I actually created a whole set of sight word books years ago. That would be to have students have a book - a decodable book - featuring the sight word that they can use to practice. Now there's one more thing that would be really helpful in addition to all of these steps. Have them trace it so they can practice the proper proportions for the letters and practice writing the word. Have them practice building the word a few times. You could give them pieces of paper where each piece of paper has one letter of the word. You would want them to maybe highlight or underline that sight word and then read the sentences.įinally, you should have them practice building, tracing, and writing the word. I have some dogs," or something like that. The word "some" is probably one of the earlier words that you would teach so you'd keep your sentences pretty simple. Those sentences should be decodable based on about where the child would be expected to be in reading development when they are learning this sight word. Then I recommend reading the word in some sentences. For the word "some," we could read "some, come." First, I would include the word in a list of other words that have a similar pattern. The next thing I recommend is practicing reading the word in different contexts. You're going to count the sounds, and you're going to explicitly teach the spelling of each sound. Let's look at the word and point to each of the letters. We're not sure why we have to use an E in the word some, but there it is. Put an M in the last box, and then we have to squeeze a sneaky letter in there. What letter represents /m/? That's right, M. All right, now it's time for the last sound. What letter represents the sound /ŭ/? Yes, it's usually a U, but this word is different. What's the second sound in the word some? /ŭ/. Let's point to the second box, which is for the second sound. Go ahead and write an S in the first box. What letter would you expect to see for the sound /s/? That's right, an S. What's the first sound in the word 'some?' /s/. The next thing I would say is, "Let's work on spelling each of those sounds. It can be helpful to have boxes, one for each sound that are going to be in the word, or you can just have them use counters and push them forward for each sound. Are you ready? Let's say the sounds of the word 'some': /s/, /ŭ/, /m/. I want you to put a counter in each box every time we say a sound. I might say, "Today we're going to learn to read and spell the word 'some.' Say the word 'some.' Let's count the sounds in the word. We want our students to examine the sounds in the word. This is really important because we've learned that we go from speech to print when learning to read, not the other way around. Number one, count the sounds in the word. With that said, let's take a look at a simple process for teaching sight words. Today I'm using it in a more general way, just the idea that these are words we want students to recognize instantly, without needing to sound out or guess. I believe we talked about that in the first week. There's a lot of different definitions around sight words. Now, just to be clear, when I use the term "sight word," I'm referring to those high frequency words we want our students to recognize automatically. Today we're going to look at a simple process for introducing sight words. Last week, we talked about the most important thing to remember when teaching sight words. In the first week, we talked about misconceptions surrounding sight words. Hello, it's Anna Geiger from The Measured Mom! Today we're going to conclude our three-part series about sight words.
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