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When the whole child learns, the brain remembers.
Children move their bodies in creative ways to “connect” with letter names and sounds. They “use their
bodies when their brains forget!” Large and fine motor skills, as well as the senses, are nurtured. The "whole" child is
also introduced to fine art and classical music.
Systematic teaching builds confidence.
Each phase of the ABCs and All of Me builds on the previous phase, allowing children to connect at and master
each level. They meet the alligator eating an apple in the first phase. They sing the A song, move their bodies,
make the letter, trace the letter, hear classical music repeating the letter name and sound simply and clearly,
and thus when they are asked to write the letter, they already have a friend. They are not intimidated, discouraged
or stressed. They find success at each step of the program.
When concepts of print are introduced, children mimic the parent or teacher who moves the ‘tapper’ along the words
in the sentences which are lyrics to the already familiar song. The parent/teacher “hops over white spaces: and “back
sweeps” at the
end of each line. It’s a little tricky at first, but not too tough, and it is even fun because they already know the
song and are
singing along as they tap and backsweep.
When sight words are introduced, they are not random words on a set of flashcards that are meaningless. They are parts
of the song that they already know and have already sung a hundred times! And when they ‘meet’ their first reading book,
they are excited because here is their alligator friend yet again!
Children eagerly repeat tasks that are pleasurable.
Many children learn to read no matter what strategy or method is used. But that does not mean they will love to read.
It does not guarantee that reading will be a pleasure. And for any long term academic success, reading must be a love
or children will not happily do it. If forced or challenged while lacking confidence, they will resent it. With a
lifetime of reading ahead, it is best to find success and joy early on.
The ABC’s and All of Me was developed with the help of 45 enthusiastic kindergarteners. Their teacher, Mrs. Herrmann, had
plenty of input on things they love! For example, the children graphed the favorite between “a fox in a box” and “six can
fix a pancake mix” for the letter X song verse. Mrs. Herrmann really hoped for the “pancake mix” but the majority of the
children voted for the fox. Celina agreed with Mrs. Herrmann and actually burst into tears when the fox won! At the
beginning of the school year, PE, centers, and recess were identified as the favorite subjects by most of the children.
The last week of school the majority of children answered “reading!” to the question “what is your favorite
part of school?"
Children have individual learning styles.
The ABCs and All of Me integrates visual, auditory, and tactile/kinesthetic learning styles. It has, and is, showing
dramatic results with English Language Learners and special need children. Yet is fun and progressive enough to engage
even the most precocious of children. All children strengthen their large and fine motor skills, have multi-sensory and
creative experiences, and mature as “whole” children.
Teachers/parents enjoy teaching programs that are easy to use.
For parent or teacher, the program is clearly outlined and easy to follow. Though it was originally created to take
kindergarten children knowing no letter names and sounds to reading happily and successfully in nine short months, it
can be introduced to much younger children. Each phase has activities for multiple literacy centers that last for at
least 26 days. As the child/children master each phase, the parent/teacher moves on to the next phase. For two and
three year olds, the classical music and sensory activities may be extended. The purpose is to allow the children to
master each step at their own developmental rates.
Learn More About The ABCs and All of Me!
Visit these links:
Overview | Why it Works |
Results | Samples |
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