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 www.HeidiSongs.com
or contact Heidi@HeidiSongs.com
r
j P.O. Box 603, La Verne, CA 91750
Phone: (909) 331-2090 Fax: (909) 992-3061
klmnopqrs

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. 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. 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. 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 • www.HeidiSongs.com

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 • www.HeidiSongs.com

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 • www.HeidiSongs.com

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. HeidiSongs.com
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: www.HeidiSongs.com * Phone: (909) 331-2090 * Fax: (909) 992-3061 * email: Heidi@HeidiSongs.com