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Super Sight Word Songs and Other activities to Reinforce Sight Words

Super Sight Word Songs and Other activities to Reinforce Sight Words



This presentation will be given on Saturday, October 23, 2010 at the Orange County Reading Association Annual Fall Conference.

This presentation will be given on Saturday, October 23, 2010 at the Orange County Reading Association Annual Fall Conference.



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    Super Sight Word Songs and Other activities to Reinforce Sight Words Super Sight Word Songs and Other activities to Reinforce Sight Words Presentation Transcript

    • Silly Songs for Sight Words: Using Music and Multiple Modalities to Enhance Literacy
      Presented by Joan Young (Mancini)
    • Introductions 
      Who am I?
      3 passions
      Who are you?
      What are your passions?
    • Who are our kids?
      We know that there are complex issues affecting students.
      Our students have diverse backgrounds and varied levels of reading readiness.
      Students may learn best through varied modalities and are interested mainly in having fun!
    • What are we Doing Here?
      • We want to have fun in our teaching
      • We want to be effective!
      (got pressure?)
      • We want to learn something new to help us meet our goals!
    • Why Fun?
      When there’s fun in the classroom, students feel calmer and safer and are able to learn more!
    • Howcan we meet our endless demands?
      We will look at some activities that include music and art to engage students and increase interest in learning sight words.
      But before we do, it’s always a good idea to include…..
    • A little research..
      • Music is important in 3 ways:
      • For arousal: music either increases or decreases the attentional neurotransmitters ; can be used to relax or increase reading ability and comprehension
      • As a carrier: melody acts as a vehicle for the words
      • Music activates body memory or procedural memory and is learning that lasts ( Jensen)
    • There’s more!
                Language in music and language in print have many similarities, such as the use of abstract symbols.  Both oral language and written language can be obtained in the same manner, that is, by using them in a variety of holistic literacy experiences, and building on what the students already know about oral and written language (Clay, 1993).
      •         Using music as a stimulus can effect one's emotions and make information easier to remember.
      •   Music also creates an environment that is conducive to learning. 
      • It can reduce stress, increase interest, and set the stage for listening and learning. 
      • The similarities between literacy acquisition and musical development are many. 
      • Therefore, teaching that combines music with language arts instruction can be the most effective (Davies, 2000).
    • How The Songs Came About
      During my first year of teaching Kindergarten, I worked in a very low socioeconomic school in Modesto.
      Partner used the Frog Street Press Color Songs big books and CD in her class.
    • Observations from then and later on:
      I noticed that music calmed the students. Even though they would get loud and silly during some of the songs, music eased many of the ELL student’s fears about participating ( they would sing but often not raise their hand to share)
    • I began writing!
      I wrote songs to the sight words included in my district’s state adopted Language Arts curriculum: HM
      I also wrote to include words that were frequently used in writing and that students would want to be able to write, such as “because.”
    • I began using them!
      I made big books and started using them in my class.
      I also sent the manuscript off to Scholastic in Dec. 2004.
      Many students who struggled with visually learning the words were able to access the learning through the melody and song.
      I shared with other teachers who loved the songs but didn’t want to sing without the music!
    • We Recorded Silly Songs
      With the help of my family: brothers, sisters, nieces, and nephews, we recorded the songs over the Christmas break, 2005.
      Meet the Original Silly Singers!
    • Not just silly fun lyrics!
      • Context
      • Use of pronouns like he/she and correct use of “because” helpful to EL learners
      • Strategies: use one word to learn another word
    • The students, from many different language backgrounds learn so quickly through music. They learn how to use the word in context as well.
    • In 2007, Scholastic contacted me
      And in November 2009 the revised edition with a new recording
      was released!
    • And now.. For a sampling 
    • A
    • And now..Ideas for activities
    • Creative Word Collage
      Copy a class quantity of an enlarged sight word
      Distribute the copies to children along with sheets of colored construction paper.
      Students cut a loose outline around the word, glue it to the center of the paper, and then print the sight word in each corner of their paper. They also can write a sentence with the word!
    • Examples:
    • Mini-books
      Students can work on mini-books at center while listening to the song!
    • Kids love mini-books!
      These books are great for the student to take home and sing as well as sing with a reading buddy. Great for interpersonal learners who learn by sharing and teaching others.
    • Sight word Stickers
      Using return address labels or even masking tape, write the word in permanent marker on the label.
      Let the child wear the word home to practice and “teach” his/her family.
      The sticker encourages parents to ask the child what he/she is learning in class!
    • Ideas for “bumpy” words
      Use food coloring and rock salt to prepare little rocks to make bumpy words.
      Use a silver sharpie and write the sight word you are teaching on black paper.
      Let students outline the word with glue and sprinkle the salt on the glue.
    • Sight word Puzzles
      Use stencils or large font on computer to write out sight words.
      Laminate and cut out for students to put together as puzzles…
      Or .. Let students color and cut out and put back together as a puzzle.
    • Jigsaw sight words
      Buy blank puzzles available online through teacher supply catalogs . ( Discount school supply)
      You can write a sight word for each small puzzle or write a simple sight word sentence on a larger puzzle.
    • Glitter glue words
      Use glitter glue to make more shiny bumpy words to post around the room.
      During center time, let students write the words using clipboards and encourage them ( while working with a partner) to feel the word with their eyes closed and try to guess the word.
    • Singing the Room!
    • Use Poster Maker to Enlarge
      Singing around the room during center time!
    • Sight word pointers
      Sight word pointers are easy to make!
      We spell the word to a conga beat and move around the room in a conga line
      2 sides, using the word with a capital and lowercase initial letter improves visual recognition.
    • Pointer example
    • Write a sight word on each ping pong ball.
      You can play a hot potato game! Pass the ping pong balls around in the circle for a whole class activity game!
      You can use the balls during centers and let students pick one ball at a time and write each word on magna doodle. This makes a great activity for early finishers as well!
      Ping pong sight words
    • Bingo dot Sight Words
      Use large outline of sight word
      Use yellow circle stickers on the outline of the word. Photocopy the word and there will be dots open. Students love
      To bingo dot the word and then write a sentence using the word!
    • Playdough Sight Words
      Laminate sight word page that has been printed in large outline format. ( Use same as template for puzzle)
      As a center activity let students use playdough to make the words!
    • Shaving cream sight words
      Every Friday we use shaving cream during our free choice literacy time.
      Even struggling writers can write sight words from the word wall.
      Students take turns choosing a word from the word wall.
      Students can even write short sentences!
      Many times they sing the song as they write!
    • Graph Sight Words
      For the students with an aptitude for math and logical/mathematical intelligence, have them count how many sight words on the word wall with 2 letters, 3 letters etc.
      They can also tally how many times they find the “sight word of the week” while looking at books.
      Many students also like to write the room; you can have them organize by # of letters.
    • A final note:
      Thank you all for taking the time to share these ideas.
      The book can be found here: http://www.amazon.com/Super-Sight-Word-Songs-Mini-Books/dp/054510582X
      Please email with any feedback or requests!
      More info about my work at
    • References
      Armstrong, Thomas ( 2003). The Multiple Intelligences of Reading and Writing. VA: ACSD.
      Clay, M. (1993). An Observation Survey of Early Literacy Achievement. NH: Heinemann.
                Davies, NL (2000).  Learning ... The Beat Goes On.  Childhood Education, 148-153.
      Jensen, Eric (Association for Supervision & Curriculum Deve; 2nd Rev&Up edition (May 30, 2005)
    • Is that the End?
      It’s raffle time!!
      To check out the book/CD visit your local teaching store or go to Amazon and look for the book!
    • We are that beacon
      Thank you for all you do :-) It takes each and every one of us working together to tackle the challenges that face our little ones. Some of them view school as one of the few safe refuges in their lives.
      We are important. We matter.