Friday, November 1, 2013

Sight words

   In our county, kindergarteners are only required to know 30 sight words by the end of the year.  But every year I have children who learn well over 100 -- even 200 words. And the more words they know instantly, without trying to "sound out," the more fluently they will be reading . So this year I made sets of words on pretty cards and they learn the Yellow Words then the Green Words and so on. Today I had an idea -- I put the cards in rows on my pocket charts. Then I put name cards at the top of each row so I can see at a glance who is working on each list.  It will be a quicker way for me to assess their progress, but it will also be a way for them to see who they can ask to help them practice their words. The other advantage to this display is that they can easily see the words on their list to practice Word Work for Daily 5. They can use stamps or tiles or Wikki Stix or any of our Word Work supplies to practice spelling out their own words. I can also zip through them for a review with the whole group.

    Some of my boys are especially motivated to master each new list.  One comes in every morning saying, "Can I say my words?"  Another child has a sibling in a higher grade, and they are both working on the same words. I asked him if his brother knew the words. He shook his head no, and said,
" He gets yelled at, but I get candy."  No wonder he is motivated, but I feel sorry for the one who is having trouble keeping up. In our class we celebrate every time a child masters a new list. They get a certificate to take home and admiration from the teacher and class. I am eager to see how this moveable word wall will work.  I think it will be great for making sentences, too -- and easy to see where the cards go when it is time to replace them. 
      I'm expecting some really good readers this year!

1 comment:

  1. I also love that the kids are from all different backgrounds. Having that diversity is important to me. Growing up in diverse environment really helps the kids.


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