Sorry for the late post….
As mention before:
Successful Sight word instruction begins with repetition. The goal of teaching sight words is students will read these words without sounding them out. AUTOMATICITY. When the word is flashed in front of them they can read it quickly, in about 3 seconds. It is also important to remember that students must be able to recognize sight words in the context of the books they read.
I can not say it enough….REPETITION, REPETITION, REPETITION!!! Day 3 of Sight Word Instruction
A quick recap:
Day 1: Introduce sight words. You can do this either using a slide show, and have 1 letter appear, students/child says the letter. After all the letter have appeared, you read the word and then they repeat the word. Then you model how to use the sight word in a sentences. You will say the sight word in a sentence. You may have the students/child repeat if you would like.
Day 2: Same as Day 1. Have students/child say each letter, then say the sight word. You may show them using a powerpoint, or have them read flashcards, or just the words typed on you tablet. The goal is to make sure that students are learning how to spell and read the word at the same time. You want to ensure correct spelling. This also helps with memorization. Day 2 you still provide a sight word sentence and then you ask the students/child to tell you a sentence using the sight word. I accept simple sentences. Example: If the sight word is like, I will accept ‘I like ice-cream, or I like purple’. I will ask 1 or 2 students to give me a sentence.
Day 3: Day 3 is the same as Day 2, but now I am asking students/child to use the sight word in a more complex sentence. I provide a model for the sentence I want to hear. Example: The sight word is like, I do not accept ‘I like ice-cream’ Day 2. I will provide a model sentence such as ‘ I like ice-cream because it is tasty’, or ‘I like chocolate ice-cream because its is delicious’. I know that is a huge jump from ‘I like ice-cream’ Day 2, but I have also taught my students how to create complex sentences before I began sight word instruction. Everyday my students and I practice Academic Conversations answering questions about the stories that we have read, and when we discuss our Social Studies or Science theme for the week. So I can hold them to a high standard of speaking in clear, and complete sentences. On Day 2 we also read Fluency Sentences. This is something that I just began this year and I am loving it!!!
Fluency Sentences are sentences that students are reading using voice intonation and speed. I use it to help my students see the sight words in a variety of ways and to help teach and review phonics concepts. I create fluency sentences to allow them to practice reading their sight words. I also use fluency sentences to help those students who are stuck. Do you have students who forget their reading strategies as soon as they pick up a book? When they encounter a word they do not know they look at you, and I usually point to Stretchy the Snake which means sound it out! With fluency sentences the students have to sound out the words, because they do not have pictures. I have seen a differences with students who struggle with sounding out words. I use fluency sentences whole group and in small group settings. Here is a picture of my students reading fluency sentences whole group.
***Update*** I changed the presentation so now, I do have a student come to the board and point. Now I have each sentence build appear on the screen and students read each sentence build, and at the end they read the complete sentence.
If you have any questions please email me. Thank you for reading!