Sight words, making up nearly 75% of words in early literacy texts, are called “Sight Words” because they should be practiced to the point of recognition at first sight. Most sight words don’t follow the typical phonics rules that we teach our younger learners, which makes the “sound it out” strategy ineffective. Students who have sight words mastered are able to free up the brain power that was used to figure out every single word in a text, and apply that brain power to comprehending the text instead.
Included in this year-long teacher tested resource:
Ten two-sided sight word “books” – Each book contains 100 words, divided into List A, List B, List C, and List D. Each book also contains a place for students to write down words that continue to ‘trick’ them. Students can track their progress through the lists.
Ten Sight Word “Lists” – Each sight word book comes with a small “list” with the same words – use for your students’ word work centers.
Student data tracking – One-page recording sheet where students will color in a box for each list that they master.
Teacher data tracking – Editable PDF to track dates tested and mastery for each of the ten books. Type in your class list once, and the rest of the PDF will populate the class list automatically.
Editable sight word book – Do you have specific lists mandated by your school or district? Make your own sight word book using the editable PDFs.
Editable Teacher Data Tracking – Make your own data tracking sheet in an editable PDF to correlate with your editable sight word book.
Flashcards – Flashcards to go with each of the ten books. Print for your students to take home or use in class.
BONUS FILES –
Books and lists to compliment the Dolch system
Lists to compliment Fundations first grade units
Editable binder cover for teacher data tracking
Why do I need a system like this?
As a busy teacher, this system has been the easiest way for me to differentiate and challenge all of my students. Each sight word book contains 100 words – the first book being “the first 100” and so on. All of my students start with the first book, and then they move at their own pace through the rest. This system is low prep, and I am easily able to track student progress through the lists.
Why should my students practice sight words during word work time?
Our students are learning to be both readers AND writers. If nearly 75% of words in early literacy texts are sight words, what kind of words do you think make up much of our students’ writing? My students are spending less brain power trying to spell each word during writer’s workshop, and more brain power goes toward the craft and content of their writing. Word work lists are stored in library pockets on a bulletin board, and are changed out as students move through the sight word books. They grab the list out of their library pocket when it is time for word work.
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