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Sight Word Instruction

Sight Word Instruction. Jan Richardson Style. Joanna Kasda. The Next Step In Guided Reading. Author Jan Richardson Educational Consultant Taught every grade K-12 Reading specialist, Reading Recovery teacher leader, and staff developer PhD in reading. Research.

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Sight Word Instruction

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  1. Sight Word Instruction Jan Richardson Style Joanna Kasda

  2. The Next Step In Guided Reading • Author Jan Richardson • Educational Consultant • Taught every grade K-12 • Reading specialist, Reading Recovery teacher leader, and staff developer • PhD in reading

  3. Research • “As early readers build automaticity with sight words and decoding strategies, their fluency should improve.” • Allington (2009) • “There is evidence that children rely on a range of different reading processes in their develop of early sight word reading and that this enable children to become more proficient in learning to read.” • Farrington-Flint, Coyne, Stiller, & Heath (2008)

  4. The Basics • Students should be taught at least one sight word EVERY lesson. • You need to help students build visual memory, and increase their bank of high-frequency words. • The same sight word should be taught for two days, and longer if needed. • Don’t introduce a new sight word until the original is mastered.

  5. How Do I Teach a Sight Word For Two Days?? • Pick a sight word from the book for your lesson. • Spend one to two minutes on: • What’s Missing? • Mix & Fix • Table Writing • Whiteboards

  6. Materials • Whiteboards for each student • 1small cup/container for each student • Magnetic letters • Dry-erase markers

  7. Let’s See It In Action

  8. What’s Missing? • Write the word on the whiteboard, so the students can see you write it. • Point to the letters while you have the students chorally spell the word. • Turn the board towards you and erase a letter. Turn it back around and have a student tell you what’s missing. Write the letter when as the child tells you the answer. • Continue to erase different letters until the entire word is erased.

  9. Mix & Fix • In advance, prepare cups containing the sight word, using magnetic letters. Each child will need his/her own. • Give each child a cup and a whiteboard. They are to put the letters in the correct order. Have them check their answers by sliding their finger under it. • The student should pull each letter down from left to right to remake it, and check. • Then, the student should scramble the word, and fix it.

  10. Table Writing • Collect the magnetic letters. • Have the students “write” the word with their finger. • Encourage them to say the word as they write it, and check it with their finger.

  11. Whiteboards • Once the child has traced the word correctly with his/her finger, give him/her a dry-erase marker. • The student should write the sight word, and say it as he/she does so.

  12. Day 2 • Repeat the process with the same sight word. • At the beginning of the lesson, review a sight word from a previous lesson (not this same lesson). • Spend a third day on the same sight word if necessary.

  13. Now You Try! • Visit each center to practice!

  14. Extensions • BOOM! • Sight word fishing • Bingo • I Have, Who Has? • Peer check • Funny Faces • Any other ideas?

  15. Door Prizes • What procedure has students mix the letters to remake the word? • What procedure has students use their finger to write the word on the table? • What procedure has students identify the missing letter in the word? • What procedure has students write the word and say it aloud?

  16. Questions?

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