We are building a database of frequently asked questions that come up when you start using the Sube materials. This database will be used to create a web-based video tutorial series that will provide enhanced online training. If you have a question that is not listed here, please email or call us so we can answer it and add it to our list. If interested in being notified when our video tutorial becomes available, please join our mail list.
Below are our frequently asked questions for teachers getting started with the Sube curriculum. Please let us know if you have a question that is not listed here and we would be happy to answer it and add it to our list.
How do I get started?
The best way to get started is to read the introduction for an overview on the Sube multisensory methodology. We then suggest you review the activities section and become familiar with the variety of games and projects that will be introduced throughout the year. The next step is to determine how many units you will be able to cover within your time frame and how long you will spend on each unit. The Sube curriculum can be adapted for as little as once a week classes or as much as daily one-hour sessions. Finally, use the one-hour lesson modules as your sample lesson. Implement a few classes following the lessons exactly and then modify according to your student needs. If you are still not clear on how to customize the curriculum to your needs, please call us and we would be happy to make more personalized suggestions.
Don't I need to start with basics such as colors and numbers before I begin the first Animals unit?
The first unit includes many activities that introduce the colors and numbers. They are also always reinforced in many of the Sube units throughout the curriculum. The shapes, calendar and alphabet activities are listed in the ONGOING activities to encourage you to introduce/review these throughout your units. We have also found that some teachers like to create an introductory unit where they introduce these basics before starting with the animals unit, which then reinforces these primary themes.
The traditional songs listed in the appendix do not include a corresponding CD. How do I know how to sing those songs with my class?
We hope to come out with a CD in the near future, but in the meantime we have chosen popular songs that are easily found on the internet to help you sing along with your students. These are suggested songs but we also encourage you to sing your own favorite tradiitonal songs. In particular, those that reflect the culture of your community.
Here are some links. if you have trouble finding a song, please contact us:
Uno,Dos,Tres Amigos. Notice that we added lyrics to work on adding numbers using this song.
La Granja Music only
Why are there only eight cards for each Bingo theme? I have 24 children in my class.
The Bingo Game, like many other games in the Sube curriculum incorporate collaborative learning strategies that have proven effective for second language learners. The game is designed to be played in groups so in your class of 24 students you could have eight teams of three. Many studies have shown that when correctly implemented, cooperative learning improves information acquisition and retention, higher-level thinking skills, interpersonal and communication skills, and self-confidence (Johnson, Johnson, and Smith, 1998).
Why are there only bingo games for four units and not all units?
We know the kids love Bingo and love to play it all the time, but we wanted to make sure that we provided a variety of activities that address the diverse learning modalities of your class. Therefore, the units that do not include Bingo offer alternate activities that develop specific skills and that they enjoy as well. In addition, the Bingo games are designed to be played repeatedly, each time in a unique way designed to develop key skills: vocabulary acquisition, comprehension, speaking and critical thinking skills. In this way the Bingo game can be played throughout the year to review and reinforce the vocabulary for those four units.
Why is the Memoria and Pescalo Game only available for two units, Food and Animals?
For the same reason mentioned above, these games were created to develop specific skills. In other units we have created different games, in order to make the curriculum diverse. If time allows, you can always play this game during other units to review the vocabulary.
Why are the flashcards in black and white and not color?
We know our flashcards are not fancy but they are simple and effective. They are just one of many multi-media components that work together as a whole. The vocabulary in the flashcards are integrated in all the Sube components and activities. For example, in the music video they see the vocabulary from the flashcards as live footage. The drawing of the elephant becomes a live elephant in a zoo. In addition, it is suggested to also use plastic toys, objects, or class-created photo flashcards when playing the Show and Tell flashcard game. In this way the content is constantly being seen and experienced in a holistic way through multiple mediums. We have also found that color-coding the cards for each theme is motivational for the children. They always ask anxiously, "When are we going to do get to the "Pink" cards, or the "Blue" cards?"
What is the best way to call out the names from the Caramba Bingo game, (Los Animales)? all from one page, randomly, etc. having trouble with this, also the 2 color animals. Can you tell me why it's done this way?
It is suggested to call out the names randomly, as opposed to reading down the list. Another option is to walk around as you look at children's cards and call out animales for each child. In this way you are assuring that each child has a turn without waiting. This works well with smaller children.
The two color animals were designed to enhance listening and comprehension skills. For example, Quién tiene la vaca roja y anaranjada? In this way students have to identify and comprehend two colors instead of one.
Are flash cards available without the words/names? I notice the kids will read the names, when I cover them they seem to take longer to be able to name them. I can continue covering the words, but I would like a set without words.
It is great that you noticed that early on. The flashcards were designed intentionally as part of the Sube scaffolding technique. The vocabulary words are introduced with the written word in the flashcards and the video, and are later removed in the bingo game and other Sube activities. This process scaffolds the learning in a gentle way, providing support and then removing when ready. You can cover the words on the flashcards as
they call out the names to pretest their readiness, but this is not
required to develop the necessary skill. There are many Sube activities that incorporate the vocabulary words without text.
Also, the manual includes a version of the flashcard game whereas the students are asked to create their own flashcards using magazine cut-outs or drawings of animals without the written word. This art project engages the students and provides the text less version of the flashcards to use when ready. You can also take this opportunity to add more animals or vocabulary words, which is great for older kids.
