Words To Know

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»	Learning Sight Words

	Words To Know

Why Learn Sight Words?

Sight words (high frequency words) are words that students encounter frequently in reading and writing. It is critical that readers and writers develop automatic recognition of sight words, a skill that leads to fluency. Students need to be able to read the about 300 sight words "instantly" without hesitation, because these 300 words make up 65% of all written material. Comprehension begins to break down when students are focused on trying to decode or sound out the words.

Many high frequency words do not follow regular phonetic rules. They do not follow easy spelling patterns (example: cave, save, wave, gave, have) As a result, these words are more difficult for students to master. Asking a child to "sound it out" is pointless with this type of word and generally causes increased frustration for beginning and struggling readers. Young readers need to recognize these words as "sight words". In order for students to retain a difficult word, they need many opportunities to experience and manipulate it.

Much of our language has been adapted from other languages during its development. It is interesting that only one sixth of the words survived from old English and almost all of those words are high frequency words.

Below you will find a few ideas for practicing these words. These suggested ideas are for you to help your child become a better reader. Not all ideas are suited for all readers so please pick and choose the ideas that are best for you and your young reader.

Practicing Sight Words

The following are some suggested ideas for practicing sight words.

Please select the idea(s) that work best for you and your child.

Ø Use plastic letters: Make the word, read the word, and break the word. Later, encourage child(ren) to make the word, read the word, cover the word, write the word, check the word, read the word. (Children may peek at the word if necessary while they are learning to write it correctly

Ø Use a dry erase board: Write the word over and over until it learned, erasing each time. This is a writing task, not a copying task. If the child is using paper and pencil, fold the paper over each time or use another paper or card to cover the previous word. If the child needs a model to start with, provide it. Then cover it and allow the child to peek if necessary. Then remove it altogether. Encourage the children to make sure the words are in their heads.

Ø Keep a list of sight words: in the back of each child's writing journal (or other handy location) for reference. Each time the child writes the word correctly, the more habituated it becomes. We use a word journal in the classroom.

Ø I Have, Who Has?

Make cards for this game to practice sight words: I have "the," who has "from?"

Ø Funny Voices:

As you go through the stack of cards, ask the children to read in the following voices:

baby robot (monotone) goofy scary mad old

Ø Making and Breaking

Going from the known to the unknown using onset & rime:

i.e., from at to cat and sat using magnetic letters

(also useful for prefix/suffix, medial vowel changes)

Ø Flexible Practice/Taking sight words to fluency:

Write several times on the practice page

Magnetic letters

Write on a dry erase board

Write in the air

Write on the carpet

Write on a Magna Doodle

Write on a chalkboard

Write words with a wet sponge or brushes on the sidewalk

Ø ABC Order:

Each child gets four or five cards to put in ABC order on the floor in front of them. They check with a partner, combine cards and put in ABC order. Add another pair, etc.

Ø Commercial Games/Activities: any games with cards to read or letters to manipulate:

Scrabble Go Fish Bingo Boggle

Lotto Chunks Word Search Hang Man

Ø Provide a guided reading creative response that requires the children to write the word in a meaningful context. Give the children a sentence starter to copy and complete. For example:

I like the part when .

My best character was .

Make sure the children copy the sentence starter because in this way they are practicing the high-frequency word.

Ø I'm Thinking of a Word:

This is a good activity for developing scanning skills. You need to have many words available for it to be effective.

I'm thinking of a word. It rhymes with___, means the same thing as___, is the opposite of___, we use this word when___, etc.

When you know it, say it.

Ø Flash Card Activities: to engage all readers (including expert readers)

Whisper/Shout: teacher/parent directed using cards

As you go through the stack of cards, students read words in a whispery voice. After several words, "Say it louder." Students gradually move up to a gentle shout for the last few words.

Ø Making Sentences:

This is a good activity to use once a week. Start by giving your child 2 word cards. The child thinks of a sentence that uses those two words. The child says his/her sentence. Gradually move up to more words. Keep the activity oral – do not have the child write his/her sentences until later in the school year. Sentences can be silly or serious!

Ø Highlight high frequency words: Have children go through a poem, worksheets, math homework, etc. and highlight the sight words.

Ø Circle, Circle, Underline: Circle the prefix, circle the suffix, and underline the vowels in the root word. This makes multi-syllabic words more manageable, breaking them into chunks of meaning.

Beyond Just Reading Sight Words

Ø Match cards whose word begins with the same letter or syllable.

Ø Match cards whose word ends with the same letter or

syllable.

Ø Match cards whose word is the same.

Ø Match cards whose words rhyme.

Ø Arrange cards according to alphabetical order.

Ø Arrange cards according to the number of syllables in each word.

Ø Make up sentences using the words on the cards.

Ø Make up a story using all the words on the cards.

Ø Find synonyms, antonyms or homonyms.

Ø Find cards whose words have the same root or base word.