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  1. 1. ab c d e f g hi j b Welcome to c Sing and Spell k d the Sight Words l m e Presented by n f Heidi Butkus o g p h q i For more info please visit or contact r j P.O. Box 603, La Verne, CA 91750 Phone: (909) 331-2090 Fax: (909) 992-3061 klmnopqrs
  2. 2. Why is Music Combined With Movement Such an Effective Teaching Tool? The young child’s brain can pay attention to only one thing at a time. According to research, the brain takes only 3/4 of a second to decide what to pay attention to and what to drop. This is how long teachers have to get their students’ attention. The brain then must decide which of the multitude of incoming stimuli to which it will pay attention. Therefore, the classroom teacher is constantly competing with the other stimuli for the students’ attention. Music is an instant attention grabber! And, children that are moving and dancing along with you are actively engaged in your lesson. (You can easily see that they are “with you.”) Plus, music makes information “stick” in long term memory. MOVEMENT maximizes learning because... *It activates the neural (brain) wiring throughout the whole body. *Gets the blood flowing and sends oxygen to the brain. *Releases endorphins or adrenaline. *These hormones act as memory “fixatives.” Need more reasons to move with your students? *Movement aides the memory. Activities learned with the whole body are more likely to be recalled and applied at a later date. *Movement aides brain communication- especially cross lateral movements (marching, crawling, creeping, crossovers) require that both hemispheres of the brain communicate with one another. Exercise (or movement) can also contribute to: *Reduced symptoms of ADHD *Enhanced mood *Increased brain mass *Better circulation *More brain cells *Improved cognition Bonus - The exercise that is good for your students is also good for YOU! © 2005 Heidi Butkus Pg. 2
  3. 3. Remember: Asking a kinesthetic learner to sit still is the equivalent of asking him (or her) to turn his brain OFF! And here’s one more thing to remember about movement in teaching: Sitting for long periods of time affects learning NEGATIVELY. So “move it or lose it!” When you have kids singing and dancing while they are learning, what they are doing is known as “Elaborative Rehearsal.” And “Elaborative Rehearsal” is a GREAT way to teach! Practice can be either rote, such as drill and kill with flash- cards (information is held for only 20 seconds,) or elabo- rative. Rhyme, rhythm, and music are very effective forms of elaborative rehearsal. Rote rehearsal is basi- cally ineffective in transferring information to long- term memory, unless it is repeated MANY times. This is a time-consuming process and not much fun. Elaborative rehearsal is much more effective in increasing the storage and retrieval of information in long term memory. Does your teaching style match your students’ learn- ing styles? We tend to emphasize “sit down” lessons, but a large percentage (up to 45%) of our young students learn kinesthetically. Which children are they? Mostly boys! © 2005 Heidi Butkus Pg. 3
  4. 4. And now for a word about boosting memory power.... Have your students use as many senses as they possibly can while practicing the material. 70% 70% to 10 0% 10 0% of what we hear, see, say and do 40% 40% we retain 30% 30% of what we hear, see and say of what we we retain hear and see 10% 10% we retain of what we hear we retain © 2005 Heidi Butkus Pg. 4
  5. 5. Sing and Spell the Sight Words: Volume 1 And He (Sounds like “My Hand on My Head”) (Sounds like “Sweetly Sings the Donkey”) Oh, I can spell “and-” A-N-D “and.” “He” is just a word with an H and then an E. “And” is the word that I write with my hand! If you spell it quickly it sounds just like a A-N-D, A-N-D, Nicky, Nicky Noo! sneeze! That’s what I learned in my school, Mama! H-E! H-E! H-E! H-E! H-E! Here Are (Sounds like “Jingle Bells”) (Sounds like “If You’re Happy and You Know It”) “Here” is spelled, “here” is spelled, Oh the seal at the zoo says to me, “Are! Are!” H-E-R-E “here!” First an A, then an R, then an E. “Are! Are!” Here’s a swell jingle bell, Oh, his favorite word is “are,” H-E-R-E “here!” And he sings it like a star! First an A, then an R, then an E. “Are! Are!” Is Can (Sounds like “Hey, Lolly”) (Sounds like “Are You Sleeping?”) I spell “is” I-S, I-S, It doesn’t have a “Z” I can spell “can,” I can spell “can,” I spell “is” I-S, I-S, C-A-N, C-A-N, There’s just no foolin’ me! I can write the letters- always getting better, C-A-N, C-A-N. Like For (Sounds like “This Old Man”) (Sounds like “Get On Board”) I like you, you like me, F-O-R, “for” is written, I spell “like” L-I-K-E, F-O-R, “for” is written, With a great big hug and a kiss from you to me! F-O-R, “for” is written, I spell “like” L-I-K-E. Those toys are just for me! Me Go (Sounds like “Scotland’s Burning”) (Sounds like “Who Did Swallow Jonah?”) G-O, G-O, G-O, G-O, I can spell “me,” M-E, M-E, I can spell a “go,” “go,” “go,” “go.” Me, me, me, me, me, me, me, me! G-O, G-O, G-O, M-E, M-E! G-O, G-O, G-O, My “Go,” “go,” “go,” “go,” “go” to school! (Sounds like “Camptown Races”) Have You can spell “my” if you try ! M-Y, M-Y, (Sounds like “Frog Round”) First an M and then a Y, Oh, my, my, my! Have you got a froggy Singing in a pond? H-A-V-E, “have!” H-A-V-E, “have! © 2005 Heidi Butkus •
  6. 6. Of That (Sounds like “Oh, Susanna”) (Sounds like “Adams Family theme”) T-H-A-T, T-H-A-T, T-H-A-T spells “that.” O and an F! (“of,” “of”) Well, I tell you that O and an F! (“of,” “of”) Your dog is fat! Sounds like a V- no foolin’ me! T-H-A-T spells “that.” O and an F! (“of,” “of”) On The (Sounds like “The Can-Can”) (Sounds like “Hot Cross Buns”) “On!” “On” is written O-N, T-H-E, T-H-E, “On” is written O-N, I can spell “the:” “On” is written on and on and on and on and on! T-H-E! Play They (Sounds like “Knees Up Mother Brown”) (Sounds like “Oh When the Saints”) P-L-A-Y, “play! P-L-A-Y, “play!” T-H-E-Y, T-H-E-Y, Let’s all play now, let’s all play now, T-H-E-Y spells “they,” they,” they” P-L-A-Y, “play!” Hey! Oh, why oh why, don’t they go away now? Said “They” is spelled T-H-E-Y! (Sounds like “Oats and Beans”) To (Sounds like “She’ll Be Comin’ Round “Said” is spelled S-A-I-D, the Mountain”) “Said” is spelled S-A-I-D, If you really use your head, “To” is written with a “T” and then an “O” You can learn to spell, I said! (to, to!) See “To” is written with a “T” and then an “O” (to, to!) (Sounds like “Fiddle-Dee-Dee”) First you make a /t/t/ “T,” Then you make an “O” “O’ “O,” I can spell “see,” S-E-E, “To” is written with a “T” and then an “O” All you need is an “S-e-e.” (to, to!) She Was (Sounds like “Get Along Little Doggies”) (Sounds like “William Tell Overture”) As I was out riding one morning for pleasure I spell “was” W-A-S! I spied a new word that I wanted to read, I spell “was” W-A-S! The word had an S and an H and an E, I spell “was” W-A-S! My teacher done told me those letters spell Fuzzy Wuzzy was a bear, I guess! “she!” Yippee ti yi yo! Spelling “she” is so easy! It’s S-H-E, S-H-E, S-H-E, “she!” Yippee ti yi yo! Spelling “she” is so easy! It’s S-H-E, S-H-E, S-H-E, “she!” © 2005 Heidi Butkus •
  7. 7. With 5. Once the children know the songs, have them (Sounds like “Old McDonald”) sit and write the words as you sing them. I use individual white boards or “Magna-doodles” for Old McDonald called his dog, “W-I-T-H!” the children to write on. We put on a song, and And that old dog knew just one word- “W-I-T-H!” everyone sings as they write. When I give the With a “with, with” here, signal, they all show me the word. Check for And a “with, with” there, mistakes and have the children rewrite the word Here a “with,” there a “with,” correctly. Sometimes the children just parrot Everywhere a “with, with” back the sounds that they think they hear, and Old McDonald called his dog, “W-I-T-H!” they don’t really know what they are saying. If You so, then sing the song slowly with the children, pointing to the letters as you go. (Sounds like “What-a-lee-a-cha”) 6. Use the songs as a classroom management Y-O-U spells, Y-O-U spells, tool. If your students are getting restless, have You-da-lee-doo! You-da-lee-doo! them stand and sing a song with movements. Y-O-U spells, Y-O-U spells, They can get their wiggles out AND learn at the You-da-lee-doo! You-da-lee-doo! same time. Also, have your students sing as they You can spell “you” wait for their classmates to put things away or I know you can do it! finish up their work. This is a good way to fill up Y-O-U that’s all there is to it! those extra minutes that seem “unteachable.” I like the rest, but the one I like best is You-da-lee-doo, da-lee-do! YOU! YOU! 7. Demonstrate how to write sentences, using the songs as a spelling tool. Explicitly teach “I’m Done” what the songs can be used for. (By Heidi Butkus) 8. Practicing writing the words in the context of I’m done, I’m done, how they are used is more effective than simply Oops, I forgot! writing the same word over and over. If you do I have to make a period, I have to make a dot. assign your students to write a word several And I have to write my name! times each, remind them to sing the spellings in their heads as they go. Helpful Hints for Using Sing and Spell 9. Use a word wall. Some kids can repeat the 1. To maximize results, introduce just one or spellings but not visualize the word. Have them two songs a week for Kindergarten. You can sing the song aloud, and then find the word on increase the number of songs introduced per the wall to copy it. week for older children. 10. Let the children practice reading the words 2. Practice getting your children to calm down as often as possible. My students enjoyed read- when you are done singing. Demonstrate the ing little song books that I made up for them. behavior you expect, and practice it with the children before you begin. You can download all hand- motions free online, along with the 3. Always include hand motions of some kind. This keeps the children motivated and engaged. words to all songs and a reference to the traditional tune, if applicable. 4. Always show the word when you introduce a song. Have the children spell it aloud with you as you point to the letters. © 2005 Heidi Butkus •
  8. 8. Answers to Commonly Asked Questions 1. Do I need to buy something to 4. What is on the DVD’s? make this work for me? The DVD’s and videos show Heidi doing No. I used this for many years with no the hand motions for CD’s. You will also CD and no professionally drawn flash- hear the music as well. The words to cards. Previously, I drew them myself. the songs appear on the screen for the The children will learn just as much spelling videos only- not for the num- from you singing as they will from me bers videos & DVD’s. But you cannot singing. The CD makes it easier to put a DVD in a CD player and expect it remember the tunes, and it is a little to work. A DVD and a CD are two dif- more motivational. But this method will ferent things, of course. still work just fine without a CD. 5. I see that you are playing your 2. How much is this stuff, anyway? DVD on your computer. Will it work on all computers? I generally offer a discount at confer- The DVD will work on any platform, ences. But CD’s are always $15.00 dol- either Mac or PC, as long as it has DVD lars online. VHS tapes of the handmo- player software installed. Without this tions for single CD’s are also $15.00, software, it will not play, to the best of whereas the DVD’s with 3 titles on my knowledge. them are $35.00. This is because one DVD is like getting three VHS tapes all 6. I see that you have two plays on in one. The Resource CD to print the your order form- The Gingerbread flashcards is $25.00. It also has the Man and The Mitten. What’s that all sing and spell worksheets on it. about? I have written two plays especially for Kindergartners. They take about 15-20 3. Is it alright if we just buy one minutes to perform. The children’s and make copies for each other? lines are all sung, similar to The Three No. This is a violation of US copyright Piggy Opera. To find out more, talk to law and unfair to me. I had to pay for me later. the recording fees upfront. The Resource CD is also licensed for use 7. Do you offer a “set” or “kit?” i n o n e c l a s s r o o m o n l y . That’s why it is Yes, but usually only for teachers buy- priced at only $25.00. But your princi- ing on-site at the conferences, since pal can buy a site license if you would most of you are here spending your own like to share. hard-earned money. My intention is to be sensitive to your financial needs, while still meeting my own expenses.
  9. 9. Quantity Music CD’s & Handmotion VHS Videos s $15.00 Jumpin’ Numbers and Shakin Shapes: Includes 19 songs - a song for each number 0-10, a song for each of the seven basic shapes, and the “1-100 Song.” Jumpin’ Numbers - Volume-2: Includes 20 songs- a song for each number 11-30. Sing and Spell the Sight Words Vol. 1 : Includes a song for each following words: And, Are, Can, For, Go, Have, He, Here, Is, Like, Me, My, Of, On, Play, Said, See, She, That, The, They, To, Was, With, You, I’m Done (The Period Song). Sing and Spell - Colors and more Sight Words - Volume-2 : Includes: Red, Orange, Yellow, Green, Blue, Purple, Brown, Black, White, Gray, Pink, An, At, Big, Do, Down, Has, In, It, No, Yes, Not, Small, This, Too, Up, We, What, Who, Capitals, Spaces. Sing and Spell - Homonyms and more Sight Words - Volume-3: Includes: Again, Away, Come, Could, Help, House, How, Jump, Little, Look, Make, One, Run, Should, Their, There, They're, Three, To, Too, Two, Want, We're, Were, When, Where, Who, Why, Because, Would. Musical Math (new!): Includes 34 songs to help teach the following concepts: 1-100, more, less, equal, sorting, patterning, coin recognition, three dimensional shapes, skip counting, addition and subtraction. *The Alphabet Action Song is also included as a special bonus track. The Gingerbread Man: This CD includes the soundtrack and a printable script for this primary play. The Mitten: This CD includes the soundtrack and a printable script for this primary play. Jumpin’ Numbers and Shakin’ Shapes: Video showing Handmotions of all songs on the CD. Jumpin’ Numbers Volume-2 : Video showing Handmotions of all songs on the CD. Sing and Spell the Sight Words Vol.1 : Video showing Handmotions of all songs on the CD. Sing and Spell the Sight Words Vol.2: Video showing Handmotions of all songs on the CD. Sing and Spell the Sight Words Vol.3: Video showing Handmotions of all songs on the CD. HeidiSongs Compilation DVD’s (Note: will not work in a CD player) s $35.00 HeidiSongs DVD Collection 1 : Includes handmotions for both numbers CD’s and Sing and Spell Volume One. HeidiSongs DVD Collection 2: Includes handmotions for all three spelling CD’s. $30.00 The Gingerbread Man DVD+ : Includes a video of Heidi’s class performing the play, as well as Heidi doing the handmotions for the play. Also includes a printable script and instruction book, sheet music, and pictures of costumes, and handmotions. $40.00 The Gingerbread Man DVD+ and Audio CD Set: HeidiSongs Resource CD $25.00 Licensed for use in one classroom only. Site license available. Contains printable Sing-Along Songbooks, Sing and Spell worksheets, descriptions of handmotions, and flashcards with graphics for Numbers 0-10 & Shapes Sub-total: $ Shipping Information: (8.25%) Tax: $ Name: ____________________________ Shipping (add 10%): $ 5.00 minimum Address: __________________________ Total: $ _________________________________ Make checks out to HeidiSongs. Purchase orders & credit cards accepted. Phone: _____________________________ Heidi Butkus, P.O. Box 603 La Verne, CA 91750-0603 Order Online at: * Phone: (909) 331-2090 * Fax: (909) 992-3061 * email: