Teachers.Net Lesson Plans

#56. Sight Word Soup

Reading/Writing, level: Elementary
Posted by Candy Carlile, EdD (DR CARLILE@aol.com).
university reading clinic, US
Activity Time: 30 minutes
Concepts Taught: reading remediation

SIGHT WORD SOUP

Children need a strong sight word vocabulary to be successful readers. These should be common words that he sees everywhere in print (not just in one memorized story). Words like /is,am,it,up,a,if/ should be automatically recognized by the child. An effective way to teach these words is by using the following steps:

STEP ONE--TEACHING

Select 10 new words each week to teach. (Words from the Dolch Sight Word list are widely used, but there are other lists from which to choose.

It is best not to use words just from one basal reader

. These words are strictly words to be memorized to enable the child to read particular stories in the basal. Children should be learning words common to ALL stories, and the lists like Dolch are a collection of words from many different sources, with words the child will be sure to see everywhere.Be sure the words that you select look as

unlike

as possible so they will be easier for the child to remember. Write each word on a 3X 5 index card. --Show the word to the child. Say: This is the word /if/ --Ask: What letter is at the beginning of this word? --Ask: Does this word have a smaller word inside it? --Try to point out something characteristic about the word--This word begins with the same letter as your name; or This word only has 3 letters, just like the word /cat/ you learned yesterday. --Say: Now I want you to say each letter in the word as I spell it aloud, and you write it in the sand (or using another kinesthetic method like shaving cream on a cookie sheet, chalk on the sidewalk, magnetic letters, cereal letters, etc) --Then have the child spell the word aloud while you print it in his Word Book(a small notebook having all this week's words on one page).--Repeat the same procedure with each of the 10 new words.

STEP TWO--PRACTICING

--Have the child practice the 10 sight words with a hands-on activity like bingo, concentration, Go Fish, etc. The game should be played with a partner (you, a sibling, friend, etc.)

STEP THREE--APPLICATION

--Have the child read the ten words in a sentence, poem, riddle, paragraph, etc. (The length of the reading will depend upon the level of the child. Some children may need to read the words in simple 3 word sentences--with other words they already know.) More than one word may be used per sentence. The sentences need to be printed neatly on a piece of white, lined paper, with a double space between sentences. The point is, it is important that the words be seen in context or print like they will be seen when reading.

DID YOU KNOW?

Children learn words quickerwhen they are taught in isolation FIRST, then presented in context.This Reading Remediation Report submitted by:Dr. Candy Carlile, EdDprofessor/editor of the Reading Camp Newsletter. For information about our Reading Network, and a free copy of our newsletter, e-mail DR CARLILE @aol.com