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Sight Word and Word Study Focus

!! Rationale !! Emergent

Readers and Sight Word Teaching !! Emergent Readers and Word Study !! Early Readers and Sight Word Teaching !! Early Readers and Word Study !! Transitional Readers and Word Study !! Choosing Sight Words and Word Study Components

!! Sight

Word Teaching helps students develop visual memory and increase their bank of sight words. (Richardson, p.89) !! Many sight words cannot easily be sounded out or illustrated.
!! Word

study is designed to build word knowledge that can be applied to both reading and spelling (Henderson, 1992; Zutell, 1998). Because it is closely tied to reading instruction, it also develops students' abilities in phonics, word recognition, and vocabulary (Baker, 2000). Retrieved from Reading Rockets

!! Emergent

= DRA A-4 (Fountas and Pinnell A-C) !! 1-2 minutes EVERY DAY !! Do not move to a new word until current word is firm in visual memory. !! ALWAYS do procedures in the same order:
"! Whats

Missing? "! Mix & Fix "! Table Writing "! Whiteboards

* Choose a word from current text if possible 1. Write word on WB or make with magnets (show left to right construction) 2. Tell the word and point to each letter as they spell it (dont make them guess the word, you are TEACHING IT) 3. Turn board away and remove a letter. Show them and ask Whats missing? 4. Students tell and write in back in as they watch.

5. Continue until the whole word is completely missing. * since you add the letter back in as they guess, you just erase it again as you add more that are missing. 6. Once the whole word is missing, they spell the whole word and watch again for the left to right construction.

1. Students use your model to make the word with letter tiles or magnets. 2. Students check their spelling by sliding their finger under the word as they SAY it. 3. Students now pull each letter down to remake the word and spell it as they do so (2x) 4. They slow check again as they slide their finger under the word. 5. Students then mix up the word and then fix it.

!! Students

write the word with their finger on the table or whiteboard. !! If you have other tactile surfaces you can use those too.

!! Students

write the word on their whiteboard

!! Done

on DAY 1 only at the end of the lesson !! 3-5 minutes !! 3 activities to choose from:
"! Picture

Sorts "! Making Words "! Sound Boxes

!! Specific
"! Level

skills per level:

A-hearing initial consonants "! Level B- hearing medial short vowels (a and o) "! Level C-hearing medial short vowels (i, e, u)

"! Level

A-sort initial consonants "! Level B- sort initial consonants or medial short vowels (a and o) "! Level C-work with all short vowels

* Should be done before making words

!! Each

student gets 3-4 pictures with target sounds. Then Students: !! Say the picture name !! Say the sound and place it under the letter which makes that sound (this is important because it helps with writing) !! Say the letter that makes the sound. !! Put the picture under the letter.

!! Specific
"! Level

skills per level:

A-exchange initial consonants "! Level B-exchange initial and final consonants "! Level C-exchange initial, medial, and final consonants in a CVC word

!! Must

be able to hear some consonants and at least one vowel sound to be successful. Not all Level A students will be able to do this.

!! Early=

DRA 6-16 (Fountas & Pinell D-I)

!! Teaching

a new sight word (1-2 minutes) is optional after Level E. procedures as Emergent to build visual memory.

!! Same

!! Specific
"! Level

Skills by Level:

D- digraphs, endings "! Level E- initial blends, onsets/rimes, contractions "! Level F- final blends, onsets/rimes, contractions "! Level G- blends, silent e rule "! Level H-I-vowel patterns, endings, compound words

!! Picture

Sorts: Mainly only used for levels !! Making Words !! Sound Boxes
!

All procedures the same, skill focus just changes. Additional Procedure added at this level: Analogy Charts

!! Avoid !! Teach

using until students are on Level G Silent e rule and vowel combinations

!! Varies

per grade level !! Transitional in K-1 = Above Level I (DRA 16) !! Transitional in 2= J-M (DRA 18-28) !! Transitional in 3-5= J-P (DRA 18-38)

!! Only

needed if readers have difficulty reading or writing words with blends, vowel patterns, and multiple syllables

!! Same

procedures:

"! Sound

Boxes "! Analogy Charts "! ADD: Making a Big Word (for multisyllabic words)

!! Emergent

and Early: Sight Word Inventoryanalyze and compile an overall group needs list to teach from. and Early: Word Study is based on Reading level and your observations of group needs. Word Study Inventory (p. 48) and observations.

!! Emergent

!! Transitional: