Can You Sound Like Me?

Can you sound like me? is the first DVD in the Australian Chew Chew Chatter series.

Can you sound like me? includes fifteen original songs created by Kath, which have been carefully developed around teaching a range of imitation, vocabulary and comprehension skills. This DVD has been specifically designed for children with a cognitive age range of birth to six years. Can you sound like me? is presented in a fun, interactive and entertaining way, while keeping the presentation at a steady pace and visually simple to teach language skills without overloading the child. This DVD teaches a range of skills which are graded in complexity. Tracks 1-5 target more simple imitation and language skills while tracks 6-10 target more difficult concepts and tracks 11-15 target more advanced vocabulary skills. Below are a list of the tracks featured on the DVD. Please click on the links below if you wish to view each songs’ target learning goals:

Song: Hello
Props None Required

Communication Goals:
Receptively

Understand “hello”
Expressively

Saying “hello”
Motor Imitation

Waving

Song: Tap Our Sticks

Props	Tapping sticks
	Communication Goals:
	Receptively	To understand tap our sticks, hit our knees, bang the floor, stop
	Expressively	To imitate the verbs “tap”, “hit”, “bang”, “stop”
	Motor Imitation	Tapping sticks together Tapping sticks on knees Tapping sticks on the floor Gesture for stop

Song: Can You Sound Like Me?

Props	None required. Optional – puppets or plastic figurines for a cow, monkey, shark, tiger, dog
	Communication Goals:
	Receptively	Understand animal names, where they live and sounds they make
	Expressively	Saying the names of animals Saying animal sounds

Song: Move Our Body

Props	None Required
	Communication Goals:
	Receptively	Following basic commands Understand the verbs; “clap”, “stamp”, “nod”, “shake” Understand body parts; “hands”, “feet”, “head”, “arms”
	Expressively	Saying the action words Saying the names of the body parts Counting down 3, 2, 1
	Motor Imitation	Clapping hands Stamping feet Nodding head Shaking arms Gesture representing numbers 3, 2, 1

Song: Tickle Our Tummy

Props	None Required
	Communication Goals:
	Receptively	Following basic commands Understand body parts Understand actions; “tickle”, “wiggle”, “blow a kiss”
	Expressively	Saying the names of the body parts Saying the action words; “tickle”, “wiggle”, “blow”
	Motor Imitation	Touching “head”, “knees”, “toes” with hands Touching “eyes”, “ears”, “mouth”, “nose” with finger Tickling tummy Wiggling toes Wiggling nose Wiggling fingers Stamping feet Blowing kisses

Song: Instruments

Props	Drum, Triangle, Woodblock (or building block and tapping stick), Cymbals
	Communication Goals:
	Receptively	Understand instrument names Understand action words; “bang”, “ting”, “hit”, “crash” Understand concepts “stop” and “go”
	Expressively	Saying the names of instruments Saying actions of instruments Saying “ready set go” and “stop”
	Motor Imitation	Co-ordinating both hands to play different instruments Playing instruments to the rhythm of song Gesture for “stop”

Song: Up and Down

Props	Ribbon stick or similar
	Communication Goals:
	Receptively	Understand concepts “up” and “down” Understand concepts “high” and “low” Understand action word “crash”
	Expressively	Saying concepts “up” and “down” Saying action word “crash” Saying sound “sh”
	Motor Imitation	Moving ribbon stick up and down Moving whole body up and down Stretching arms high Crashing on the floor

Song: Self Help

Props	Hairbrush, Toothbrush, Tissue. Optional; soap and water
	Communication Goals:
	Receptively	Follow basic instructions Understand action words; “brush”, “clean”, “wipe”, “wash” Understand nouns; “hair”, “teeth”, “nose”, “hands” Understand concepts; “top”, “bottom”, “up”, “down”, “side”
	Expressively	Saying action words; “brush”, “clean”, “wipe”, “wash” Saying nouns; “hair”, “teeth”, “nose”, “hands” Saying concepts “top”, “bottom”, “up”, “down”, “side” Saying sound “ch” Saying “achoo”
	Motor Imitation	Brushing hair Cleaning teeth Wiping nose Washing hands

Song: Big and Little

Props	None required. Optional; big bear toy, little mouse toy
	Communication Goals:
	Receptively	Understand concepts “big” and “little” Understand nouns “bear” and “mouse”
	Expressively	Pretending to snore Saying “rah” Saying “squeak”
	Motor Imitation	Pretending to snore Taking big steps Wiping nose Taking little steps

Song: Counting Monkeys

Props	None required. Optional; five soft toy monkeys, monkey figurines or cardboard monkeys. A cardboard tree
	Communication Goals:
	Receptively	Understand numbers 1 through 5
	Expressively	Saying numbers 1 through 5 Saying monkey sound (“OOOeee”)
	Motor Imitation	Gesture representing numbers 1 through 5

Song: Sing Some Sounds

Props	None required. Optional; objects or pictures beginning with target sounds
	Communication Goals:
	Receptively	Understand words begin with different sounds
	Expressively	Saying target sounds; “b”, “t”, “s”, “m”, “sh” and “g” Saying simple words which begin with target sounds
	Motor Imitation	Gesture representing the words “come”, “watch mouth” and “listen”

Things That Go

Props	None required. Optional; toy car, plane, boat and train
	Communication Goals:
	Receptively	Understand transport vocabulary through description of location, appearance and sound Understand “what” and “which” question forms Understand the concepts “fast” and “slow”
	Expressively	Saying the words “car”, “plane”, “boat” and “train” Saying the sounds they make Saying the place where you might see a “car”, “plane”, “boat” and “train”
	Motor Imitation	Gesture representing driving a car; flying a plane, steering a boat and riding in a train

Song: Colours

Props	None required. Optional; variety of red, blue, yellow and green toys
	Communication Goals:
	Receptively	Understand basic colour vocabulary Understand colour plus object combinations
	Expressively	Saying basic colour names Saying colour plus object combinations

Song: Hide Your Eyes

Props	None required. Optional; box, toys to hide
	Communication Goals:
	Receptively	Understand prepositional concepts; “in”, “on”, “under”, “in front”, “behind” Understand “where” question forms
	Expressively	Saying prepositional concepts Responding to “where” question forms
	Motor Imitation	Hiding toy “in”, “on”, “under”, “in front”, “behind” a box Pretending to ‘hide eyes” with hands

Song: Good-Bye
Props None required

Communication Goals:
Receptively

Understand saying good-bye
Expressively

Saying “good-bye”
Motor Imitation

Waving