pingsilikon.blogg.se - Teaching sight words

#Teaching sight words how to
#Teaching sight words free

The more words my students can read, the better readers they will be.

#Teaching sight words free

If I have a handful of students who have requested to meet, I may have a free choice center rotation (typically on a Friday) so I can meet with all of them in one chunk of time. Or, during transitions if things are going smoothly. I do it at the very beginning of the guided reading group time while the other students at the table are re-reading previous text. I make sure they are NOT in the same order as they are on the list. Once a student has communicated that they are ready to read their list, I use guided reading time to assess them using the flashcards. If a student is struggling with learning all the words on a list, cut the list in half! Do what is best for your student! This will help even more with spelling words accurately in context. And it is totally fine for them to be practicing reading and spelling familiar words. I want 100% accuracy with reading the words. They might know ALL of the words except one. If a student misses one word, that is the list they will work on. Students work their way through the lists while I check off the words on their individual tracking sheet. If they can read all of the words, then they move onto the next list.įor the pre-assessment, I print off a copy of each of the lists and staple them together in order.

When they are ready, assess students using the flash cards.

Students will work on their list until they feel ready to be tested (more on how they will communicate that later).

You will pre-assess students on reading the words (not writing…because if they can’t read them what does it matter that they can spell them?).

These words are a combination of the Zeno, Fry and Dolch word lists.

The system consists of 9 lists (total of 146 words).

It combines student readiness and accountability and ongoing, developmentally appropriate assessment. Therefore, I have developed a student-guided sight word system which focuses on reading. In addition, the more words my students are fluently and accurately reading, the higher the likelihood that they will include them in their writing. Spelling and reading are closely linked in the findings that children who are good readers are usually good spellers. And, according to research, “By having a large bank of words that they can read automatically, students spend less effort attempting to decode words and can devote greater cognitive resources to text comprehension” (January, Lovelace, Foster & Ardoin, 2017). I had to ask myself “Which one is more important?” Yes, that is a tough question but, ultimately, being fluent readers who comprehend is the top priority. How can I incorporate sight words into our daily routine AND assess in a meaningful way so that students are reading and writing sight words accurately? This is where I got stuck–reading and writing. This prompted me to do away with traditional spelling homework and tests.

#Teaching sight words how to

However, we have a lot of “Friday spellers” aka students who do well on the test but never apply that to their writing and it doesn’t provide data about which words they know how to read. Students practice at home Monday-Thursday and then test on Friday. My team has used Fry’s 1st and 2nd hundred words as our weekly spelling lists. I have come to realize a system with intention and purpose is better than no system at all. It is by no means perfect but I don’t think there is a perfect system out there (trust me, I did a lot of researching but if you have one, let me know!). Taking into consideration that the top 300 sight words make up about 2/3 of all written material, this area of instruction is crucial for my students to become stronger readers.Īfter brainstorming and researching, this is the sight word system I have developed. Of course, we practice throughout the year but it hasn’t been as focused or individualized as I would like it to be. This is partly because we assess them at the beginning of the year and then we don’t do it again until the end. Teaching sight words is an area of reading instruction that I have tried to organize but by mid-year, I don’t have a clear idea of what words my students have mastered and which ones they still need to work on.