Biffytoons, copyright 2009, Chris Biffle
Biffytoons
48 Cartoon Sight Words!
Chris Biffle Crafton Hills College Yucaipa, California email CBiffle@AOL.com website WholeBrainTeaching.com
Biffytoons, copyright 2009, Chris Biffle
a Contents Introduction Biffytoons Teaching Biffytoons Biffytoons in Color Biffytoons Line Art 48 Sight Words Biffytoons Minis Biffytoons Bingo 4 6 11 16 65 114 163 167
1 2
Appendix A Appendix B Appendix C Appendix D: Appendix E:
Biffytoons, copyright 2009, Chris Biffle
Introduction
Whole Brain Teaching (formerly, Power Teaching) is an education reform movement that began in 1999 in Southern California and has since spread across America and the world. As of June, 2009, over 7,000 teachers have attended our free seminars; our websites receive over 2,000 hits per day; WBT videos on YouTube and TeacherTube have received over 650,000 views. What has made our movement so successful? Whole Brain Teaching is fun, free, and brain friendly. What can beat that? To access thousand pages of free downloads, 20 videos, a calendar of free seminars and our forum where WBT educators from around the world swap questions and insights, go to WholeBrainTeaching.com Human brains learn in five ways, by seeing (visual cortex), hearing (auditory cortex), doing (motor cortex), speaking (Brocas area) and feeling (limbic system). Though research is still inconclusive, at Whole Brain Teaching we believe the brain learns best when all five of these regions are involved simultaneously. Thousands of K-12 educators believe WBT is on the right track. After our free conferences, teachers answer this question: In comparison to other teaching methods you are familiar with, Whole Brain Teaching is: 1. Much better 2. Better 3. About the same 4. Worse
Biffytoons, copyright 2009, Chris Biffle 5. Much worse 23% of respondents believe WBT is better, and a remarkable 75% believe it is much better than any other system. unanimous. So, were doing something right. The endorsement of Whole Brain Teaching by instructors (98%) is, amazingly enough, virtually
Biffytoons, copyright 2009, Chris Biffle
1/ Biffytoons
Only 100 sight words, like the, to, a, and make up over 50% of all words children read. If students cannot master the 300 most common sight words by the end of the third grade, their chances for success in school are dramatically impaired. To make learning sight words easier and more entertaining for lower grade students, Biffytoons illustrate many of the most common words with cartoons. For example, here is the word go.
Each Biffytoon presents a gesture that illustrates the sight word. Thus, when students learn the word go they point their hand, in the same way as the pigs hand in the picture.
Biffytoons, copyright 2009, Chris Biffle Here are three more Biffytoons.
When students learn down, they move their hand down, as the squirrel goes down the tree.
When students learn the word can, they make the gorillas gesture, showing that they can do anything.
Biffytoons, copyright 2009, Chris Biffle
When students learn the word be they should put one finger over their lips, as the tiger says be quiet. For additional practice, some Biffytoons contain captions that use the illustrated word.
For cartoons like the one above, your class should first learn the word, get and the gesture, reaching for an imaginary fruit. When these have been mastered, students can practice reading the associated phrase, I get
Biffytoons, copyright 2009, Chris Biffle one. All the phrases used in Biffytoons, employ several sight words. As a teacher guides a class through Biffytoons (or as a parent helps his/her child), children learn in four ways: -- visually (visual cortex): the word is illustrated by the Biffytoons cartoon
-- physically (motor cortex): the Biffytoons character presents a memory gesture -- aurally (auditory cortex): the student hears the sight word pronounced by the parent/teacher -- orally (Brocas area): the student says the sight word In addition, because kids love cartoons, the process of memorizing sight words using Biffytoons generates a great deal of fun (limbic system). We believe that involving students feelings in education cannot be overemphasized. The vast majority of WBT practitioners are not college professors, but in-the-trenches K-12 educators. We know from experience that our kids learn the most when they are having the most fun learning. The more entertaining you can make Biffytoons, and especially practicing the gestures, the more quickly your students will learn sight words. This ebook contains Biffytoons for 48 of the most common words arranged in three sets of 16 each: Set 1: Words 1-16 the, to, and, he, a, I, you, it, of, in, was, said, his, that, she, for, on Set 2: Words 17-32 they, but, had, at, him, with, up, see, all, look, is, her, there, some, word, out Set 3: Words 33-48 as, be, each, have, g, we, am, then, little, down, do, can, could, when, did, what
Biffytoons, copyright 2009, Chris Biffle Despite their arrangement in sets, the words can be taught in any order you wish. However, in Biffytoons Bingo (see Appendix E), a comprehension game, the words are presented in the sets above. The Biffytoon words are arranged in order of frequency in reading; thus, the is the most common word in English; to is the next most common word, and so forth. Appendix A contains color Biffytoons for the above words. Appendix B contains Biffytoons for the same words, but in line art (in case you wish to hand color the drawings and/or save printer ink!) Appendix C contains each word, one word per page, without the Biffytoons cartoon. When your students have mastered the picture and
10
gesture, replace the Biffytoon with the word itself. For example, when your class easily and quickly knows go and its gesture, replace the cartoon on the wall with the word go from Appendix C. Appendix D contains mini-Biffytoons printed 16 per page. These can be reproduced as a class set, so that students have their own collections of cartoons to practice in class and at home. Appendix E contains Biffytoons Bingo, a simple game to test student comprehension of sight words. Future editions of Biffytoons will contain additional sight words.
Biffytoons, copyright 2009, Chris Biffle
11
2/ Teaching Biffytoons
Teaching Biffytoons is quite simple. Follow these steps: 1. Put a Biffytoons cartoon on the wall. 2. Tell your students the word and explain the gesture (see below) 3. Rehearse the word and gesture frequently in a variety of ways. a. Ask your students to repeat after you, as you say the word and make the gesture. b. Use the word in several short sentences; ask your students to do the same. c. Make the gesture and ask your students to say the word. d. Say the word and ask your students to make the gesture. e. When you have several Biffytoons on the wall, divide your class into pairs of stronger and weaker readers (of course, you wont tell your students how they are divided.) Number the pairs in 1s and 2s. Have the 1s make gestures and the 2s say the associated word; then switch their roles. When you shout switch!, your class shouts switch! and the 2s make the gestures and the 1s say the words. 4. When your class has mastered a Biffytoons cartoon, replace the cartoon with the printed word from Appendix C. When students read the word, they should continue to make the correct gesture. 5. When your students have learned a set of 16 sight words (reproduced on the mini-Bifftoons) , play Biffytoons Bingo with them. 6. As your students develop fluency with sight words, go on to
SuperSpeed 100, a sight word reading game for beginning readers available
Biffytoons, copyright 2009, Chris Biffle at WholeBrainTeaching.com. The first 48 words in SuperSpeed 100 are arranged in the same order as the 48 Biffytoon words. We, and many others in education, believe that gestures, the
12
kinesthetic component of learning, are enormously powerful education aids. The motor cortex is the brains most reliable and long lasting memory area. If someone hasnt been on a bicycle in 30 years, they can still ride flawlessly, because bike riding skills are stored in their motor cortex. Associating a gesture with a sight word will have a magical impact on your students. You will notice that some of your students, when stumped by a word, will, nonetheless, make the gesture ... their motor cortex is cueing the rest of their brains recall! The following is a list of the 48 Biffytoons with an explanation of the gesture for each. Students do not need to learn what some characters say ... these notes can simply be used when you explain the gestures to your children. Set 1: Words 1-16 the: forefinger on nose: the tiger is saying the nose to: the forefinger of one hand moving toward the palm of the other: the cats finger is moving to the palm and: closed fist (no thumb up): the bird holds a worm and a flower he: students forefingers point at their imaginary bow tie a: thumb and forefinger make a small circle: explain, see the a has a small circle and your thumb and forefinger make a small circle.
Biffytoons, copyright 2009, Chris Biffle I: thumb moves vigorously toward chest you: forefinger pointing at an imaginary person, you.
13
of: hold up an imaginary piece of paper: the rabbit is saying, I have a piece
of paper
in: put the thumb inside the fist: the tiger says my thumb is in my fist was: move one thumb over the shoulder to indicate the past: the bear says that was yesterday said: open and close the fingers once his: point one forefinger at an imaginary bow tie (note the difference from he that uses both hands) that: point one finger in the air at an imaginary butterfly: the squirrel says that is a butterfly she: point two fingers at an imaginary hair bow for: hold a tiny elephant in one hand and point at it with the other: the giant says the hand is for holding on: students put one hand on their head: the rabbit says my hand is on my head
Set 2: Words 17-32 they: point both hands in the air and waggle them at imaginary birds: the character behind the wall says, they are birds but: put one hand on the cheek: the lion says but I dont know had: using one forefinger, play with an imaginary yo-yo: the monkey says I had a yo-yo at: put one hand on the hip as shown: the rat says my hand is at my hip
Biffytoons, copyright 2009, Chris Biffle
14
him: raise an imaginary hat (note that this is the same bear as in he and his) with: interlace the fingers: the dog says my fingers are with each other up: move one hand upward see: point two fingers at the eyes (note difference with look below) all: rub both hands past each other: the duck says all my fingers look: shade the eyes with one hand is: wiggle the fingers of one hand in the air: explain see, the word is has a shape like wiggly snakes and so we wiggle our fingers her: point one hand at a hair bow (note difference from she above): say she has a hair bow there: point one finger on each hand at an imaginary object some: tap your teeth: the rabbit says I have some teeth word: hold an imaginary pencil in one hand and write a word in the air out: thumbs up gesture: the thumb is out of the fist Set 3: Words 33-48 as: throw an imaginary ball: the cat says as I throw be: the forefinger touches the lips (note difference from the where the forefinger touches the nose): the tiger says be quiet each: with the forefinger of one hand, touch the fingers of the other hand: the bear says each finger have: wrap your arms around yourself: the bear says I have me go: with the arm outstretched, point the forefinger: the pig says I go we: bump the knuckles of both hands together or, more fun, students bump knuckles with each other: the sharks (and students) say we are friends
Biffytoons, copyright 2009, Chris Biffle am: hold up an imaginary mirror: the duck says I am me then: extend your hand at arms length, open and then close your hand: the chipmunk says open then closed
15
little: put your thumb and forefinger together, making a little gesture: the mouse says I am little down: move one hand down do: repeatedly move the closed fist, holding an imaginary banana, toward the mouth ... the fist is moved repeatedly to show present tense, an ongoing action (contrast with did below): the gorilla says I do eat can: hold up both arms like the gorilla: the gorilla says I can ... note difference with could below could: hold up one arm, imitating the gorillas gesture: the gorilla says I
could ...
when: tap an imaginary watch on your wrist: the hippo says When it is time did: moved the closed fist which holds an imaginary banana once, decisively toward the mouth indicating past tense, a completed action: the gorilla says I did eat what: hold both hands out in the air, as if saying what?
Biffytoons, copyright 2009, Chris Biffle
16
Appendix A
Biffytoons in Color
Biffytoons, copyright 2009, Chris Biffle
17
Biffytoons, copyright 2009, Chris Biffle
18
Biffytoons, copyright 2009, Chris Biffle
19
Biffytoons, copyright 2009, Chris Biffle
20
Biffytoons, copyright 2009, Chris Biffle
21
Biffytoons, copyright 2009, Chris Biffle
22
Biffytoons, copyright 2009, Chris Biffle
23
Biffytoons, copyright 2009, Chris Biffle
24
Biffytoons, copyright 2009, Chris Biffle
25
Biffytoons, copyright 2009, Chris Biffle
26
Biffytoons, copyright 2009, Chris Biffle
27
Biffytoons, copyright 2009, Chris Biffle
28
Biffytoons, copyright 2009, Chris Biffle
29
Biffytoons, copyright 2009, Chris Biffle
30
Biffytoons, copyright 2009, Chris Biffle
31
Biffytoons, copyright 2009, Chris Biffle
32
Biffytoons, copyright 2009, Chris Biffle
33
Biffytoons, copyright 2009, Chris Biffle
34
Biffytoons, copyright 2009, Chris Biffle
35
Biffytoons, copyright 2009, Chris Biffle
36
Biffytoons, copyright 2009, Chris Biffle
37
Biffytoons, copyright 2009, Chris Biffle
38
Biffytoons, copyright 2009, Chris Biffle
39
Biffytoons, copyright 2009, Chris Biffle
40
Biffytoons, copyright 2009, Chris Biffle
41
Biffytoons, copyright 2009, Chris Biffle
42
Biffytoons, copyright 2009, Chris Biffle
43
Biffytoons, copyright 2009, Chris Biffle
44
Biffytoons, copyright 2009, Chris Biffle
45
Biffytoons, copyright 2009, Chris Biffle
46
Biffytoons, copyright 2009, Chris Biffle
47
Biffytoons, copyright 2009, Chris Biffle
48
Biffytoons, copyright 2009, Chris Biffle
49
Biffytoons, copyright 2009, Chris Biffle
50
Biffytoons, copyright 2009, Chris Biffle
51
Biffytoons, copyright 2009, Chris Biffle
52
Biffytoons, copyright 2009, Chris Biffle
53
Biffytoons, copyright 2009, Chris Biffle
54
Biffytoons, copyright 2009, Chris Biffle
55
Biffytoons, copyright 2009, Chris Biffle
56
Biffytoons, copyright 2009, Chris Biffle
57
Biffytoons, copyright 2009, Chris Biffle
58
Biffytoons, copyright 2009, Chris Biffle
59
Biffytoons, copyright 2009, Chris Biffle
60
Biffytoons, copyright 2009, Chris Biffle
61
Biffytoons, copyright 2009, Chris Biffle
62
Biffytoons, copyright 2009, Chris Biffle
63
Biffytoons, copyright 2009, Chris Biffle
64
Biffytoons, copyright 2009, Chris Biffle
65
Appendix B
Biffytoons Line Art
Biffytoons, copyright 2009, Chris Biffle
66
Biffytoons, copyright 2009, Chris Biffle
67
Biffytoons, copyright 2009, Chris Biffle
68
Biffytoons, copyright 2009, Chris Biffle
69
Biffytoons, copyright 2009, Chris Biffle
70
Biffytoons, copyright 2009, Chris Biffle
71
Biffytoons, copyright 2009, Chris Biffle
72
Biffytoons, copyright 2009, Chris Biffle
73
Biffytoons, copyright 2009, Chris Biffle
74
Biffytoons, copyright 2009, Chris Biffle
75
Biffytoons, copyright 2009, Chris Biffle
76
Biffytoons, copyright 2009, Chris Biffle
77
Biffytoons, copyright 2009, Chris Biffle
78
Biffytoons, copyright 2009, Chris Biffle
79
Biffytoons, copyright 2009, Chris Biffle
80
Biffytoons, copyright 2009, Chris Biffle
81
Biffytoons, copyright 2009, Chris Biffle
82
Biffytoons, copyright 2009, Chris Biffle
83
Biffytoons, copyright 2009, Chris Biffle
84
Biffytoons, copyright 2009, Chris Biffle
85
Biffytoons, copyright 2009, Chris Biffle
86
Biffytoons, copyright 2009, Chris Biffle
87
Biffytoons, copyright 2009, Chris Biffle
88
Biffytoons, copyright 2009, Chris Biffle
89
Biffytoons, copyright 2009, Chris Biffle
90
Biffytoons, copyright 2009, Chris Biffle
91
Biffytoons, copyright 2009, Chris Biffle
92
Biffytoons, copyright 2009, Chris Biffle
93
Biffytoons, copyright 2009, Chris Biffle
94
Biffytoons, copyright 2009, Chris Biffle
95
Biffytoons, copyright 2009, Chris Biffle
96
Biffytoons, copyright 2009, Chris Biffle
97
Biffytoons, copyright 2009, Chris Biffle
98
Biffytoons, copyright 2009, Chris Biffle
99
Biffytoons, copyright 2009, Chris Biffle
100
Biffytoons, copyright 2009, Chris Biffle
101
Biffytoons, copyright 2009, Chris Biffle
102
Biffytoons, copyright 2009, Chris Biffle
103
Biffytoons, copyright 2009, Chris Biffle
104
Biffytoons, copyright 2009, Chris Biffle
105
Biffytoons, copyright 2009, Chris Biffle
106
Biffytoons, copyright 2009, Chris Biffle
107
Biffytoons, copyright 2009, Chris Biffle
108
Biffytoons, copyright 2009, Chris Biffle
109
Biffytoons, copyright 2009, Chris Biffle
110
Biffytoons, copyright 2009, Chris Biffle
111
Biffytoons, copyright 2009, Chris Biffle
112
Biffytoons, copyright 2009, Chris Biffle
113
Biffytoons, copyright 2009, Chris Biffle
114
Appendix C
Biffytoons words, 1 per page
When students have mastered a Biffytoons cartoon, replace it with the word itself.
Biffytoons, copyright 2009, Chris Biffle
115
the
Biffytoons, copyright 2009, Chris Biffle
116
to
Biffytoons, copyright 2009, Chris Biffle
117
and
Biffytoons, copyright 2009, Chris Biffle
118
he
Biffytoons, copyright 2009, Chris Biffle
119
Biffytoons, copyright 2009, Chris Biffle
120
Biffytoons, copyright 2009, Chris Biffle
121
you
Biffytoons, copyright 2009, Chris Biffle
122
of
Biffytoons, copyright 2009, Chris Biffle
123
in
Biffytoons, copyright 2009, Chris Biffle
124
was
Biffytoons, copyright 2009, Chris Biffle
125
said
Biffytoons, copyright 2009, Chris Biffle
126
his
Biffytoons, copyright 2009, Chris Biffle
127
that
Biffytoons, copyright 2009, Chris Biffle
128
she
Biffytoons, copyright 2009, Chris Biffle
129
for
Biffytoons, copyright 2009, Chris Biffle
130
on
Biffytoons, copyright 2009, Chris Biffle
131
they
Biffytoons, copyright 2009, Chris Biffle
132
but
Biffytoons, copyright 2009, Chris Biffle
133
had
Biffytoons, copyright 2009, Chris Biffle
134
at
Biffytoons, copyright 2009, Chris Biffle
135
him
Biffytoons, copyright 2009, Chris Biffle
136
with
Biffytoons, copyright 2009, Chris Biffle
137
up
Biffytoons, copyright 2009, Chris Biffle
138
see
Biffytoons, copyright 2009, Chris Biffle
139
all
Biffytoons, copyright 2009, Chris Biffle
140
look
Biffytoons, copyright 2009, Chris Biffle
141
is
Biffytoons, copyright 2009, Chris Biffle
142
her
Biffytoons, copyright 2009, Chris Biffle
143
there
Biffytoons, copyright 2009, Chris Biffle
144
some
Biffytoons, copyright 2009, Chris Biffle
145
word
Biffytoons, copyright 2009, Chris Biffle
146
out
Biffytoons, copyright 2009, Chris Biffle
147
as
Biffytoons, copyright 2009, Chris Biffle
148
be
Biffytoons, copyright 2009, Chris Biffle
149
each
Biffytoons, copyright 2009, Chris Biffle
150
have
Biffytoons, copyright 2009, Chris Biffle
151
go
Biffytoons, copyright 2009, Chris Biffle
152
we
Biffytoons, copyright 2009, Chris Biffle
153
am
Biffytoons, copyright 2009, Chris Biffle
154
then
Biffytoons, copyright 2009, Chris Biffle
155
little
Biffytoons, copyright 2009, Chris Biffle
156
down
Biffytoons, copyright 2009, Chris Biffle
157
do
Biffytoons, copyright 2009, Chris Biffle
158
can
Biffytoons, copyright 2009, Chris Biffle
159
could
Biffytoons, copyright 2009, Chris Biffle
160
when
Biffytoons, copyright 2009, Chris Biffle
161
did
Biffytoons, copyright 2009, Chris Biffle
162
what
Biffytoons, copyright 2009, Chris Biffle
163
Appendix D
Biffytoons Minis
Biffytoons, copyright 2009, Chris Biffle
164
Biffytoons, copyright 2009, Chris Biffle
165
Biffytoons, copyright 2009, Chris Biffle
166
Biffytoons, copyright 2009, Chris Biffle
167
Appendix E
Biffytoons Bingo
When students have mastered a set of 16 Biffytoons, or to test their comprehension, give them a Biffytoons Bingo page. Page 1 lists Set 1 of Biffytoons, words 1 to 16. Page 2 lists Set 2 of Biffytoons, words 17 to 33. Page 3 lists Set 3 of Biffytoons, words 34 to 48. Each page has the words in the set of cartoons, but arranged in random order. Thus, the is the first word of Set 1, but on the Biffytoons Bingo page, it is not in the first word on the Biffytoons Bingo page. When each student has a Biffytoons Bingo page, the game may be played in several ways. 1. Make a gesture and ask students to point to the correct word on the Biffytoons Bingo page. 2. Say a word and ask students to make the gesture and point to the correct word on the Biffytoons Bingo page. 3. Have individual students say a word or make the appropriate gesture and the rest of the class points to the correct word. 4. Divide your class into stronger and weaker readers (without telling them the reason for the division!) Ask the pairs to play Biffytoons Bingo with each other. Walk around the room, checking for comprehension.
Biffytoons, copyright 2009, Chris Biffle
168
Biffytoons Bingo: Set 1: Words 1-16
Biffytoons, copyright 2009, Chris Biffle
169
Biffytoons Bingo: Set 2: Words 17-32
Biffytoons, copyright 2009, Chris Biffle
170
Biffytoons Bingo: Set 3: Words 33-48
Biffytoons, copyright 2009, Chris Biffle
171
Our approach is used by teachers in every state of our nation and 18 foreign countries. Students sit in WBT classrooms surrounded by farmlands and inner city ghettos. Endorsements from veteran educators are as ringing as those from first year teachers. (To access WBT testimonials and detailed case studies, go to the Free Downloads section of our website.)
