![]() ![]() Then we will look for any phonics chunks or decode it together if it’s decodable. Then we’ll spell it out loud together while I point to each letter. I’ll pronounce the word and have them read it back. I’ll write the word on the white board and ask if anyone can read it. A quick introduction to a new word might go like this. I teach them with direct instruction through spelling, decoding, phonics patterns, reading them in isolation, and reading in context. I teach sight words whole group so all students are constantly having access and learning new words. ![]() Weekly Word Activities for Sight Words in Kindergarten I love to focus on student success and my class does lots of rollercoaster, fireworks, and other cheers for each other when we are learning new things. I find it really motivates my students to practice reading when I assess more than once a week because if they have difficulty with a certain word the first weekday I can help them with it and they can specifically practice it.Īlso, it continues to give me chances one on one to work with students on their words and celebrate them when they are doing amazing instead of only doing this one chance a week. This is quick and easy for me to do since I do it multiple times a week. I circle any words they are able to read and then they return to their morning work. After that they can then read the entire word!ĭuring arrival two or three mornings a week I call students over to read the list they are working on. Now when students encounter “rule breaker” words we only have to explicitly teach the rule breaker part. This way students get to practice words that fit into our phonics lesson instead of seemingly random words the way our sight word lists used to be set up. My words are organized by taught phonics patterns such as several -at words on the first list we learn. These probably look different than your traditional word lists since I changed the order of how I teach sight words when we learned about the Science of Reading! The entire list stays in their daily communication folder to support school home connections. They are broken into 10 groups of 10 based on phonics patterns we are learning. I have a list of 100 sight words that I teach my kindergarten students each year. How to Differentiate with Activities for Sight Words in Kindergarten I think this is so important because while we want all our students to access the general curriculum, we also want to give extra support to those who need it and have time to extend or enrich those that are catching on quickly. Differentiating sight words allows students to practice new concepts during direct instruction and work on their own pathway too. ![]() However, you always have students that take longer to learn and those that are flying ahead. It is so important for all the students in your classroom to have access to grade level standards! All learners need to participate in direct instruction with new phonics patterns and sight words. ![]() They will confidently learn to read when they have rules to help them tackle unfamiliar words! Why Differentiate Sight Words? However, students can still use sounds to decode and then learn the “tricky” parts of these words to read it! Focusing on sounds allows students to learn words better than just memorizing the letters. Phonics instruction allows students to sound out most of the words in the English language, and this includes sight words! Some words are exceptions to rules such as the word “said”. Do you want to differentiate your word study instruction? Does differentiating sight words seem like a gigantic task and you’ve already got a thousand things to do? Don’t worry! I have a few activities for sight words in kindergarten that you can easily work into your daily routine! Why Incorporate Activities for Sight Words in Kindergarten? ![]()
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