que vamos a ser – Alma Flor Ada
Los loros – Jaime Ferrán
Aventura – Mirta Aguirre
Ronda de farolas – Folklore
Los pollitos Fernán – Silva Valdés
Mi amiga, la sombra – Alma Flor Ada
Hagamos caminos – Alma Flor Ada
Día de las madres – F. Isabel Campoy
Un beso de papá – F. Isabel Campoy
Estaba una sirena – F. Isabel Campoy
Alto, bien alto – F. Isabel Campoy
El son del sol – Música amiga 10
[This title completes the series with poems of some of the best poets in the Spanish language, masterfully turned into songs by Suni Paz. Her renditions of Fernando Luján’s Cigarras, of Mirta Aguirre’s Caballito, Juan Ramón Jiménez, Doraba la luna el río and Jaime Ferrán Las gacelas are evocative and hauntingly beautiful. For Un son para niños antillanos by Nicolás Guillén and Canción de todos los niños del mundo she has created lively music that invites you to sing along. Four excellent poems/songs by Isabel Campoy make this a necessary title in every classroom. Isabel leads children in the reflection of what it is to think in ¡Qué cosa divertida es pensar!, she brings the awareness of how vast knowledge is in La maestra tampoco lo sabe, and she invites all to take responsibility in taking care of life, Cuida la vida. Finally, she offers the most poignant song about the importance of retaining our own language in No te olvides, no, a song that has become a true inspiration for bilingual educators.
Un son para niños antillanos – Nicolás Guillén
Cigarras – Fernando Luján
Doraba la luna el río – Juan Ramón Jiménez
Baile de la caña – David Chericián
Las gacelas – Jaime Ferrán
Caballito – Mirta Aguirre
Los zapaticos de rosa – José Martí
Canción de todos los niños del mundo – Alma Flor Ada
Cuida la vida – F. Isabel Campoy
No te olvides, no – F. Isabel Campoy
¡Qué cosa divertida es pensar! – F. Isabel Campoy
La maestra tampoco lo sabe – F. Isabel Campoy
| Values | Book | CD | Song # |
Autoestimación – Self Esteem |
|||
| Mis manos | V | 12 | |
| Mi amiga, la sombra | IX | 7 | |
| Oficios | VIII | 3 | |
Cultura – Culture |
|||
| Mi historia | I | 11 | |
| Jarabe tapatío | IV | 6 | |
| De colores | VI | 1 | |
Diversity – Diversidad |
|||
| Canción de todos los niños del mundo | X | 8 | |
| Aquí vivimos | I | 12 | |
Ecología – Ecology |
|||
| Cuida la vida | X | 9 | |
| Alto, bien alto | IX | 12 | |
| La lluvia | VIII | 4 | |
Estudio/Trabajo/Profesiones
|
|||
| Hagamos caminos | IX | 8 | |
| La maestra tampoco lo sabe | X | 12 | |
| Lo que vamos a ser | IX | 2 | |
| ¡Qué cosa divertida es pensar! | X | 11 | |
Familia – Family |
|||
| Día de las madres | IX | 9 | |
| El beso de papá | IX | 10 | |
| Familia | VII | 11 | |
| Mi abuelo | II | 10 | |
Generosidad / Solidaridad
|
|||
| La cigarra guitarrista | I | 6 | |
| Los zapaticos de rosa | X | 7 | |
| La rosa blanca | IX | 1 | |
Idioma – Language |
|||
| Hablar como tú | VI | 10 | |
| No te olvides, no | X | 10 |
READERS’ RESPONSES
If you have enjoyed reading or sharing this book, I would very much like to hear from you. Please click here to send your comments.
Partimos
Monday, January 25th, 2010Partimos is the initial book in this series in this series based on the Creative Reading Methodology which is explained below.
Partimos is basically a wordless picture book although a few stories will have words imbedded in the illustrations; this is the normal way in which children are initially exposed to print, in signs, posters, or advertisement.
The book is meant to support language development as well as initiate children in the concept of reading stories. Children will also become fully familiarized with the five vowels that are the basis of all syllabic decoding.
Language and concepts related to daily experiences and the child’s environment are supported by Ulises Wensell outstanding illustrations: Home, the Park, the Hospital, the Supermarket, the Department Store, the Farm, the Ocean, the Desert, the Factory are some of the topics. The book also includes very familiar stories like The Three Pigs, The Three Bears, The Seven Little Kids in wordless rendition.
The workbook will facilitate developing concepts of left-right directionality, similarities and differences, grouping and sequencing, as well as full acquaintance with the five vowels and letter recognition among many initial reading skills.
The Hagamos Caminos series components
Books:
Components for each title:
Student Book, Student Workbook, Teacher’s Guides, Cassettes
The DVDs: Hagamos caminos, Creative Reading and La Lectura Creadora explore the principles of the approach used in these materials
A Creative Reading Methodology
The battles between proponents of phonic-based methods and whole-language methods of reading instruction have been harmful to both children and teachers, as they have obscured the values that each approach has to offer.
Hagamos caminos has been developed combining the benefits of both phonics and whole-language approaches. It offers a fun and effective process for the acquisition of reading skills in Spanish. It includes engaging texts by Alma Flor Ada as well as artistic illustrations by Ulises Wensell, an internationally acclaimed artist.
This approach ensures success by using syllables as the basis for decoding, and by systematically building upon previously-learned syllabic combinations. At the same time, these books engage children’s imagination and strengthen their natural motivation for reading by offering meaningful literary texts as reading materials.
The illustrated workbooks promote language and concept development along with offering practice in reading and writing. The workbooks are also illustrated by Ulises Wensell offering an opportunity to enrich children’s aesthetic experiences as well as learning to read images as well as text.
Teachers who have used these materials report that even the most reluctant readers discover the joy of making meaning from a written text. The brief and friendly teacher’s guides explain the use of the program as well as how to use the Creative Dialogue approach to actively engage students in the discovery of their own role as protagonists of their lives.
Author’s Note
Origins of Hagamos Caminos
Reading was such a passion for me as a child that when I became a teacher it was difficult to accept that many of my students had never discovered the joy of reading. An facilitating that all children discover the gift of interacting with books, not only to discover what they had to say, but to find in them inspiration and models for their own life adventure became a very strong concern.
The success of the teaching materials for high school students which I published in Lima, Perú, during the 60s led Boris Romero, owner of Editorial Arica first, Editorial Brasa later, to be willing to try publishing my first book for children, Sonrisas, a collection of retellings of popular stories, poetry and some very brief texts that would suffice to meet the somewhat daunting requirements of the reading curriculum.
While other reading texts used in Peru at the time devoted long pages to topics like school, studying, home, etc. in Sonrisas and the books that followed in what became the Edad de oro reading series these topics were treated in brief engaging ways. The bulk of the books were stories and poetries.
What a joy it was for me while riding the bus to return home from teaching to see all over the city of Lima children sitting at their front doors reading and rereading their reading text. I knew that for many it would be the only book they had, but that they wanted to keep on reading it was a proof of the importance of offering children texts that would engage their imagination.
The success of those first reading anthologies, Cascabel, Sonrisas, Alegrías, Maravillas, Triunfos left me with the desire of being able to create others.
The art of Ulises Wensell
When already living in the United States I saw the books El retorno de la primavera and El emperador y las pájaros published by Editorial Altea in Spain and illustrated by Ulises Wensell I was so fascinated by Ulises’ art that above all I wanted to write books he would illustrate.
What a gift for children if I could create engaging reading texts that would be complemented by the magic of Ulises’ work.
When Editorial Hijos de Santiago Rodríguez, a publisher with a long tradition of publishing text books in Spain, offered me the opportunity to write a reading series for Spanish-speaking children in the United States my only requirement was that they would offer Ulises a contract as the illustrator.
The production of these books was a long saga… at the end the project was bought by Fondo Educativo Interamericano, in México, through the good offices of Juan José Fernández Gaos.
The idea of producing reading series for different Latin American countries did not quite come through.
A one volume initial book, similar to the traditional “cartillas” but with the creative texts and Ulises art was published in México as Tecolote, in Colombia as Rin Rín and in Panamá, for all of Central America, as Colorín.
In the United States Addision Wesley published the first six volumes of the project: Partimos, Andamos, Corremos, Navegamos and Volamos.
Suni Paz Music
One wonderful complement was that when I suggested Suni Paz could sing the various songs from the popular tradition included in the program, songs like De colores, Tengo una muñeca, Caballito blanco, Salta la tablita, etc. Suni in turn proposed that she wanted to also create original music for my poems and many of my stories in verse form and even for some that were not in verse but she found had an internal rhythm that make them apt to be sang.
Suni recorded over one hundred songs for this project, which were first published in a set of 3 cassettes that included my reading of the text in the books and of additional folktales.
Later, as the program went out of print, the songs Suni had recorded for Hagamos caminos were reproduced in the Música amiga program which contains some new songs with lyrics by Isabel Campoy.
A new life for Hagamos caminos
After the Hagamos caminos program had been out of print for a few years, McGraw Hill Mexico reprinted Tecolote as well as Partimos, Andamos, Corremos and Volamos as well as their workbooks.
These books and workbooks are now available through DelSol Books.
Reviews
Children Learn Spanish through Literacy
Bilingual Fun
“As a bilingual language educator and mom, I am always on the search for quality teaching materials that will engage children’s imaginations and curiosity, while promoting language development. I was thrilled to have the opportunity to use Hagamos Caminos series by Alma Flor Ada. I have been a fan of Ada for many years, and her book Pio Peep, was my children’s all time favorite! It was read to them each and every night when they were babies and toddlers. You can ask them today and they can easily recite all of the poems and rhymes in the book! Now that my kids are school age, this reading series is excellent for them as they are developing and enhanching their bilingual literacy skills…” Read more »
Navegamos
Monday, January 25th, 2010Navegamos is the fifth book in this series based on the Creative Reading Methodology which is explained below.
The previous books of the series introduce all possible syllabic combinations in the Spanish language. Navegamos provide children the opportunity to improve their reading fluency while enjoying original stories and engaging poetry.
Some of the rhymes of the oral tradition as well as poems that have been put to music by Suni Paz can be found sang by Suni in Música amiga.
The Hagamos Caminos series components
Books:
Components for each title:
Student Book, Student Workbook, Teacher’s Guides, Cassettes
The DVDs: Hagamos caminos, Creative Reading and La Lectura Creadora explore the principles of the approach used in these materials
A Creative Reading Methodology
The battles between proponents of phonic-based methods and whole-language methods of reading instruction have been harmful to both children and teachers, as they have obscured the values that each approach has to offer.
Hagamos caminos has been developed combining the benefits of both phonics and whole-language approaches. It offers a fun and effective process for the acquisition of reading skills in Spanish. It includes engaging texts by Alma Flor Ada as well as artistic illustrations by Ulises Wensell, an internationally acclaimed artist.
This approach ensures success by using syllables as the basis for decoding, and by systematically building upon previously-learned syllabic combinations. At the same time, these books engage children’s imagination and strengthen their natural motivation for reading by offering meaningful literary texts as reading materials.
The illustrated workbooks promote language and concept development along with offering practice in reading and writing. The workbooks are also illustrated by Ulises Wensell offering an opportunity to enrich children’s aesthetic experiences as well as learning to read images as well as text.
Teachers who have used these materials report that even the most reluctant readers discover the joy of making meaning from a written text. The brief and friendly teacher’s guides explain the use of the program as well as how to use the Creative Dialogue approach to actively engage students in the discovery of their own role as protagonists of their lives.
Author’s Note
Origins of Hagamos Caminos
Reading was such a passion for me as a child that when I became a teacher it was difficult to accept that many of my students had never discovered the joy of reading. An facilitating that all children discover the gift of interacting with books, not only to discover what they had to say, but to find in them inspiration and models for their own life adventure became a very strong concern.
The success of the teaching materials for high school students which I published in Lima, Perú, during the 60s led Boris Romero, owner of Editorial Arica first, Editorial Brasa later, to be willing to try publishing my first book for children, Sonrisas, a collection of retellings of popular stories, poetry and some very brief texts that would suffice to meet the somewhat daunting requirements of the reading curriculum.
While other reading texts used in Peru at the time devoted long pages to topics like school, studying, home, etc. in Sonrisas and the books that followed in what became the Edad de oro reading series these topics were treated in brief engaging ways. The bulk of the books were stories and poetries.
What a joy it was for me while riding the bus to return home from teaching to see all over the city of Lima children sitting at their front doors reading and rereading their reading text. I knew that for many it would be the only book they had, but that they wanted to keep on reading it was a proof of the importance of offering children texts that would engage their imagination.
The success of those first reading anthologies, Cascabel, Sonrisas, Alegrías, Maravillas, Triunfos left me with the desire of being able to create others.
The art of Ulises Wensell
When already living in the United States I saw the books El retorno de la primavera and El emperador y las pájaros published by Editorial Altea in Spain and illustrated by Ulises Wensell I was so fascinated by Ulises’ art that above all I wanted to write books he would illustrate.
What a gift for children if I could create engaging reading texts that would be complemented by the magic of Ulises’ work.
When Editorial Hijos de Santiago Rodríguez, a publisher with a long tradition of publishing text books in Spain, offered me the opportunity to write a reading series for Spanish-speaking children in the United States my only requirement was that they would offer Ulises a contract as the illustrator.
The production of these books was a long saga… at the end the project was bought by Fondo Educativo Interamericano, in México, through the good offices of Juan José Fernández Gaos.
The idea of producing reading series for different Latin American countries did not quite come through.
A one volume initial book, similar to the traditional “cartillas” but with the creative texts and Ulises art was published in México as Tecolote, in Colombia as Rin Rín and in Panamá, for all of Central America, as Colorín.
In the United States Addision Wesley published the first six volumes of the project: Partimos, Andamos, Corremos, Navegamos and Volamos.
Suni Paz Music
One wonderful complement was that when I suggested Suni Paz could sing the various songs from the popular tradition included in the program, songs like De colores, Tengo una muñeca, Caballito blanco, Salta la tablita, etc. Suni in turn proposed that she wanted to also create original music for my poems and many of my stories in verse form and even for some that were not in verse but she found had an internal rhythm that make them apt to be sang.
Suni recorded over one hundred songs for this project, which were first published in a set of 3 cassettes that included my reading of the text in the books and of additional folktales.
Later, as the program went out of print, the songs Suni had recorded for Hagamos caminos were reproduced in the Música amiga program which contains some new songs with lyrics by Isabel Campoy.
A new life for Hagamos caminos
After the Hagamos caminos program had been out of print for a few years, McGraw Hill Mexico reprinted Tecolote as well as Partimos, Andamos, Corremos and Volamos as well as their workbooks.
These books and workbooks are now available through DelSol Books.
Música amiga
Monday, January 25th, 2010Teacher’s Resource Book: Música amiga: Pedagogía creadora a través de la canción
Discover the power of music and poetry to build literacy! Infuse culture into your curriculum with this indispensible collection of poetry and songs in Spanish. This program is an excellent vehicle for developing phonemic awareness and supporting language acquisition, basic foundations for reading success.
The musical compilations include traditional folklore, selected works by a wide range of Latin American authors, and original material written by Alma Flor Ada and F. Isabel Campoy. All of the songs are arranged and sung by Suni Paz, and many are her original compositions. The books contain magnificent color illustrations by Ulises Wensell.
The importance of songs in the classroom cannot be overly emphasized. Songs are a vehicle for both teachers and students to develop fluency in the language, improve pronunciation and intonation, build vocabulary, and develop their understanding of Hispanic culture. Learning the traditional folklore cherished by families and communities will strengthen Latino children’s sense of identity; for English-speakers learning Spanish, songs and folklore will deepen their appreciation of the Spanish language.
Each of the accompanying books includes the corresponding lyrics for all of the songs. All of these songs and poems can be used from kindergarten to grade six for oral language development and cultural enrichment. The first five compilations are particularly suited for helping develop specific literacy skills, as indicated. The last five support sustained language development, a deepened appreciation for literature, and an ongoing love for independent reading.
Música amiga program description
There are ten books to this series, each with an accompanying CD.
Each book includes 12 carefully selected poems. All 120 poems are presented as songs in the CD collection. Some of the poems are from folklore, a number of them have been originally written by Alma Flor Ada and by F. Isabel Campoy. A few are from other renown poets.
The books have magnificent illustrations from internationally acclaimed illustrator Ulises Wensell.
All of these poems and songs can be enjoyed by children from Pre-K to 6th grade. As a matter of fact, many can be enjoyed even by older students.
The first five volumes are particularly suited for helping develop specific literacy skills and for the reinforcement of specific syllabic combinations as well as overall language development. The last five volumes support sustained language development, a deepened appreciation for literature and an ongoing love for independent reading.
The titles are:
- ¡Qué rica la ronda! – Música amiga 1
- Canta la letra – Música amiga 2
- Canción y alegría – Música amiga 3
- Corre al coro – Música amiga 4
- Con ton y son – Música amiga 5
- Caracolí – Música amiga 6
- Sigue la música – Música amiga 7
- Do, re, mi, ¡sí, sí! – Música amiga 8
- El camino de tu risa – Música amiga 9
- El son del sol – Música amiga 10
Themes, Values and Vocabulary
The information on this page includes not only the list of poems in the books and songs in the CDs but also an indication of the Themes and Values presented in them.
Initial Reading in Spanish
For teachers or parents interested in teaching or strengthening initial reading skills with songs, there is also a chart to indicate the syllables that are reinforced through these poems and songs as well as a correlation with the initial reading series Hagamos caminos since many of these poems and songs are included in the Hagamos caminos books.
Música amiga Guide
The Música amiga Teacher’s Guide offers general suggestions for the use of music in the classroom for vocabulary, concepts and values development, and specific suggestions for the use of each song.
Aprender cantando, set of 2 cassettes. These cassettes explore how songs can facilitate learning in a variety of ways. Recorded in Spanish by Alma Flor Ada with numerous examples of songs performed by Suni Paz.
Significance of the Use of Songs in the Classroom
The importance of songs in the classroom cannot be overly emphasized. Songs are a vehicle for both teachers and students to develop fluency in the language, improve pronunciation and intonation, build vocabulary, and develop their understanding of Hispanic culture. Learning the traditional folklore cherished by families and communities will strengthen Latino children’s sense of identity; for English-speakers learning Spanish, songs and folklore will deepen their appreciation of the Spanish language.
The content of the ten Música amiga volumes are:
¡Qué rica la ronda! – Música amiga 1
[While every one of these volumes can be used for general purposes with any age children for the joy of poetry and music, this volume is particularly suited for language and vocabulary development as well as family and identity values.]
Los elefantes – Folklore
Sapitos – Alma Flor Ada
El barco chiquitito – Folklore
En el puente de San Juan – Folkore
Uno de enero – Folklore
La cigarra guitarrista – Alma Flor Ada
La bella hortelana – Folklore
En alta mar – Folklore
El beso – F Isabel Campoy
Lluvia – F Isabel Campoy
Mi historia – F Isabel Campoy
Aquí vivimos – F Isabel Campoy
Canta la letra – Música amiga 2
[While everyone of these volumes can be used for general purposes with any age children for the appreciation of poetry and music, this volume is particularly suited for phonemic awareness and the practice of the five vowels as well as family values.]
Una mosca – Folklore
A, a, a, mi abuelita me dará – Alma Flor Ada
Yo te daré – Folklore
La i minúscula – Alma Flor Ada
La mar estaba serena – Folklore
Un… en un… – Alma Flor Ada
Las cinco vocales – Folklore
Color hermoso – F Isabel Campoy
Mi abuelo – F Isabel Campoy
¡Qué miedo! – F Isabel Campoy
Arre, arre – F Isabel Campoy
Canción y alegría – Música amiga 3
[This volume contains stories in verse by Alma Flor Ada. These stories w introduce charming characters like La gallina Picotina, El loro Ala de Oro and La ratita Roequeso as well as three charming poems by Isabel Campoy. The poems and songs are particularly suited to allow children with initial reading skills to read the lyrics independently.]
Perrito color de café – Alma Flor Ada
Fa, fe, fi – Alma Flor Ada
El gato del mago – Alma Flor Ada
La gallina Picotina – Alma Flor Ada
La ranita – Alma Flor Ada
La burrita – Alma Flor Ada
El loro Ala de Oro – Alma Flor Ada
La ratita Roequeso – Alma Flor Ada
Mi oso de papel – F. Isabel Campoy
Mi mapa – F. Isabel Campoy
Canta – F. Isabel Campoy
Corre al coro – Música amiga 4
[Every one of these volumes can be used with any age children for the appreciation of poetry and music, and the development of concepts and values. All the poems in this volume have been written by either Alma Flor Ada or Isabel Campoy. The CD offers a combination of diverse music, lyric songs like El hada Hadaluna, lively songs like Jarabe tapatío and Sube y baja and whimsical invitations to reflect like Mi backpack, La cama de mi maestro y Soñar palabras.]
El ciempiés y la cigarra – Alma Flor Ada
El ratón Botón – Alma Flor Ada
El hada Hadaluna – Alma Flor Ada
Los ocho chivitos – Alma Flor Ada
Josefina y sus amigos – Alma Flor Ada
Jarabe tapatío – Alma Flor Ada
Y va de cuento – Alma Flor Ada
Sube y baja – F. Isabel Campoy
Mi backpack – F. Isabel Campoy
Bolsillo de pantalón – F. Isabel Campoy
La cama de mi maestra – F. Isabel Campoy
Soñar palabras – F. Isabel Campoy
Con ton y son – Música amiga 5
[A combination of well known tradicional songs, like Las mañanitas and Tengo una muñeca and songs that emphasize the value of family.]
Las mañanitas – Folklore
Del… al… – Alma Flor Ada
Tato, Anita y Titino – Alma Flor Ada
Tengo una muñeca – Folklore
La paloma – Folklore
Tengo, tengo, tengo – Folklore
En una bella ciudad – Folklore
Origami – Alma Flor Ada
En el kiosko – Alma Flor Ada
¡Adelante! – F. Isabel Campoy
Mamá – F. Isabel Campoy
Mis manos – F. Isabel Campoy
Caracolí – Música amiga 6
[A combination of songs from folklore, including the beloved De colores, original poems/songs by Alma Flor Ada and magnificent poems/songs by Isabel Campoy that stress the importance of language continuation, Hablar como tú, as well as the values of family and culture, Tú eres muy rico]
De colores – Folklore
Primavera – Alma Flor Ada
Salta la tablita – Folklore
Cri-crí – Alma Flor Ada
Caballito blanco – Folklore
Pimpón – Folklore
Las marionetas – Folklore
Juanito – Folklore
Juega conmigo – F. Isabel Campoy
Hablar como tú – F. Isabel Campoy
Caracola – F. Isabel Campoy
Tú eres muy rico – F. Isabel Campoy
Sigue la música – Música amiga 7
[Well known songs from folklore like He perdido el do and Mambrú, accompany some original poems/songs. La Cucarachita Martina is an exceptional dramatization by Suni Paz of the well-known tale. Isabel Campoy’s poem/song Familia celebrates the richness of family.]
He perdido el do – Folklore
Antón Pirulero – Folklore
La Cucarachita Martina – Alma Flor Ada
Las jirafas gemelas – Alma Flor Ada
Flores y caracoles – Alma Flor Ada
Clotilde – Alma Flor Ada
Mambrú – Folklore
Dragones y cocodrilos – Alma Flor Ada
El reloj de mi bisabuelo – Folklore
La vilanela – Folklore
Familia – F. Isabel Campoy
La playa – F. Isabel Campoy
Do, re, mi, ¡sí, sí! – Música amiga 8
[There is much joy and humor in this book/CD combination. The ballad of El señor don Gato has enchanted many generations of children. Oficios is a poem/song filled with humor that will delight readers and listeners of any age. La lluvia one of Alma Flor’s favorites. Isabel’s three poems/songs in this title will elicit smiles and invite you to sing along.]
El señor don Gato – Folklore
Los días de la semana – Folklore
Oficios – Alma Flor Ada
La lluvia – Alma Flor Ada
El ratón y el gato – Folklore
A dormir – Folklore
Pizpirigaña – Folklore
La pastora – Folklore
El trencito – Folklore
El lápiz de Guillermo – F. Isabel Campoy
Ramón y su perro – F. Isabel Campoy
La nube y la ballena – F. Isabel Campoy
El camino de tu risa – Música amiga 9
[This title includes the work of some very well respected poets, José Martí, Mirta Aguirre and Jaime Ferrán. It also includes two of Alma Flor’s best known poems/songs, Mi amiga, la sombra and the inspiring Hagamos caminos. Isabel contributes four poems/songs, one dedicated to mothers, Día de las madres, another to fathers, Un beso de papá.]
La rosa blanca – José Marí
Lo que vamos a ser – Alma Flor Ada
Los loros – Jaime Ferrán
Aventura – Mirta Aguirre
Ronda de farolas – Folklore
Los pollitos Fernán – Silva Valdés
Mi amiga, la sombra – Alma Flor Ada
Hagamos caminos – Alma Flor Ada
Día de las madres – F. Isabel Campoy
Un beso de papá – F. Isabel Campoy
Estaba una sirena – F. Isabel Campoy
Alto, bien alto – F. Isabel Campoy
El son del sol – Música amiga 10
[This title completes the series with poems of some of the best poets in the Spanish language, masterfully turned into songs by Suni Paz. Her renditions of Fernando Luján’s Cigarras, of Mirta Aguirre’s Caballito, Juan Ramón Jiménez, Doraba la luna el río and Jaime Ferrán Las gacelas are evocative and hauntingly beautiful. For Un son para niños antillanos by Nicolás Guillén and Canción de todos los niños del mundo she has created lively music that invites you to sing along. Four excellent poems/songs by Isabel Campoy make this a necessary title in every classroom. Isabel leads children in the reflection of what it is to think in ¡Qué cosa divertida es pensar!, she brings the awareness of how vast knowledge is in La maestra tampoco lo sabe, and she invites all to take responsibility in taking care of life, Cuida la vida. Finally, she offers the most poignant song about the importance of retaining our own language in No te olvides, no, a song that has become a true inspiration for bilingual educators.
Un son para niños antillanos – Nicolás Guillén
Cigarras – Fernando Luján
Doraba la luna el río – Juan Ramón Jiménez
Baile de la caña – David Chericián
Las gacelas – Jaime Ferrán
Caballito – Mirta Aguirre
Los zapaticos de rosa – José Martí
Canción de todos los niños del mundo – Alma Flor Ada
Cuida la vida – F. Isabel Campoy
No te olvides, no – F. Isabel Campoy
¡Qué cosa divertida es pensar! – F. Isabel Campoy
La maestra tampoco lo sabe – F. Isabel Campoy
| Values | Book | CD | Song # |
Autoestimación – Self Esteem |
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| Mis manos | V | 12 | |
| Mi amiga, la sombra | IX | 7 | |
| Oficios | VIII | 3 | |
Cultura – Culture |
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| Mi historia | I | 11 | |
| Jarabe tapatío | IV | 6 | |
| De colores | VI | 1 | |
Diversity – Diversidad |
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| Canción de todos los niños del mundo | X | 8 | |
| Aquí vivimos | I | 12 | |
Ecología – Ecology |
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| Cuida la vida | X | 9 | |
| Alto, bien alto | IX | 12 | |
| La lluvia | VIII | 4 | |
Estudio/Trabajo/Profesiones
|
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| Hagamos caminos | IX | 8 | |
| La maestra tampoco lo sabe | X | 12 | |
| Lo que vamos a ser | IX | 2 | |
| ¡Qué cosa divertida es pensar! | X | 11 | |
Familia – Family |
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| Día de las madres | IX | 9 | |
| El beso de papá | IX | 10 | |
| Familia | VII | 11 | |
| Mi abuelo | II | 10 | |
Generosidad / Solidaridad
|
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| La cigarra guitarrista | I | 6 | |
| Los zapaticos de rosa | X | 7 | |
| La rosa blanca | IX | 1 | |
Idioma – Language |
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| Hablar como tú | VI | 10 | |
| No te olvides, no | X | 10 |
READERS’ RESPONSES
If you have enjoyed reading or sharing this book, I would very much like to hear from you. Please click here to send your comments.
My Mother Plants Strawberries
Monday, January 25th, 2010Information coming soon
My Name is María Isabel
Monday, January 25th, 2010Book Description
María Isabel, a Hispanic child growing up in the U.S., begins having problems in her new classroom when her teacher changes her name to Mary. This compelling portrait of an experience common to many language minority children inspires discussions on self-identity and biculturalism. “Captures the authentic flavor of Latino culture in this warm, yet never sentimental, story: an entire family genealogy is encapsulated in a Latino name, as well as special connections between its bearer and the relatives for whom she was named. Presented in realistic terms, María Isabel’s struggles will ring true to many children in the US. Pair this with Barbara Cohen’s Molly’s Pilgrim for a fine multicultural comparison.” (THE KIRKUS REVIEW).
Reviews
Publishers Weekly
Armed with her new blue bookbag, Maria Isabel bravely faces her first day at a new school. But when she meets her new teacher, she is told there are already two other Marias in the class. “Why don’t we call you Mary instead?” her teacher suggests, unaware that Maria was named for both her grandmothers, a grandfather and her father. Maria’s inability to respond to “Mary” leads to more problems. Simply told, this story combines the struggle of a Puerto Rican family’s efforts to improve their life with a shared sense of pride in their heritage. The author’s carefully drawn characterizations avoid stereotypes, thus increasing their appeal and believability. An essay involving a wish list gives Maria a chance to reclaim her name, and allows her teacher to make amends. Abetted by Thompson’s straightforward black-and-white drawings, this contemporary tale serves as a good reminder that no two names are really alike. Ages 7-10.
School Library Journal
Grade 3-4: This gentle story tells of Maria Isabel Salazar Lopez, who finds herself dubbed “Mary Lopez” when her family moves and she is placed in a class with two other Marias. Maria Isabel finds it hard to respond to a name that does not seem like hers. Her teacher doesn’t understand why it is so difficult for her to answer to “Mary” until the child is inspired to address her paper on “My Greatest Wish” to the topic of her name. The result is not only a happy ending, but also an affirming study of heritage and how it is integrally bound up in an individual’s sense of self. The brief text, adequately extended by line drawings, reads aloud well and could certainly be used in conjunction with Gary Soto’s The Skirt (Delacorte, 1992) to illustrate the Hispanic culture that is part of the lives of many contemporary children. –Ann Welton, Terminal Park Elementary School, Auburn, WA
Kirkus Reviews
When María Isabel Salazar López’s family moves, there are already two Marías in her new class, so the teacher decides to call her Mary López. Since she doesn’t readily recognize this new name, María Isabel is continually scolded for being inattentive; worse, her pride in being named for her grandmothers is dishonored. María Isabel’s reluctance to assert her wish to be called by her full name involves her in an apparent web of deception when she doesn’t get a part in a pageant (she doesn’t recognize her name when the teacher is assigning roles) but lets her parents believe she’ll participate. Fortunately, an essay assignment provides a solution: she finds the courage to write that her “greatest wish is to be called María Isabel Salazar López,” clearly explaining her reasons; and her teacher responds generously to her plea. Cuban author Ada (The Gold Coin, 1991) captures the authentic flavor of Latino culture in this warm, yet never sentimental, story: an entire family genealogy is encapsulated in a Latino name, as well as special connections between its bearer and the relatives for whom she was named. Presented in realistic terms, María Isabel’s struggles will ring true to many children in the US. Pair this with Barbara Cohen’s Molly’s Pilgrim (1983) for a fine multicultural comparison. (Fiction. 7-10)
Citations
Once Upon a Heroine by Alison Cooper-Mullin, page 94, and page 168.
Let’s Hear It for the Girls : 375 Great Books for Readers 2-14 by Erica Bauermeister, page 102, and Index.
The Between the Lions (R) Book for Parents : Everything You Need to Know to Help Your Child Learn to Read by Linda K. Rath, page 166.
The Children’s Literature Lover’s Book of Lists by Joanna Sullivan, page 193.
Cartwheel to the Moon: My Sicilian Childhood by Emanuel Di Pasquale, Back Flap.
Failing At Fairness: How Our Schools Cheat Girls by Myra Sadker, Back Matter.
Lesson Plan
http://readingtokids.org/Books/BookView.php?pag=3&bookID=00000503
READERS’ RESPONSES
Ideas for the use of this book in different areas
Social Justice Literature for the Elementary Classroom
http://2009bookclubblog.blogspot.com
My Name Is Maria Isabel
By: Alma Flor Ada
Reflection:
- This chapter book is about a little girl, Maria Isabel, who has to go through the usual challenges of being a new student. Her biggest problem, however, is to be called Mary Lopez by her teacher instead of the name she was born with and is supremely proud of-Maria Isabel Salazar Sanchez. To her, this name has so much meaning because of her grandparents and feels that it is one of the most important aspects about her. Throughout the book she struggles to find the courage to stand up for the way she feels and to be understood by her teacher.
- I like this book because it highlights the Hispanic culture which allows Latino students to feel empowered but also encourages respect and acceptance of other cultures since they are focused on as well. I also like that the book revolves around the issue of valuing student’s names and cultures and that it helps students and teachers to realize that these are extremely important aspects of a person that should be respected and understood.
- Currently, I am using Maria Isabel for a book club and will use it to teach literacy while integrating social studies, math, art, and issues of social justice. Social studies ideas: studying Puerto Rican people who have made a change in society, learning about Puerto Rico’s relationship with the United States. Literacy ideas: character analysis, reading comprehension strategies, learning of literary elements, persuasive writing, text to self connections, text to text connections. Math ideas: graphing the increase of Maria Isabel’s courage throughout the book. Social justice ideas: exploring their own identities (all of these students are of Hispanic culture), exploring methods of how they can be courageous, learning and exploring other cultures, learning about the importance of their names and culture, exploring and accepting other people’s holidays and traditions, teaching children conflict/resolution/communication strategies Arts ideas: creating a web of problems and how to get out of it and performing Amahl.
- Ways in which it falls in the domains of sje:
- Children of Hispanic culture are encouraged to love and accept themselves.
- Various cultures are represented in the book and encourage acceptance of other’s cultures, traditions, and holidays.
- This book deals with racism and oppression.
- The method in which Maria Isabel stands up for herself is through a courage driven, detailed essay to the teacher describing why her culture is so important and why devaluing her name and culture is like overlooking the biggest part of her. Students will see how these small social movements can easily be done within the classroom community.
- This book doesn’t directly apply to this domain.
- This book can easily connect to the literacy curricular unit but not limited to the subjects that have been mentioned above.
If you have enjoyed reading or sharing this book, I would very much like to hear from you. Please click here to send your comments.
¡Me gusta jugar!
Monday, January 25th, 2010Information coming soon
