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Tape words on the wall or ceiling
Tape words on the wall or ceiling. Use the flashlight to shine on the word, then have your child read it. Go Fish: With a duplicate set of word cards play “Go Fish.” You can easily make your own cards out of index cards. Stepping Stones: Place the word cards on the floor, making a fun stream going across the room.
Learning to identify and read sight words is essential for young children to become fluent readers. Most children will be able to learn a few sight words at the age of four (e.g. is, it, my, me, no, see, and we) and around 20 sight words by the end of their first year of school.
A good goal, according to child literacy expert Timothy Shanahan, is that children should master 20 sight words by the end of Kindergarten and 100 sight words by the end of First Grade.
Order to teach sight words
Start with the first book and write down words in the order they appear in books. In this way, you can be sure, your child learned all required words to read this book.
Sight words are high-frequency words that appear often in a text but can’t necessarily be figured out by sounding them out phonetically. As a child moves through school, they will be expected to learn more sight words, building (or scaffolding) on the words he already knows.
Introduce 3 sight words. Tell kids that these are magic words and think of a certain movement that goes along with each sight word. Then kids can repeat this movement over and over (virtually on a Zoom call or in the classroom).
Jan 12, 2021Other ways to support a child with dyslexia
Listening to audio books as an alternative to reading. Typing on a computer or tablet instead of writing. Apps that can make learning fun by turning decoding into a game. Using a ruler to help kids read in a straight line, which can help keep them focused.
Learning these “sight words” often starts before formal phonics instruction begins. Children do need to know about 10–15 very-high-frequency words when they start phonics instruction.
Introduce new sight words in isolation (i.e., the sight word by itself), but immediately follow this with repeated exposures to the same sight words in books and other text materials. Do not introduce two sight words that are similar or easily confused at the same time.
A new study seems to point to yes. Published in the January 2017 issue of the journal “Developmental Psychology”, the study concludes that the most valuable early literacy skill to encourage in kindergarten is neither alphabetic knowledge nor memorization of key sight words. In fact, it’s not a reading skill at all.
Use sight and sound.
Have a child spell the words correctly into a tape or digital recorder, and play the recording back several times while looking at the word and touching each letter while doing so. Or ask children to draw an outline of an animal or other figure lightly in pencil.
Count 10 or more objects. Correctly name at least four colors and three shapes. Recognize some letters and possibly write their name. Better understand the concept of time and the order of daily activities, like breakfast in the morning, lunch in the afternoon, and dinner at night.
Generally it should not be before children are about 4 ½ to 5 years of age. With all good intentions, and often with encouragement from the media, parents often begin much earlier, by offering children activities such as using letter tiles and applying letter names when they are as young as two years.
Age five is a key year for supporting your child’s reading skills. At this age, kids begin to identify letters, match letters to sounds and recognize the beginning and ending sounds of words. … Five-year-olds still enjoy being read to — and they may start telling their own stories, as well.
With a young reader, it is good to only introduce one to two sight words at a time. If you introduce more than one at a time, the words need to be visually different {the, of= yes! / is, in = no!}.
First Grade Sight Words List