![]() Then students can master one spelling rule at a time! It’s no wonder that so many students struggle with sight word lists!īut there is a *much* easier way! Instead of sorting sight words by frequency, we can sort them by phonics skill. – and (as if that wasn’t enough!) the two letters T & H that make just one sound in THE. The problem is that THE is often taught right alongside other words that follow completely different rules: OF, AND, A… And that means kids have to wrap their brain around: The philosophy isn’t terrible – if a child is going to read THE more than any other word, it makes sense that learning it first would come in handy. For instance, THE is written most often so it’s the first words students practice. ![]() Old school lists like Dolch and Fry were sorted by the frequency words appear in text. ![]() ![]() If the student has mastered all of the words on that list, they get their sight word certificate and a sight word bracelet! If they are still having trouble, I look at the checklist and determine if they know enough of the words to move on, or if they need to keep practicing the words on the previous list.These sight word lists for Dolch pre-primer, primer, 1st and 2nd grade, the first 200 Fry sight words, PLUS the Zeno sight words are a HUGE game changer! Why? When you organize your sight word lists by phonics skill, students learn the words faster… On days that I finish teaching a particular list, I do the sight word checklist. (On Fridays I like to pass out Skittles, M&M’s, or Dojo points for a sight word spelled correctly!) Thursday: Play a sight word board game or a printable sight word gameįriday: Have students use dry erase markers to practice writing the new words and any words previously learned. Wednesday: Play a memory or matching game with only the words learned so far (I like to use sensory bins here!) Tuesday: I ntroduce word 2 and repeat steps from Monday Monday: I ntroduce word 1, talk about the letters in the word, how to say it, spell it, and identify it with a foldable book they can take home to their parents to show them the new word. Here’s a little snapshot of what it looks like:Ģ sight words per week, introduced in small groups during literacy centers, starting with List 1 I created 7 lists, of 9 kindergarten sight words each, and made it a schedule for the week, which helps the students and parents tremendously since they know what to expect. If they still need time to learn letters and sounds, I’d focus on that first!) (I would make sure your students have a good understanding of letter identification before moving on to sight words. I started by choosing the words I wanted to use and ordering them from the least difficult to the most difficult, while still making sure they were appropriate for kindergarten. After seeing how much my students improved, I wanted to share it with all the other struggling kindergarten teachers out there! Let’s get to it! I Googled so many sight word lists and ideas and finally created a system that worked for me and my class. (hello first year teacher problems!)įast forward to my third year of teaching, I knew I had to fix something. Every time I gave a sight word assessment, I panicked because I had no clue if I was “doing it right”. We didn’t really have a way to “teach” the students sight words, it was just a list of words my kids were expected to know by the end of the year. When I first started teaching kindergarten, I remember sight words were a beast I was not ready to tackle.
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