HoughtonMifflin SoundSymbol Chant

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Houghton-MifflinSound/Symbol Chant

• Ryan Doetch

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If 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-
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some 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.
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Todays 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.

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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

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(No Transcript)
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Facets of Learning(The way we connect)

• Analytical
• Practical
• Creative
• Verbal/Linguistic
• Logical
• Spatial
• Musical/Audio
• Visual

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Sound/Symbol Chant Differentiates

• Process Content Product Learning
  Styles Student Interest Readiness

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Process the activities

• Range of modes and degrees of sophistication
• Varied amount of support (Readiness)
• Essential skill or understanding

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Content

• 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

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Product

• Helps students rethink use and extend what they
  have learned over long period of time.

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Learning Styles and Profiles

• Refers to ways in which we learn best as
  individuals.

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Interest

• 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.

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Readiness

• Students learn better if tasks are a close match
  for their skills and understanding of a topic.

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All letter card chants end with the sound being
shown with the sign-language.All movements are
based on sign-language.
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Please 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.
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Aapple, apple, aa,aa, A

• Sign for a with thumb to cheek

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Bbaby bear, baby bear, b,b, B

• Hug yourself scratching outside of each arm

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CCallie cat, Callie cat, c, c, C
Thumb and finger of bath hands showing whiskers
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Ddancing duck, dancing duck, d, d, D
Two fingers and thumb to mouth like quacking
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Eelephant, elephant, e, e, E
Use hand to show truck from mouth
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Ffancy fish, fancy fish, f, f, F
Two hands to show fish swimming
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GGertie goose, Gertie goose, g, g, G
Elbow in hand to make goose neck and beak
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Hhungry horse, hungry horse, h h, H
Thumb and two fingers to side of head to make ear
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IIgloo, Igloo, ih, ih, I
Two hands make i sign and draw igloo shape
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Jjump rope, jump rope, j, j, J
Make j sign with both hands and show jumping rope
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Kkangaroo, kangaroo, k, k K
Make k sign with both hands, put hands together
and do hops
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Lloud lion, loud lion, l, l, L
Use one hand to comb through hair
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Mmighty mouse, mighty mouse, m, m, M
Index finger rubs tip of nose
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Nnoodles, noodles, n, n, N
N sign with both hands wiggle out like shape of a
noodle
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Oostrich, ostrich, oh, oh, O
Elbow in hand with o sign moving side to side
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Ppinky pig, pinky pig, p, p, P
P sign under chin
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Qquiet queen, quiet queen, qu, qu, Q
Q sign makes a sash from shoulder to waist
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Rrockin rooster, rockin rooster, r, r, R
Thumb to forehead, two fingers straight up for
crest.
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Sslippery seal, slippery seal, s, s, S
Two hands clapping like flippers
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Ttricky tiger, tricky tiger, t, t, T
Cat sign with letter T
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Uup umbrella, up umbrella, uh, uh, U
Use two hands to open umbrella, top hand is shape
of U
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Vvolcano, volcano, v, v, V
Hit fists together with one V sign coming out.
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Wwiggly worm, wiggly worm, w, w, W
Finger wiggles on palm of the other hand
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Xexploring fox, exploring fox, x, x, X
X sign makes small circles in front of the nose
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Yyo-yo, yo-yo, y, y, Y
Index finger down like yo-yoing
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Zzooming zebra, zooming zebra, z, z, Z
Draw stripes on chest with both hands
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SHsheering sheep, sheering sheep, sh, sh, sh
Fingers act like scissors cutting hair off of
forearm
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THthumbs up, thumbs up, th, th, th
Thumb up on one hand
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WHwhispering whale, whispering whale, wh, wh, wh
Whisper with hand cupped to mouth
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CHcheerful chick, cheerful chick, ch, ch, ch
Palms brushing up on chest (happy sign)
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Long ALong A, Long A, A, A, A, Like an Acorn
A sign
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Long ELong E, Long E, E, E, E, Like an Eagle
E sign
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Long ILong I, Long I, I, I, I, Like an Icecream
I sign
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Long OLong O, Long O, O, O, O, Like an Ocean
O sign
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OOgood cook, good cook, oo, oo, oo
Palm up, other hand flips backwards and forwards,
act like cooking
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OO blue moon, blue moon, oo, oo, oo
B sign to C sign next to the right of head
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OWbrown owl, brown owl, ow, ow, ow
Hands make owl eyes around eyes
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OIjoyful boy, joyful boy, oi, oi, oi
Hand is grabbing brim of cap at forehead
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AWsawing saw, sawing saw aw, aw, aw
Hand moves backwards and forwards over forearm
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ORoranges, oranges, or, or, or
O sign on chin squeezing like an orange
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IRflying bird, flying bird, ir, ir, ir
Use arms as wings
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ARartist, artist, ar, ar, ar
Use hand to paint over forearm
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When 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.

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Instruction

• 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.

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How do sound cards help?

• 1. Phonemic Awareness Warm-Up
• 2. Teaching Phonics
• 3. Guided Practice
• 4. Reading Decodable Text
• 5. Words to Know

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Incorporating 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

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Incorporating the Sound/Symbol Chant in Centers

• Read the Room
• Write and Draw the Word
• Making Words
• Word Bank
• Highlight a Newspaper
• Memory
• Letter Boom

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I can use the Houghton-MifflinSound/Symbol Chant

• Thanks for coming.
• Have a great day!
• Ryan