Sight word activities
Spelling Procedure
Have your student cut up their words and keep them in a baggy at home.
1. Remove the words from the bag and place the “line leaders” at the top of the work surface.
2. Listen and watch your student sort their words. They should be reading each word out loud and comparing it to the “line leader.” (Some sorts have pictures to match and/or encourage hearing the sound, not just seeing the pattern).
3. Ask your student to read each column to you when they are finished. (This tunes the brain into the patterns)
4. Point to certain words and ask them WHY they put them where they did. Students should be able to say “fog and dog rhyme, they both end with _og” OR “shed and bet both have a short e that says /e/.”
5. Complete one activity from the list. Sorting and reading the words each night is very beneficial; activities can be completed ~2 times a week.
- Make flash cards: quiz your student, let your student quiz you!
- Word Hunt: hide the flash cards around the room and have students read them as they find them. Challenge: send the student looking for a specific word.
- Put the flashcards upside down and take turns flipping them over and reading them.
- Ask your student to use certain words in a sentence.
- Have your student write the words in/with: play doh, shaving cream, pretzel sticks, dry beans, flour.
- Call out words and have your student write them on a piece of paper.
- Beat the clock: Set a timer and see how quickly your student can read all or a group of the words, check the timer and start over. See if you can beat your first time!
- Word Hunt: look for sight words in you favorite book, how many can you find?
Spelling Procedure
Have your student cut up their words and keep them in a baggy at home.
1. Remove the words from the bag and place the “line leaders” at the top of the work surface.
2. Listen and watch your student sort their words. They should be reading each word out loud and comparing it to the “line leader.” (Some sorts have pictures to match and/or encourage hearing the sound, not just seeing the pattern).
3. Ask your student to read each column to you when they are finished. (This tunes the brain into the patterns)
4. Point to certain words and ask them WHY they put them where they did. Students should be able to say “fog and dog rhyme, they both end with _og” OR “shed and bet both have a short e that says /e/.”
5. Complete one activity from the list. Sorting and reading the words each night is very beneficial; activities can be completed ~2 times a week.