Topics:
A. Why or why not teach the Alphabet?
B. Activities for Teaching and Using the Alphabet
A. Why
or why not teach the Alphabet?
97/08 From-> Richard Lee <rlee@bloomington.in.us>
Subject: Re: new ways to teach the alphabet
I just got to wondering to myself, why do we teach the alphabet in
Spanish, or French, etc.? This isn't an argument that we shouldn't
do
it, but as I sat here thinking about it, I wonder why we spend time
doing it. What will the kids DO with it?
rlee@bloomington.in.us
======================
97/08 From-> Sandra Howard <khoward@nbn.com>
Subject: I don't teach the alphabet
I don't teach the alphabet, however, I do use it when I speak. I tell
kids to do "exercice ah", "bay", "say", etc. So they "learn" it over
the years.
I also don't make my students learn how to spell numbers. But guess
what? Somehow over the years, they seem to learn passively! In order
to
know the alphabet well, we'd have too spend too much time on it. I
figure if any of my kids move to a French-speaking country, and they
need to know the alphabet well, they'll learn it fast. I'd rather spend
class time on other things.
Regards,
Sandra
======================
97/08 From-> Connie Vargas <connie_vargas@eee.org>
Subject: Re: Why teach the alphabet?
I have my students listen to me spell words, in no time they are
spelling them with me. I find that far more meaningful and effective
than teaching the alphabet. The one advantage we have is that our
alphabet is so much like Spanish alphabet. I think it would be a
nightmare to learn another. Maybe not.
Connie Vargas
======================
97/08 From-> "Robert J. Shea" <ejt38@rockwood.k12.mo.us>
Subject: Re: reasons to teach the alphabet
I used to refrain from teaching the alphabet, but in a world of
acronyms, it now seems necessary to me to do so.
Robert J. Shea
======================
97/08 From-> Patricia Jane Long <longp@crisny.org>
Subject: Re: reasons to teach the alphabet
>I spend time at the beginning ... teaching the alphabet. We sing...
spell their names out
>loud...But my original motivation for working with the alphabet came
from a personal
>experience during my junior year abroad
Mine was while booking my return flight from France. When asked to
clarify the spelling of my last (maiden) name I answered the travel
agent: "B, comme bombe". A split second later I realized that that
word
was not a good one to use when trying to get a flight reservation!
Then,
I got that certain look and was promptly corrected: "B, comme Barbara".
The DMV and police here use Charlie and Alpha; the military has a
similar system, too. I have always wondered if most are first names?
And
"I, comme Icar", the movie, comes to mind.
Does anyone know of spelling hints commonly used? (Most helpful,
especially over the phone, when distinctions can get blurred.) In French
or Spanish, as I teach both.
Patty Long
longp@crisny.org
======================
97/08 From-> Elma Chapman <chapmane@edcen.ehhs.cmich.edu>
Subject: Re: new ways to teach the alphabet. . .WHY?
I teach it, too, because a few kids already know it from elementary
school or whatever source and they think it's cool that they know
something, but I also point out that I won't be testing it and in real
life the only thing you usually have to spell is your last name when
making a reservation over the phone. We use it to play hangman at the
beginning of the year as they learn little bits of vocabulary. And
in
the case of vowels particularly, it sometimes helps with pronunciation
a
bit. And the kids usually think it's kind of fun to know.
There's my why--but I could just as easily not teach it and I don't
usually spend very much time on it at all.
Elma Chapman
======================
97/08 From-> Bob Peckham <bobp@utm.EdU>
Subject: Re: new ways to teach the alphabet. . .WHY?
I teach it too, but the reason I teach it in French (in the beginning)
is because once students know it, they are convinced that French is
not
unphonetic. I sing no songs, but I do have students spell their names
in
a fiche signaletique game, in which they give other information they
deal with in the first chapter. You have to understand that this is
a
university class. Last Fall I brought in a Barney tape with the kids
singing the alphabet in French. When the students began jumping out
the
windows, I stopped the tape and asked them if they were ready to learn
it my way. I had to get them off their knees first.
TBob
======================
97/08 From-> "John P. Fox" <JFox860477@aol.com>
Subject: Re: New ways to teach the alphabet
Richard Lee wrote:
"I just got to wondering to myself, why do we teach the alphabet in
Spanish, or French, etc.? This isn't an argument that we shouldn't
do
it, but as I sat here thinking about it, I wonder why we spend time
doing it. What will the kids DO with it?"
One of the reasons I teach the alphabet (and keep reviewing it
throughout the year no matter what level) is so that the students can
hear the sounds that are represented by the letters on a very singular
basis. I think it's much easier to hear these sounds as one sound rather
than as part of a whole group of sounds (a word) and I've found it
helps
in their speaking, listening and writing. It seems the students can
produce much better when they can "see" in their mind the sound that
they are saying or writing, and reading.
John P. Fox
======================
97/08 From-> Michelle Moyer <mmoyer@mto.infi.net>
Subject: Re: new ways to teach the alphabet. . .WHY?
At 9:19 PM 8/25/97, Elma Chapman wrote:
>I teach it, too, because a few kids already know it from elementary
school or
>whatever source and they think it's cool that they know something,
but I also
>point out that I won't be testing it and in real life the only thing
you usually have
>to spell is your last name when making a reservation over the phone.
And my first name. And the city I live in. And words the kids ask me
how
to spell. (I don't want to switch back to English for spelling.) And
the
names of authors when I have the clerk at Barnes & Noble order
books for
me, or of musicians when I'm doing a special order at Media Play. (And
I'm not talking about books for my professional library--I'm talking
about paperbacks they simply don't have in stock.)Especially when your
accent isn't very good (and at the end of Spanish I, while my kids
have
improved drastically, no one's going to mistake them for natives <g>),
being able to spell problem words is helpful.
>There's my why--but I could just as easily not teach it and I don't
usually spend
>very much time on it at all.
I could just as easily not teach it, but I don't spend much time on
it.
We're starting the alphabet today. The kids will recite it in a week.
There'll be a few questions about it on their first test.
But we'll use it all year, so I don't consider it wasted time.
Michelle Moyer mmoyer@mto.infi.net
======================
97/08 From-> "Serafa-Manschot, Emily" <SERAFAME@nhs.northville.k12.mi.us>
Subject: Re: new ways to teach the alphabet
I feel that it is very important to know how to pronounce the alphabet
in the target language. When I ask "Como se escribe?" I want the word
spelled in the target language. Also, when I give multiple choice oral
comprehension quizzes and tests, I want to be able to say the letters
in
Spanish and have the students understand me.
Emily
======================
97/08 From-> "Bola Suriana, Rolando, & Joanne" <bsuriana@morelia.podernet.com.mx>
Subject: Re: new ways to teach the alphabet. . .WHY?
>I teach it, too, because a few kids already know it from elementary
school or whatever
>source and they think it's cool that they know something, but I also
point out that I won't
>be testing it and in real life the only thing you usually have to
spell is your last name when
>making a reservation over the phone.
I teach it with the hope that these same Spanish one students will
eventually make it to Spanish III, IV, AP, university level lit...
and
they will need dictionary skills. It can get mighty frustrating looking
for those - ch - words if you don't have a clue that they are in a
separate section.
Teaching the alphabet also helps to reinforce the five vowel sounds.
If
they get the alphabet down pat there are fewer problems with
pronunciation down the line. When they have doubts you can just remind
them of how the letter sounds when singing the alphabet and they usually
figure it out.
Joanne Dinsmore de López
======================
97/08 From-> MS HEATHER D IGLESIAS <WVDQ92B@prodigy.com>
Subject: Re: Why teach the alphabet?
I tell my students that it makes it easier to spell the words they need
when writing, since Spanish is infinitely more phonetic than English.
Also, my students enjoy going to competitions for many reasons. At
two
of the contests we go to, there are spelling bee events. I don't
concentrate so much on the letters themselves, though I do want them
to
learn the letters and the order of the letters, but the sounds that
they
make and how to use them in words to make your speech effective.
Heather
======================
97/08 From-> Craig Keene <ckeene@kendaco.telebyte.com>
Subject: Re: new ways to teach the alphabet
There are some practical applications to spelling. Chronic
mispronunciation, inarticulation, and a heavy accent can produce
unidentifiable words. Spelling the word in question clarifies. Speaking
on the phone, trying to pronounce an unknown name or word are also
situations in which spelling helps to clarify speaker's meaning and
remove hesitancy.
Whenever one is not face to face and be able to use hand signs (body
language) spelling helps.
Craig
======================
97/08 From-> Courtney Stewart <cstewart@smyth.net>
Subject: Re: new ways to teach the alphabet
I agree, I teach vowels and usually I teach the alphabet--mostly using
bingo and spelling words quickly to see if they get the word. I do
think
that there are times that require one to be able to understand spelled
out words--in order to negotiate meaning--just like in English one
can
always ask for the spelling of something one does not understand.
Courtney
======================
97/08 From-> Dana Thacker <Wdjmt@aol.com>
Subject: Re: new ways to teach the alphabet
There are probably good reasons to teach the alphabet, but I have been
a
Spanish student (as I continue to learn more about the language) for
more than 30 years and last week when I had to teach the Spanish
Alphabet, was the first formal lesson I have ever had on the alphabet.
When I spoke Spanish in my previous carreer, I guess I managed... I
have
wondered where it fits in FL teaching and how I could have skated for
so
long without having any formal instruction in it. I agree that it can
keep the classroom environment in target language, and could be used
as
a survival skill in the aforementioned banking situation..
Dana
======================
97/08 From-> Kristine Conlon <kmconlon@muscanet.com>
Subject: reasons to teach the alphabet
German spelling is quite logical, but when a child has misunderstood
something, he or she often asks, "Wie schreibt man das?"-- How do you
spell that? For example, they spell the names of the German states
to
each other in geography lessons; they try to pronounce Rheinland-Pfalz
to each other when they do their partner work, but they want to write
it
properly, too. They shouldn't have to switch to English for something
so
basic. Besides, it's fun, they feel they can do something already.
And
it is useful. I have to spell my Irish married name in Germany all
the
time; they'd have no trouble with my German maiden name, if I pronounced
it the German way, of course, and not the Midwestern American way.
Kristine
======================
97/08 From-> Madeline Bishop <bishopm@mail.yamhillesd.k12.or.us>
Subject: Why teach the alphabet?
Knowing the alphabet early on is one way to keep the class in the target
language during the correction of workbook or other assignments. I
have
students write the numbered exercises on the board, then, as we look
at
each exercise separately, students raise their hands to tell, in French,
how to correct mistakes they see. I have to teach them a few verbs
necessary for correcting directions, but if they know the alphabet,
the
class can spend a good 20 minutes staying in the language and they
are
generating the communication and it is real! This is maybe the second
month of class at the beginning level.
Madeline Bishop
======================
97/08 From-> Al Bode <abode@comet.charles-city.k12.ia.us>
Subject: Re: Alphabet learning
In teaching the Spanish Alphabet, it is good to point out that each
letter has a maximum of two sounds and most have only one sound. Thus,
once they learn the sounds, they are set for life! I like to ask them
to
contrast it to English with the GB Shaw creation, GHOTI, which is
pronounced "fish". They don't believe it is possible until they realize
that the GH is borrowed from "couGH", the O from "wOmen", and the TI
from "naTIon". Sudeenly they realize pronunciation in their new language
will be much easier, as well as the spelling.
Al Bode
B. Activities
for Teaching and Using the Alphabet
97/08 From-> Duveen Penner <dpenner@esu6.esu6.k12.ne.us>
Subject: Re: new ways to teach the alphabet
I spend time at the beginning of German I teaching the alphabet. We
sing
it to march music, spell their "German" names out loud, I play a wacky
host-mother who dictates wacky shopping lists.... and why? I'm always
surprised how often a kid will ask me "how do you spell that?" and
we
can do it "auf Deutsch." But my original motivation for working with
the alphabet came from a personal experience during my junior year
abroad in Germany.... I had to go to a bank to open an account. The
teller was very nice, and could tell that I was pretty nervous about
the
undertaking and offered to help me fill out the necessary forms. One
of
the first things she asked me was "how do you spell your first name?"
And I couldn't do it! Or, at least it took me a while! So I teach my
kids how to spell! And they love the story!
Duveen in Nebraska
======================
96/10 From-> Kkklein@aol.com
Subject: Re: French alphabet
Here's how my students end the alphabet song: Voici une petite chanson
qui nous aide a dire les sons.
Kimberly Keyek Klein
======================
97/08 From-> Kelly A Rogowski <kelbel@superior.net>
Subject: Re: new ways to teach the alphabet
sing the alphabet to the tune of Jeopardy - they have always loved it
-
and the older ones, although intimidated to sing - join in readily
once
I start making an idiot out of myself....
Kelly Rogowski
kelbel@superior.net
======================
97/08 From-> Sue Alice Shay <shaygsa@win.bright.net>
Subject: Re: new ways to teach the alphabet
we sing the alphabet to "Rock Around the Clock"
shaygsa@win.bright.net
======================
97/08 From-> MS JANET R WOODHOUSE <jwoodhouse@prodigy.com>
Subject: teaching the alphabet
I have had fun and success with using the tapes Sing, Dance and Eat
Tacos/Quiche, depending upon the language. It's done like a drill
sergeant sing-song. The kids have fun with it in exploratory and ask
to
repeat when we review at the high school level. I have a set of bingo
cards that uses the alphabet instead of the numbers; there are fewer
spaces due to the limited number of letters. I think 4 X 4,
I think Bob's college classes would probably think he had lost it
completely, if he used these tapes!! But it works for my levels!
Janet Woodhouse
======================
97/08 From-> Cherice Montgomery <montgomery@feist.com>
Subject: Re: Alphabet
>Why do we teach the alphabet in Spanish, or French, etc.?
On my trip to Spain two summers ago, I cannot begin to count the number
of times I had to spell things. For example, while in a bookstore,
I
inquired as to whether they had a volume of Emily Dickinson's poems
in
Spanish. I have been told that I don't speak with much of an accent,
and
didn't have any trouble expressing the request, but the clerk was unable
to help me (due to sheer unfamiliarity with her) until I finally spelled
her name for him. Other times include not only having to spell my name,
but street names, addresses, etc. Think about how often you are asked
to
spell things in English, or to alphabetize--whether for the purpose
of
keeping your files organized, or for looking things up in an index.
I
believe that the alphabet IS important!
As for activities--I use these with high school and community college
students:
Battleship on paper--kids call out the ships' locations using letters
numbers
I put fluorescent letters all over various classroom objects and then
ask: Donde esta la A, CH, etc.? Students must answer: La CH esta en
la
bandera. La A esta en la puerta, etc. It is a nice way to review
alphabet and classroom objects. I quiz them the same way--with a list
of
Spanish words, they must write down the letter which is attached to
the
object in the classroom that matches the word they see--"look ma, no
English!"
Dot to dots are fun--Simply white out the numbers on a normal dot to
dot
page and then replace them with random letters. Person A gets a list
of
letters which, when read in order, will connect B's picture and vice
versa--it becomes a paired speaking activity.
Hear/Say (Helena Curtain) The person with the star begins by saying
the
letter listed under their SAY column. Person B must listen, find
whichever letter they heard under their HEAR column, follow it across
and SAY whatever is directly beside what they heard and so forth. In
the
versions I use with my classes, the words HEAR and SAY are replaced
with
pictures of an ear and a mouth.
A B
HEAR SAY HEAR SAYLL *F F X
Q B Z Q
X Z B P
P CH CH LL
Random drill--I start the alphabet, suddenly stop, and point to a
student to give me the next letter.
Try using the alphabet to number your problems instead of numbers--as
you go over the problems on the worksheet, the alphabet is being
reinforced.
The time-honored tradition of Bingo is always a good fall-back--a
commercial version called Quizmo is available from somewhere for a
nominal fee.
I give students a list of similar words and ask them to circle the word
I pronounce or to fill in missing letters--casa, cosa, cose/toro, toldo,
tomo/_aca, etc. A section like this appears on their final exam. I
want
them to know the alphabet AND the sound each letter makes!
Alphabet books--if you care to spend the time (I don't anymore), but
got
a beautiful one from a student during my first year of teaching.
During the year as a sponge activity, I sometimes have them list as
many
words as they can which begin with a specific letter.
I include a quiz:
Which letter in Spanish is silent?
How many letters are there in the Spanish alphabet? List the 4 letters
which do not appear in the English alphabet. Which two letters were
not
originally part of the Spanish alphabet? How have Spanish dictionaries
changed recently? How is the way words are organized in a Spanish
dictionary different from in an English dictionary?
What sound does a "j" make in Spanish?
etc.
Cherice Montgomery
======================
97/08 From-> Marilyn Mathanson <marilyn.nathanson@moa.net>
Subject: Re: teaching the alphabet
I use the Sing, Dance and Eat Tacos song too and the kids love it. I
also change the numbers of some dot-to-dot pictures into alphabet
letters. This is used for a pair activity. Each has a set of letters
(scrambled up) and a picture. They have to say their letters to the
partner and the partner connects the dots. They then reverse roles.
Marilyn
======================
97/08 From-> Michelle Moyer <mmoyer@mto.infi.net>
Subject: Re: teaching the alphabet
>I have had fun and success with using the tapes Sing, Dance and Eat
Tacos/Quiche,
>depending upon the language. It's done like a drill sargeant sing-song.
The kids have
>fun with it in exploratory and ask to repeat when we review at the
high school level.
At my high school, Spanish I is taken by 10th/11th graders. They roll
their eyes at the song on the Tacos tape, but almost all of them
participate. And whenever we have a few minutes throughout the year,
they want to hear the alphabet song.
(One of my super-cool juniors from last year disdainfully refused to
sing in class, but I caught him strolling down the hall singing the
song....)
Michelle Moyer
======================
97/08 From-> Bob Peckham <bobp@utm.EdU>
Subject: Re: reasons to teach the alphabet
It gets 10 min. one day and 10 the next + practice with oral spelling
of
a difficult new vocabulary word periodically and the fiche signaletique
exercise I mentioned. I don't think a university class should take
much
time with this. The importance I assign to it stems from the French
vowel sounds. The difficulties students have with single-vowel syllables
of "a", "i", "y", unaccented "e" and "u" can be more easily resolved
if
they know the alphabet. Since French stands in stark contrast with
English for its vocalic orientation and since English long vowels are
conflated through their anticipation of consonant closure, the alphabet
provides the only convincing way to show them important things about
French vowels. I am often amused that textbook introductory lessons
include only sound segmentation of not-yet-learned words and a bit
of
IPA.
Of course, in the same lesson, I also introduce open syllabification,
the and the generally different rhythm patterns of French, especially
the concept of the chain of sound, in contrast with the English hegemony
of the individual word. The material is delivered quickly, and practical
use is made ASAP, because all I do is in the context of sentences.
Students know they are not expected to absorb it all right now.
TBob
======================
97/08 From-> Mary E Young <young-m@juno.com>
Subject: Re: new ways to teach the alphabet. . .WHY?
>I sing no songs, but I do have students spell their names in
a fiche signaletique
>game, in which they give other information they deal with in the first
chapter.
TBob, this is fascinating. What is a "fiche signaletique"?
I have used the American Sign Language one-handed alphabet (there is
a
school for the deaf in our community, so many students have deaf friends
and know some signs.) They respond well to having something to do with
their hands while they sing or say the alphabet. Is this anything like
your activities? How do you use the "fiches"?
Mary E Young
======================
97/08 From-> Deb Duarte <Duarte242@aol.com>
Subject: Re: new ways to teach the alphabet
Buy a wacky flyswatter. Divide class and board in half. Write letters
of alphabet out of order on each half of board (does not need to be
full
alphabet). Call out a letter and have a member of each team try to
be
the first one to whack the letter...also works for numbers up to several
digits.
Deb
======================
97/08 From-> Madeline Bishop <bishopm@mail.yamhillesd.k12.or.us>
Subject: Why teach the alphabet?
Examples of things you teach them to say before you begin...
Erase the "q" in the word, "parc" and write a "c." There is an accent
"grave" over the "e." Write a question mark at the end.
Change the word "mes" to "tes."
Add an "e"
etc.
When you are "training" the class to do this, the teacher is the one
who
says "Read #1, Stephanie." "Are there any mistakes, class?" or "What
is
your opinion?" or "Is this good?" Soon, however, students will be able
to play the role of the teacher and so you have students eliciting
corrections from the whole class while you sit back and mark oral points
for all of the contributions. (and feel good about your class!)
Naturally, you may have to intervene occasionally to help the student
who is playing the teacher role.
(Note: never have the person who wrote the exercise read it. Forget
who
wrote which sentence once it's on the board. That way, kids feel more
ready to criticize the 'neutral' work.)
My debutants learn how to do this, and they use the skill or variations
of it through four years of French. It's much more practical than a
lot
of the other stuff we throw at them the first month.
Madeline
======================
97/08 From-> Anne Bernardi <caribe@ix.netcom.com>
Subject: Re: teaching the alphabet
Hola listeros,
I have a really fun rap alphabet rap. E-mail me off-line and I'll tell
you more about it.
Anne Bernardi
======================
97/08 From-> Beverly Maass <maassbj@teleport.com>
Subject: Vowel songs
After teaching the alphabet, I have the students practice the sounds
of
the Spanish vowels. Then the students get into groups of 3 to 5 people,
of their own choosing. The instructions are to select a popular song
or
a nusery rhyme, etc. and present 4 lines of the song but singing the
tune of the song only with vowel sounds. I demonstrate "Row, Row, Row
Your Boat" first for them. Here's a sample:
"ah,ah,ah,eh,ee,ee,ee,ee,oh,oo,oo,oo,oo,oo,ah,eh,ee,oh,oo". They have
to
select a tune, practice it for several minutes and then sing the song
for the class. After this activity, pronunciation of the vowels is
not a
problem. For the most part the classes enjoy the activity, and they
begin to realize that in my class they have to participate. Sometimes
a
group will write down the order of the sounds on a sheet of paper and
refer to it when singing. All of the sounds must be used, but I don't
care in which order.
Beverly
======================
97/08 From-> Barbara Law <p_blaw@K12.MEC.OHIO.GOV>
Subject: Alphabet idea
Got this from a colleague of mine. She reads a list of acronyms to the
students and then gives a prize for the most correct:
1. ESP
2. NFL
3. ESPN
5. CBS
6. AWOL
7. USA
8. MTV
9. VIP
10. NBA
11. ASAP
12. NAFTA
13. NCAA
14. FBI
15. OPEC
16. UFO
17. UPS
18. CIA
19. RSVP
20. (your HS or college letters)
Barbara Law
======================
97/08 From-> Richard Lee <rlee@bloomington.in.us>
Subject: Re: Alphabet idea
How about teaching some of the more widely used acronyms in the foreign
language. In Spanish, for example:
URSS
RAD
OTAN
ONU
EEUU
SIDA
etc.
Richard
======================
97/09 From-> Kathy White <kwhite@guilford.k12.nc.us>
Subject: Alphabet activities
Here are some additional activities for teaching the alphabet:
1. Call out initials of celebrities for students to guess.
2. Blindfold a student & hand him a cut-out letter to feel & identify
(variation: feel a letter in a bag).
3. Make a spider web on a transparency; number each segment of the web
& write a different letter in it. Players roll a die to determine how many
segments they must pass through, naming each letter as they go. The
first player or team to get out of the web wins.
4. Distribute cards w/a different word written on each one; students cross
out letters as they are called.
5. Play "Gossip" by spelling a word: whisper the letters to a player
from each team; the letters are then relayed to each person on each team
(last player on each team writes the word on the board).
6. Students create license plates & dictate the letter/number combinations
to classmates.
As students acquire more vocabulary during the year:
7. Dictate a short text letter by letter. 8. Each student takes a turn
selecting a word & beginning to spell it. Class tries to guess the word
before he finishes. 9. Have a spelling bee in which each player says 1
letter of the word. 10. Distribute alphabet cards. Define a word: any
student who thinks his letter is in the word goes to the front of the
room. Have students arrange themselves in order, or have class direct
the positions of the letters. Variation: Pronounce a word for students
to spell w/their letter cards.
Kathy White
======================
97/10 From-> Rita Watkins <Ritlw@aol.com>
Subject: Alphabet Song
Frank asked for an alphabet song. This is one my kids love to sing.
The
tune is something like the Oscar Mayer Weiner song - if I can dig out
the keyboard, I'll send notes; if not, bear with me. The lare' and
laru'
are nonsense syllables to make everything fit.
A,B,C,CH,D,E
F,G, H, lare'
I,J,K,L,LL,M y N
N~,O,P,Q,R
RR,S,T y U
V de vaca, doble u
X y zeta, laru'
Have fun!
Rita
======================
97/10 From-> Mike Scoville <mscovill@sevastopol.k12.wi.us>
Subject: Re: Alphabet Song
I also use Rita's song only mine has a little beginning--
El patio de mi casa
es muy particular.
Cuando llueve se moja
igual que los demas.
and then,
A, B, C, CH....
Mike
======================
97/10 From-> Debby Eli <SKANNYBART@aol.com>
Subject: Re: Alphabet Song
Just to add to this particular song...when little kids do it, they hold
hands and walk in a circle. There's a part to that first verse that
says"Ag·chate, niña, y vuelve a agacharte" at that point
you, yes, squat
and keep walking in that position! Believe me, ya gotta be young w/
strong knees! We did it last month and I walked around like the
hunchback!
Saludos,
Deb Eli
Your contributors were:
Mary Young
Janet Woodhouse
Kathy White
Rita Watkins
Connie Vargas
Dana Thacker
Courtney Stewart
Robert Shea
Sue Alice Shay
Emily Serafa-Manschot
Mike Scoville
Kelly Rogowski
Duveen Penner
Robert Peckham
Michelle Moyer
Cherice Montgomery
Marilyn Mathanson
Beverly Maass
Patricia Long
Richard Lee
Barbara Law
Kimberly Klein
Craig Keene
Heather Iglesias
Sandra Howard
John Fox
Debby Eli
Deb Duarte
Joanne Dinsmore
Kristine Conlon
Elma Chapman
Al Bode
Madeline Bishop
Anne Bernardi
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