Title: HoughtonMifflin SoundSymbol Chant
1Houghton-MifflinSound/Symbol Chant
2If we elect to use what we know about learning,
and, in fact, about ourselves,
as we craft classrooms, we acknowledge that
students learn in varied ways-
3some by hearing, others by doing, some alone,
others in the company of peers, some in
rapid-fire fashion. To teach well is to attend to
all these things.Carol Ann TomlinsonHow To
Differentiate Instruction in Mixed-Ability
Classrooms.
4Todays Objectives
- I can learn how to differentiate reading/phonics
instruction in my classroom. - I can explain learning-styles and learning
facets. - I can demonstrate and teach the Sound/Symbol
Chant. - I will learn ways to use the Sound/Symbol Chant
in my classroom.
5 Learning-Styles (The way we learn)
- Creative/Conforming
- Expressive/Controlled
- Nonlinear/Linear
- Collaborative/Competition
- Interpersonal/Intrapersonal
- Group Achievement/Personal Achievement
- Oral/Visual/Kinesthetic
- Reflective/Action-Oriented
6(No Transcript)
7Facets of Learning(The way we connect)
- Analytical
- Practical
- Creative
- Verbal/Linguistic
- Logical
- Spatial
- Musical/Audio
- Visual
8Sound/Symbol Chant Differentiates
- Process Content Product Learning
Styles Student Interest Readiness
9Process the activities
- Range of modes and degrees of sophistication
- Varied amount of support (Readiness)
- Essential skill or understanding
10Content
- What we teach or what we want the students to
learn. - Standards
- Ideas, concepts, information, facts
- Focus on essential understandings or questions
- How we give students access to what we want them
to learn. - The materials or mechanisms used in teaching
11Product
- Helps students rethink use and extend what they
have learned over long period of time.
12Learning Styles and Profiles
- Refers to ways in which we learn best as
individuals.
13Interest
- Motivating and engaging students by giving them
multiple choices and different facets. - If a student has a curiosity about a topic
learning will occur within the student.
14Readiness
- Students learn better if tasks are a close match
for their skills and understanding of a topic.
15All letter card chants end with the sound being
shown with the sign-language.All movements are
based on sign-language.
16Please be careful to say just the sound and not
add extra vowel sounds to the end- example.
b,b,b, rather than buh, buh, buh.
17Aapple, apple, aa,aa, A
- Sign for a with thumb to cheek
18Bbaby bear, baby bear, b,b, B
- Hug yourself scratching outside of each arm
19CCallie cat, Callie cat, c, c, C
Thumb and finger of bath hands showing whiskers
20Ddancing duck, dancing duck, d, d, D
Two fingers and thumb to mouth like quacking
21Eelephant, elephant, e, e, E
Use hand to show truck from mouth
22Ffancy fish, fancy fish, f, f, F
Two hands to show fish swimming
23GGertie goose, Gertie goose, g, g, G
Elbow in hand to make goose neck and beak
24Hhungry horse, hungry horse, h h, H
Thumb and two fingers to side of head to make ear
25IIgloo, Igloo, ih, ih, I
Two hands make i sign and draw igloo shape
26Jjump rope, jump rope, j, j, J
Make j sign with both hands and show jumping rope
27Kkangaroo, kangaroo, k, k K
Make k sign with both hands, put hands together
and do hops
28Lloud lion, loud lion, l, l, L
Use one hand to comb through hair
29Mmighty mouse, mighty mouse, m, m, M
Index finger rubs tip of nose
30Nnoodles, noodles, n, n, N
N sign with both hands wiggle out like shape of a
noodle
31Oostrich, ostrich, oh, oh, O
Elbow in hand with o sign moving side to side
32Ppinky pig, pinky pig, p, p, P
P sign under chin
33Qquiet queen, quiet queen, qu, qu, Q
Q sign makes a sash from shoulder to waist
34Rrockin rooster, rockin rooster, r, r, R
Thumb to forehead, two fingers straight up for
crest.
35Sslippery seal, slippery seal, s, s, S
Two hands clapping like flippers
36Ttricky tiger, tricky tiger, t, t, T
Cat sign with letter T
37Uup umbrella, up umbrella, uh, uh, U
Use two hands to open umbrella, top hand is shape
of U
38Vvolcano, volcano, v, v, V
Hit fists together with one V sign coming out.
39Wwiggly worm, wiggly worm, w, w, W
Finger wiggles on palm of the other hand
40Xexploring fox, exploring fox, x, x, X
X sign makes small circles in front of the nose
41Yyo-yo, yo-yo, y, y, Y
Index finger down like yo-yoing
42Zzooming zebra, zooming zebra, z, z, Z
Draw stripes on chest with both hands
43SHsheering sheep, sheering sheep, sh, sh, sh
Fingers act like scissors cutting hair off of
forearm
44THthumbs up, thumbs up, th, th, th
Thumb up on one hand
45WHwhispering whale, whispering whale, wh, wh, wh
Whisper with hand cupped to mouth
46CHcheerful chick, cheerful chick, ch, ch, ch
Palms brushing up on chest (happy sign)
47Long ALong A, Long A, A, A, A, Like an Acorn
A sign
48Long ELong E, Long E, E, E, E, Like an Eagle
E sign
49Long ILong I, Long I, I, I, I, Like an Icecream
I sign
50Long OLong O, Long O, O, O, O, Like an Ocean
O sign
51OOgood cook, good cook, oo, oo, oo
Palm up, other hand flips backwards and forwards,
act like cooking
52OO blue moon, blue moon, oo, oo, oo
B sign to C sign next to the right of head
53OWbrown owl, brown owl, ow, ow, ow
Hands make owl eyes around eyes
54OIjoyful boy, joyful boy, oi, oi, oi
Hand is grabbing brim of cap at forehead
55AWsawing saw, sawing saw aw, aw, aw
Hand moves backwards and forwards over forearm
56ORoranges, oranges, or, or, or
O sign on chin squeezing like an orange
57IRflying bird, flying bird, ir, ir, ir
Use arms as wings
58ARartist, artist, ar, ar, ar
Use hand to paint over forearm
59When to teach!
- Teach 3 to 4 cards a day.
- In the morning before Daily Routines, Teacher
Read Aloud, and Phonics. - During transitions.
- While waiting in line.
60Instruction
- Target Skill is Phonics.
- Students refer to the cards when they get to a
sound, blend, cluster, or a diagraph they do not
know or remember.
61How do sound cards help?
- 1. Phonemic Awareness Warm-Up
- 2. Teaching Phonics
- 3. Guided Practice
- 4. Reading Decodable Text
- 5. Words to Know
62Incorporating the Sound/Symbol Chant in Reading
- Post the Cards on Your Wall
- Post the Cards on a Focus Wall
- Give Students a Reference Menu
- Phonics Library
- Word Work
63Incorporating the Sound/Symbol Chant in Centers
- Read the Room
- Write and Draw the Word
- Making Words
- Word Bank
- Highlight a Newspaper
- Memory
- Letter Boom
64I can use the Houghton-MifflinSound/Symbol Chant
- Thanks for coming.
- Have a great day!
- Ryan