ABCBook_Instructions by Edizioni Centro Studi Erickson

Alessio Morando and Sofia Cramerotti

INCLUSIVE ABC BOOK

Activities and games with letters and languages

Instructions

C O N T E N T S

Introduction

How to use the tool

Introducing the teaching cards

Fun facts about letters

Online resources for children The ABC book Graphomotor skills and prewriting activities Playing with letters Playing with Braille Playing with LIS Playing with CAA Letters in motion Card games

INTRODUCTION In his fantasy novel The Adventures of Pinocchio, which tells the story of the famous wooden puppet, Carlo Collodi writes: ‘As soon as it had stopped snowing, Pinocchio set out for school with his fine spelling book under his arm. As he went along he began to imagine a thousand things in his little brain, and to build a thousand castles in the air, one more beautiful than the other. And talking to himself he said: ‘Today at school I will learn to read at once; then tomorrow I will begin to write, and the day after tomorrow to learn numbers.’ To this day, the ABC book (named after the first three letters of the alphabet: A–B–C) remains a fundamental tool for teaching and learning letters and the basics of language. It is also something deeply fascinating for all children as they approach the formal learning of reading and writing. The Inclusive ABC Book for primary school offers not only a versatile tool made up of colourful cards to display in the classroom, but also a wide range of practical ideas and suggestions on how to use it across different activities, with the aim of making learning letters an engaging and enjoyable experience that is, above all, inclusive. The main goal is to embrace different forms of representation of individual letters — from more traditional

ones to those that make use of images, and from auditory channels to visual, gestural, tactile and bodily–kinaesthetic ones. Recognising, welcoming and valuing all the differences present within the classroom, whatever they may be, is reflected in proposals that range from more traditional activities — such as visual and auditory letter recognition, identifying initial sounds in words and matching them to corresponding images — to more specific approaches designed for different special educational needs (Braille, LIS – Italian Sign Language, AAC – Augmentative and Alternative Communication), and extend to embracing the multiplicity of languages and their potential to communicate in different ways (for example through letters in motion or activities related to foreign languages). This ABC book is a journey of discovery through each letter of the alphabet. Children will learn together to recognise, pronounce and write letters, and to create words that allow them to communicate and tell stories, using diverse and inclusive forms of language that respect the diversity found in today’s classrooms. The inclusion of a section devoted to fun facts about letters (their origins, history, evolution and ancient alphabets) makes this journey into the wonderful world of letters even more exciting. Each letter is given a ‘special space’, featuring colourful images and engaging activities that turn early reading and writing into an exciting adventure.

Educational and learning objectives • • • • • • •

• • •

Introduction to letters: presenting one or more letters using associated images and key words. Letter recognition: helping children to visually recognise and name (auditory channel) the letters of the alphabet. Pronunciation and phonics: teaching correct letter pronunciation and corresponding sounds, linking each letter to its specific sound. Development of language comprehension: supporting understanding of the relationship between sounds and letters, which is essential for literacy. Development of writing skills: learning the shapes of capital and lowercase letters and encouraging correct letter formation. Word building: encouraging children to combine learned letters to form simple words. Introduction to different forms of communication: familiarising children with alternative forms of communication, such as Braille, LIS and AAC, helping them to understand the importance of inclusive communication that supports everyone’s participation and recognises and values differences. Vocabulary expansion: introducing new words through images and examples, enriching children’s vocabulary. Encouraging creativity: allowing children to explore letters and words creatively, fostering imagination and creativity. Development of social skills: the ABC book is a shared classroom tool which, through group activ-

•

ities, promotes teamwork, cooperation and peer-topeer communication. Learning through body and movement: movement and body awareness support cognitive, emotional and social development. Body and movement are deeply interconnected and play a key role in processes of knowledge and understanding, as they are an integral part of our experience and memory.

Using the ABC book creatively helps children not only to build a solid linguistic foundation, but also to increase their motivation to learn. It is important to remember that every child learns in a different way. We therefore encourage teachers to be flexible and to adapt activities to the needs, specific requirements and learning pace of each child in the class. It is the teacher’s role to identify the most appropriate moment to introduce each of the activities suggested in the practical ideas and materials. In this way, the Inclusive ABC Book is not a tool to be used only in the early years, but one that accompanies children throughout their entire primary school journey — especially for more complex activities (such as exploring alternative forms of communication or foreign languages) which require the development of specific prerequisites. Are you ready to discover what lies behind the A, the B, the C and all the other letters of the alphabet? Let’s begin this fantastic journey through letters and words together! You are all invited to explore, enjoy yourselves, and let your imagination and curiosity guide you on this exciting discovery.

HOW TO USE THE TOOL

Word and visual representations

A E I O U

Upper- and lowercase print letters

BALENA

Braille letter LIS sign

Upper- and lowercase cursive letters

Letter in motion

This ABC book consists of 28 cards, each showing a letter of the alphabet. Each letter is shown in upper- and lowercase print and is associated with a word, presented in its written form as well as through graphic and photographic representations. Photographs offer children a concrete and realistic representation of the world around them by helping them make connections between what they see in the ABC book and what they observe in their everyday lives. Moreover, many children are more motivated, curious and engaged when they see real images, which at the same time encourage closer observation and a more genuine understanding of their surroundings. Each ABC card also shows the corresponding letter in its Braille representation and in LIS (Italian Sign Language), to help children understand that there are different ways of communicating. Through the ABC book and the activities associated with it, children are therefore given the opportunity to become familiar with alternative forms of communication. This objective is closely linked to a broader aim: raising awareness of the importance of everyone’s participation, full access to learning, and the recognition and valuing of all differences.

QR code to access the signed video

The importance of learning through movement and the body is also taken into account. Body and movement are important mediators of learning — an aspect that is unfortunately still too often overlooked within school curricula. The proposal of ‘letters in motion’ fits within this approach, which aims to make use of all our communicative possibilities, including through enjoyable movement-based activities and postures that mimic the shapes of the different letters of the alphabet. For each card, teachers can, when they consider it appropriate, enrich the study of the alphabet by integrating — using the lower part of the card — additional elements alongside the letter in motion, namely: • •

the letter written in upper- and lowercase cursive; a QR code linking to a video showing the LIS sign for the letter and the word.

The choice to provide such a rich range of materials stems from the desire to offer an inclusive tool that, starting from learning the letters of the alphabet, makes it possible to strengthen linguistic knowledge. This approach goes beyond the more traditional forms commonly used in school settings by opening up to forms of language that use different communication channels. Through this approach, the ABC book addresses diverse needs and helps to value the differences found in our classrooms.

INTRODUCING THE ONLINE TEACHING CARDS Alongside the use of the tool, teachers have access to a set of full-colour teaching sheets—in addition to the ABC book cards, which are also provided in a simplified version in line with the Indicazioni ministeriali per il curricolo della scuola primaria (the Italian national guidelines for the primary school curriculum). These materials can be downloaded from the online resources, printed and provided to children. They are described below and organised by topic.

Pre-writing and letter activities These activities precede the learning of writing and support the development of the skills needed to carry out the next stage with ease. They are not limited solely to letter recognition or to the movement or gesture involved in tracing them, but engage and support different areas of development: • •

fine and gross motor skills and hand–eye coordination, relating to the ability to grasp and use writing tools and to complete structured pathways; visuo-spatial skills, relating to the ability to recognise colours, shapes and topological concepts (such as

• • •

above and below, inside and outside, in front of and behind); attention skills focused on carrying out a task from beginning to end; cognitive and memory skills, relating to understanding and remembering instructions and the steps required to achieve the objective; executive functions, which guide and organise all the skills listed above in an appropriate and functional way to support task completion (visual discrimination, planning, sequencing, etc.).

The proposed sheets allow work at different levels of skill acquisition, progressing through exercises of increasing difficulty up to the tracing of letters in print and cursive (when considered appropriate by the teacher within a gradual learning pathway). Preparatory activities for letter tracing are designed to help children become familiar with the individual fine-motor movements that will later be directly involved in the written production of letters.

Pre-writing activities for letter tracing

Letter tracing

Grapheme and phoneme recognition

Aa TROVA E COLORA LA LETTERA A.

COLORA LE IMMAGINI CHE INIZIANO CON LA LETTERA A.

From an inclusive perspective, and in order to raise awareness of and foster familiarity with different forms of language, the same approach is applied to Braille and Italian Sign Language (LIS). Below are the specific games and activities designed for both forms of communication.

Letter recognition in Braille and in LIS COLLEGA LE LETTERE AL BRAILLE

Playing with letters The activities in this section focus on recognising letters from both grapheme and phoneme perspectives. They help children develop an awareness of the grapheme–phoneme correspondence, enabling them to transform written words into spoken language and vice versa. The worksheets and games support the development of attention skills, consolidate letter learning, enrich vocabulary, and stimulate creativity.

COLLEGA LE LETTERE AI GESTI LIS CORRETTI

Playing with Braille After revising the Braille alphabet — a code based on defined and universally recognised symbols — the teacher can introduce the activities in this section to the class. These activities initially focus on association between words and symbols and, at a more advanced level, on matching graphic representations with the Braille code. COLLEGA LE PAROLE AL CODICE BRAILLE

COLLEGA LE IMMAGINI ALLE PAROLE IN BRAILLE

APE BLU CANE

For example, the teacher may divide the class into pairs and suggest activities of increasing difficulty. Using the egg cartons, children challenge their classmates to guess first single letters and then combinations of letters to form words. The teacher may also involve the whole class in creating a classroom wall display, creating a complex sentence for a celebration or special occasion, or to welcome a new classmate. A POP-IT may also be used: this is a hands-on spatial tool already used in schools across different subjects. It is particularly suitable here for ‘playing’ with an alternative system of communication. Depending on the size of the tool, activities of increasing difficulty can be structured accordingly.1

Playing with Italian Sign Language (LIS)

The activities then gradually guide children towards writing in Braille, starting with a few words, their own names, and the names of classmates, family members, and friends. SEGUI L’ESEMPIO E SCRIVI LE PAROLE IN BRAILLE

After revising the LIS alphabet — a natural language conveyed through visual and gestural communication and used in Italy — the teacher can introduce the activities in this section. These activities initially focus on associating alphabet letters with LIS signs, and then support children in learning a basic LIS vocabulary. Thanks to the QR code, which provides for each letter both the corresponding sign and the associated word (included in the alphabet book), children can learn and reproduce the signs, playing together with their peers or taking part in fun classroom activities.

Further games and activities The teacher may encourage experimentation with and exploration of Braille through a range of hands-on activities. 1.

Empty egg cartons can be used: their six compartments allow children to play while stimulating the tactile and sensory dimension, by creating Braille cells using empty spaces (white dots) and filled spaces (black dots) to produce a tactile alphabet or words.

Further games and activities 1.

Children can learn to sign their own names as well as the names of their classmates. A fun game to introduce in the classroom, which can be played in pairs or in small groups, involves signing the name of a classmate drawn at random from a bag containing the names of all the classmates and encouraging the others to guess whose name it is.

8 1

The use of this working approach was suggested by Flavio Fogarolo. For further information, please refer to the website of the asosociation Gruppo San Francesco d’Assisi Onlus. Per i ciechi del Togo (www.grupposanfrancesco.org).

working independently, can create short, simple sentences using AAC symbols that are easily available online.

ALFABETO LIS

The online resources also include all the QR codes for the letters and words of the alphabet book signed in Italian Sign Language (LIS). Teachers can use them to suggest games and riddles designed to stimulate learning, recognition, attention, creativity and memory skills, as well as to encourage children to independently create new learning experiences.

Playing with AAC

AAC – Augmentative and Alternative Communication – is a set of techniques, strategies and tools used to support people with communication difficulties in expressing themselves more effectively. AAC is not a language, but an approach that enables people to communicate with others in an ‘alternative’ way. It is based on the use of images and symbols which, when combined, make it possible to create sentences and stories or, more simply, to express thoughts, requests, opinions and information. In cases of more complex communication difficulties, images and graphic signs (pictograms) can be indicated using gestures in order to make requests or provide answers. In this case, the graphic sign represents the object itself, rather than the sound used to identify it (as in the case in traditional syllabic, consonantal and alphabetic writing systems). AAC therefore helps to support and augment verbal communication through other means, enabling people to express themselves and to participate in social, school, work and family life. Within this ABC book, we have chosen to introduce children to this form of alternative communication as well. Today, AAC is used in many settings (schools, libraries, museums, toy libraries, etc.), for example on signage, information leaflets and reading books. As a result, children may already have encountered AAC symbols in real-life contexts and may have become curious about them. The examples presented below and in the online resources are taken from Erickson publications and can help introduce children to this form of communication. By using the ready-made worksheets available in the online resources, containing the words and images from the ABC book, teachers working with the class, or children

Source: Scataglini C. (2017),.I Classici con la CAA – Pinocchio. Trento: Erickson.

Building words, sentences and stories AAC offers the class the opportunity to build — independently or with the support of the teacher — further activities based on the words presented in the online resources. These activities focus on: • •

•

grammatical and syntactic aspects of language; social and relational aspects, through the creation of labels, signs or instruction notebooks with guidelines, directions and suggestions to support children who may be experiencing difficulties; playful and narrative aspects, through the creation of co-constructed and shared stories.

Letters in motion The play-based activities designed to promote the learning of the alphabet can also involve body movement and the imitation of the shapes of individual letters.

Within the ABC book and one of the card decks, letters in motion provide additional materials for learning letters

and words, through the use of the body and the motor– kinaesthetic dimension. The teacher can use the cards for games and activities with small groups, pairs, or the whole class.

Games and activities using the card decks

Aa The four decks — each consisting of 26 cards and featuring, respectively, upper- and lowercase letters of the alphabet, LIS signs, Braille letters, and letters in motion — can be used for a variety of games and activities. These support the development of essential skills at this stage of growth, addressing cognitive, perceptual, sensory and bodily–kinaesthetic aspects. Here too, a number of activities are suggested. These can be modified, adapted or used as inspiration according to the needs of the children in the class. It is recommended that the class be divided into small groups, which take turns playing with the different decks. The teacher may also assign their role to a child (as described in the games below) and move between groups to observe how the activities are carried out.

Games using a single deck 1.

The correct letter: the letter deck is placed face down in the centre of the table. The teacher says a word aloud and the players take turns drawing a letter card from the deck. If the letter appears in the spoken word, the player shows the card and earns a point. The game then continues with new words, using the cards they already have or by drawing new ones. The hidden letter: one player draws a card and keeps it hidden. The other players try to guess the letter by asking questions that can only be answered with ‘yes’ or ‘no’, for example: ‘Is it a vowel?’, ‘Does it come before the letter G in the alphabet?’, and so on. Whoever guesses correctly draws the next card and continues the game. Letter chain: one player draws a card and says a word that begins with that letter (for example, if they draw C, they turn it over and say CANE). The next player draws a card and must say a word that

begins with their letter but also contains the previously drawn letter (for example, if they draw M, the word must contain C, such as MUCCA). The game continues until no more words can be found or the cards run out. It is advisable to remove foreign letters from the deck. 4. Bingo: each player is given a previously prepared 3×3 grid containing random letters. The teacher draws a letter from the deck and says it aloud. If the letter appears on a player’s grid, they mark it. The winner is the first to complete a row, a column or a diagonal. 5. The fastest player: all the cards are laid out face up on the table. The teacher says a letter aloud and the players must touch the correct card. The first player to touch the correct letter wins the card. 6. The familiar object: The teacher draws a card and shows it. The children must find an object in the room that starts with the indicated letter. 7. The alphabet: the teacher places the cards randomly on the table. One child at a time must put the letters back in order from A to Z as quickly as possible. This can be organised as a friendly ‘competition’ using a stopwatch, or simply to see who can place the most letters in the correct order. The activity can also be carried out in pairs, with a collaborative approach. 8. The story: each child draws a card and invents a short story that begins with that letter and includes at least two nouns or adjectives starting with the same letter (for example, if they draw C: ‘C’era una volta un CANE che voleva fare un giro in CANOA’). Each child then adds to the story using the letter they draw next from the deck. 9. Reproduction and imitation game: after drawing a number of letters in motion cards, the children must help their classmates guess the letters by imitating their shape or position. This can be done as a team challenge (similar to charades), in pairs, or with the whole class. 10. Word building: in the gym, children can line up or lie on the floor and, by imitating the movements or positions of the letters shown on the cards, create words or sentences, eventually building a short story together.

Games using two decks 1.

Matching memory (alphabet with LIS or Braille): the teacher places the cards from the two decks (alphabet and LIS or Braille) face down on the table. The children try to match a letter of the alphabet with the corresponding LIS or Braille symbol. Each time they find a matching pair, they earn a point and may continue playing. A variation can also be introduced using the letters in motion cards. Find the letter: the teacher divides the class into small groups and distributes all the cards from the

alphabet deck among the groups. The teacher then turns over a card from the LIS, Braille or letters in motion deck. The children must find, among the cards they have, the corresponding letter. Mime the letter: the players are divided into two groups, and two decks are selected from the alphabet letters, letters in motion, Braille or LIS decks. A player from the first group draws a card from the first deck and, without showing it, describes it using words or by miming it (based on the letters in motion cards). The other members of the group must guess which letter it is and find its equivalent in the other deck. The group that correctly guesses the most cards wins. The mystery word: the teacher creates a secret word using a mix of alphabet and Braille letters and places them on the table. By observing the cards, children try to guess the mystery word. Guess the symbol: children take turns drawing a card from the LIS or Braille deck and try to guess the corresponding letter of the alphabet. They may look at the cards and search for the equivalent letter. The activity is repeated with different symbols.

Games using three or four decks 1.

Three-/four-deck memory: the teacher places all or some of the cards from the three or four decks face down on the table. Children must find three or four matching cards, one from each deck, to form a set. When they succeed (for example, the letter A in the alphabet, in LIS, in Braille and in letters in motion), they keep the set and earn a point. The winner is the player or team with the most sets.

Three-/four-way matching: the teacher divides the children into four teams. Each team receives a different deck. In turns, one team shows a card and the other teams must find the corresponding card from their own deck. The team that correctly matches the most cards in the shortest time wins. Letter chain: each player or small group receives a different deck. The first player starts with a letter from the alphabet deck. The second player must find the same letter in their own deck (LIS, Braille or letters in motion) and place it next to it, and so on. The chain continues using the three or four decks, with the aim of forming the complete alphabet. Bingo: the teacher prepares bingo cards featuring letters of the alphabet. Cards are then drawn from the LIS, Braille or letters in motion decks, and children mark the corresponding letter on their card. The first to complete a row, a column or a diagonal wins. Letter hunt in the classroom: the teacher hides the cards from the three or four decks in different areas of the classroom. Children are then asked to find the initial letter of a word, for example CANE. They must locate the letter from each deck (alphabet, LIS, Braille and letters in motion) and bring all the cards together to complete the corresponding set. Alphabet question: each child receives one card from each deck (alphabet, LIS, Braille and letters in motion). The teacher asks questions such as: ‘Which letter represents the sound at the beginning of the word MELA?’ or ‘Which Braille letter corresponds to the letter S of the alphabet?’. The children who have the correct card answer by showing it to the class.

FUN FACTS ABOUT LETTERS This section presents a range of facts, languages and information designed to spark children’s curiosity, as well as to provide ideas for additional activities to explore the world of letters: their origins, ancient alphabets, their evolution, and other forms of language.

Stories about the alphabet Our alphabet has its roots in the cultures of the ancient Egyptians and the Phoenicians. Egyptian hieroglyphs were a highly complex writing system, characterised by both logographic and phonetic features: each symbol could represent a letter, a syllable or an entire word. The Phoenicians adapted these symbols, simplifying them and linking them to the sounds of their own language. Later on, in the 9th century BC, the Greeks started from this consonantal alphabet and associated letters with vowel sounds as well, making it possible to represent the phonemes of the Greek language.

The Greek alphabet The Greek alphabet is a writing system made up of 24 letters, specifically 7 vowels and 17 consonants. As already mentioned, the Greeks adapted some Phoenician letters that were not used in their alphabet to represent vowel sounds, which are essential in Greek. In ancient Greece, letters were also used to write numbers, in a similar way to how Roman numerals were used by the Latin-speaking world. Greek letters are still present in our language today, especially in specific fields such as mathematics, physics and astronomy.

The Phoenician Alphabet Phoenician writing is an ideographic writing system, meaning that it does not focus primarily on the phonological aspect of language, but instead uses symbols (ideograms) to represent ideas and meanings. The Phoenicians identified 22 sounds, more or less corresponding to those that can be produced by the human vocal cords, and ‘transformed’ them into graphic signs, such as very simple lines that were easy to write, read and remember. By combining these signs in different ways, it was possible to represent a very large number of words.

Do You Know the Story of the Letter A? History tells us that the letter A comes from the Phoenician alphabet, via the Greek alphabet. Its Greek name, alpha, derives from the term Aleph, which means ‘ox’s head’. Going even further back, it has been discovered that an ancient Egyptian hieroglyph originally had a shape very similar to a stylised ox’s head. Over time, as writing evolved and, in the specific case of the letter ‘A’, following a 180-degree rotation, the ‘horns’ of the ox gradually took on the form of the two legs of our capital printed letter A. If we continue exploring the history of letters, we discover that the Latin ‘B’ in turn comes from the Greek ‘B’ (bēta), which reproduces the Phoenician beth. At this point, it is easy to understand where the word alphabet comes from: precisely from the combination of the first two letters of the Greek alphabet.

Which is the most frequently used letter in the Italian alphabet? The most frequently used letter is ‘i’, followed by ‘a’, ‘o’ and finally ‘e’. As we can see, vowels are the most commonly used letters in our language. To understand why vowels are used more frequently than consonants, it is enough to read any text or sentence while paying attention to how vowels make reading much smoother and more fluent. If we think instead about consonants, especially those that are less common in Italian (such as the foreign letters ‘j’, ‘x’, ‘w’ and ‘k’), we realise that they make reading much more difficult or, at the very least, less fluent. Try it for yourself!

Nautical code The International Code of Signals is a coding system used to send messages through flag signalling. Hoisted vertically on ships in groups of four, the flags are read from top to bottom and represent letters of the alphabet, numbers, and even complete standardised messages. It is a full alphabet, a form of language which, like all others, has its own symbols and rules of communication. It consists of 26 flags representing the letters of the NATO phonetic alphabet, 10 numerical flags for the digits from 0 to 9, and 4 additional flags used to indicate punctuation, acknowledgement and responses to messages (the so-called answering pennants), as well as repetitions.

International communication codes Morse code Morse code, devised in 1835 by the American inventor Samuel Morse, is a communication code adopted internationally both for radiotelegraphy and for short-distance communication using light, sound or electrical signals. Alphanumeric characters are represented by specific sequences of long signals, called ‘dashes’, and short signals, called ‘dots’. Morse code became the standard system for encoding information for almost two centuries — a result never achieved by other alternative systems — and was used in maritime communications until 1999.

Answering pennants

First, second and third substitute

Languages from around the world At school, it is important to put into practice a number of good approaches to promote awareness of the many languages spoken around the world and to value children’s relationships with their languages of origin — especially in educational contexts increasingly characterised by linguistic diversity. This table presents the translation of the words from our ABC book into several languages, including Chinese (did you know? Mandarin Chinese is the most widely spoken language in the world and offers an opportunity to introduce the use of ideograms found in some languages). In the final column, children can choose a foreign language of their choice or a classmate’s home language. Children will use printed and/or online dictionaries to identify and write the corresponding term for each word.

ITALIAN

ENGLISH

SPANISH

CHINESE

ALBERO

TREE

ÁRBOL

樹

shù

BALENA

WHALE

BALLENA

鯨

jīng

CANE

DOG

PERRO

狗

gǒu

DELFINO

DOLPHIN

DELFÍN

海豚

hǎitún

ELEFANTE

ELEPHANT

ELEFANTE

大象

dà xiàng

FIORE

FLOWER

FLOR

花

huā

GATTO

CAT

GATO

貓

māo

HOTEL

飯店

fàndiàn

ISOLA

ISLAND

ISLA

島

dǎo

JEEP

吉普車

jípǔchē

KOALA

COALA

無尾熊

wú wěi xióng

LUNA

MOON

LUNA

月亮

yuèliàng

MELA

APPLE

MANZANA

蘋果

píngguǒ

NUVOLA

CLOUD

NUBE

雲

yún

ORSO

BEAR

OSO

熊

xióng

PANE

BREAD

PAN

麵包

miànbāo

QUADRO

PAINTING

CUADRO

繪畫

huìhuà

RANA

FROG

RANA

青蛙

qīngwā

SOLE

SUN

SOL

太陽

tàiyáng

TAVOLO

TABLE

MESA

桌子

zhuōzi

UVA

GRAPE

UVA

葡萄

pútáo

VOLPE

FOX

ZORRO

狐狸

húlí

WINDSURF

WINDSURFING

TABLA A VELA

風帆衝浪

fēngfān chōnglàng

XILOFONO

XYLOPHONE

XILÓFONO

木琴

mùqín

YO-YO

YOYÓ

悠悠球

Yōuyōu qiú

ZAINO

BACKPACK

MOCHILA

背包

bèibāo

___________