There is more new content than I can describe in detail in this space, so let me focus on two programs aimed at two different age groups, SUPER WHY and WordGirl. What’s special about these two new resources is how well today’s children will be able to identify with the characters. In the first episode of SUPER WHY, for example, Pig is upset because Jill keeps knocking over his blocks, a situation with which any pre-schooler could identify. WordGirl gets annoyed when she has to be late to her own birthday party because she must first fight off a word villain. The characters are extremely likable, amusing, and, at the same time, familiar.

Today’s youngsters will also enjoy the gadgetry in the shows. The characters all have very modern tools and means of communication (Super Why communicates with his peers through his Super Duper Computer and his Why Writer), yet they still teach the importance of the basics by reading books and emphasizing the value of a good vocabulary. In addition, young learners have opportunities to extend their learning using PBS’ online interactives, which are directly related to the episodes and learning goals. Instead of the coloring books, worksheets, Pez dispensers, and Colorforms that were ubiquitous during my early learning years, this generation gets an array of interactive games that help them review and apply what they are learning. The PBS KIDS Web site provides multiple opportunities for students to practice letter sounds, reading skills, and other literacy skills that will serve them for a lifetime.

SUPER WHY launches on Labor Day during the pre-school block time. The show is intended for children ages 3-6 who are acquiring early reading skills. The four characters, Pig, Red, Whyatt, and Princess, all help children in various stages of the reading process: learning letters, sounding out words, spelling words, acquiring vocabulary, and reading sentences. The show is designed to elicit answers and call-backs from the audience, engaging the viewers in the reading process. Throughout a single episode, students are exposed to antonyms, rhyming, word patterns, word recognition, reading with one-to-one correspondence, and letter formation.

In addition, the show helps pre-schoolers grapple with everyday life challenges that they may face, such as a classmate knocking over one’s blocks or acting out because of loneliness. Other life skills are taught more subtly. The Three Little Bears, for example, are seen taking out their recycling on their driveway.

To strengthen and expand the skills introduced in the television show, young learners can go to the SUPER WHY Web site where they can choose their own Super Duper Computer, then use it to play online games that match the episodes. As always, there are also many resources to help parents and teachers utilize the resources to their fullest extent.

In the March issue, I outlined specifically how teachers could manage having only a few computers and several students and how to plan for utilizing multimedia games in the classroom to provide differentiated practice time for students. This month, PBS is making it easier than ever to bridge the connection between television and Internet resources. For example, let’s say that a Kindergarten teacher is working with her students on the family of words with “-all” (for example, small, tall, wall, etc.). Previously, she would have had to record the session onto a video tape or DVR, then bring it into class for her students. With SUPER WHY, however, she can simply stream the video of the episode she needs from the PBS KIDS site. Later, her students can play online games such as Red’s Rhyme ‘N Roll to reinforce the concepts learned through the video.

WordGirl is designed for students in grades one through three. The show is a parody of crime-fighting and game shows, allowing for humorous situations in which WordGirl (a.k.a. fifth grader Becky Botsford) must outsmart evil, though comical, villains. The program is designed to help students enrich their vocabularies in a way that is humorous and entertaining. More and more research is emerging about the need for teachers to provide opportunities for students to strengthen their vocabularies, especially for those who may not have had opportunities to do so at home (Marzano, 2004; Paynter, Bodrova, & Doty, 2005).

Research also shows that effective vocabulary instruction should rely more on descriptions than definitions and should be represented in linguistic and nonlinguistic ways; that students should be exposed to new vocabulary terms multiple times; and that students should be given opportunities to play games with vocabulary words (Marzano, 2004). WordGirl’s on-air episodes and the games available on the WordGirl Web site help provide such experiences.

As you’re looking for new resources and new approaches for the ‘07/’08 school year, take a look at other new programs like WordWorld, new episodes of Sesame Street, and new on-air and online content from Between the Lions. Think about taking your students on a tour of Dot’s Story Factory, where early learners can create their own stories and share them with others in the factory show room.

This fall, learners in pre-school and elementary school will have opportunities to experience the same type of engaging, mesmerizing educational programming as I did, only with 21st century resources. Get your Super Duper Computer ready…and have fun!

In thinking about your own needs as an educator or a parent, what other ideas do you have for extending learning opportunities beyond the limited focus time we have with our students? How does having the TV content available online enhance the possibilities for reaching students? I invite your comments, questions, and suggestions below.

References

Paynter, D. E., Bodrova, E., & Doty, J. K. (2005). For the love of words: Vocabulary instruction that works, grades k-6. San Francisco: Jossey-Bass.

Marzano, R. J. (2004). Building background knowledge for academic achievement: research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development.