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first grade sight words
SECOND GRADE SIGHT WORDS
the five areas of reading!
THIRD GRADE SIGHT WORDS
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M.Ed special education
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WITH HARD WOOD ALL STUDENTS
It is important to recognize that ALL students can learn well. They do not all learn in the same way and on the
same time line. Neither do all adults. Equally important is for all students to see themselves as learners, develop an excitement towards
learning that can last a life time, develop good habits that foster learning, and experience first hand the benefits of hard word and practice.
This is why a partnership between student, parent and teachers is critical. All must work together to support the
learning needs of each individual child. The dignity, uniqueness, and social-emotional needs
of each student must be valued. Learning occurs best in a challenging, supportive
environment, where the child feels trusted and respected. High expectations balanced with a gentle touch
and a little bit of humor and a lot of fun is a recipe for wonderful progress.
How do reading skills improve?
A lot of research demonstrates that the best way to improve reading skills is to practice a lot! There are several components to reading well. These include decoding and single word reading, fluency/automaticity/and comprehension. (For more info click on pages on left sidebar.)
Accuracy is part of decoding on the word level. It refers to the correct reading of a word through decoding (sounding out) or sight memory. ACCURACY IS A NECESSARY FIRST STEP FOR FLUENCY! Accuracy is a necessary first step for all words in a passage-including
high frequency words.
are those that follow the most common sound and spelling patterns and are easily sounded out. Words that appear most often in a text are
high frequency words.
Some of these words are regular, rule following words. Others break the rules and cannot be sounded out in a regular fashion, such as the word "what." IT IS VERY BENEFICIAL FOR STUDENTS TO RECOGNIZE THESE WORDS AND ACCURATELY READ THEM BY SIGHT. THAT IS WHY WE PRACTICE SIGHT WORDS!
usually refers to the quick and automatic recognition of single words. A STUDENT CANNOT BE FLUENT IF DECODING IS SLOW AND THEY STUMBLE OVER MANY WORDS.
As you may now realize-when we speak of fluency-we speak of reading a passage quickly and smoothly with expression. This is essential because the less energy students put into sounding out individual words-the more energy they have left over for comprehension. MAKING MEANING IS THE TRUE PURPOSE OF READING!
is achieved only after automatic word recognition occurs. However-even when student's are automatically reading many words on the single word level-they may continue to require practice reading an entire passage to improve over all fluency.
Two methods of increasing fluency are
guided oral reading
Guided oral reading
is reading aloud with guidance and feedback.
In addition, The National Reading Panel determined that fluency can be increased through
repeated oral reading
and feedback (NICHD,2000).
Repeated reading involves a student reading aloud a relatively short passage several times. Research demonstrates the greatest increase in fluency occurs between the third and fifth reading.
is the ultimate goal in reading. Excellent comprehension is supported through automatic word recognition, fluent reading, and word knowledge.
Consider this: How well would each of us do in reading a scientific text on nuclear fission? We might be able to decode the words (somewhat laboriously), but our vocabulary around the words used and background knowledge would be so limited that we would probably miss much of the meaning!
WHAT BOOKS ARE APPROPRIATE FOR A STRUGGLING READER?
Fluency develops with practice! Lots of opportunity to read with a high degree of success. Student's need to be able to decode the words in a passage to achieve that success. Therefore, when students
read to you
choose books that they can read with over 90% accuracy. They should miss less then 1/10 words. The rest of the words should be fairly easy for them. Choose books that cover themes and use vocabulary highly familiar to the child. Shorter stories and books are preferable. Book that use a majority of the sound patterns the student knows and has been taught is helpful. These are called CONTROLLED PASSAGES.
WHEN YOU READ
YOUR CHILD, PLEASE CHOOSE BOOKS ABOVE THEIR READING LEVEL SO THEY ARE EXPOSED TO AGE APPROPRIATE VOCABULARY AND THEMES.
(Some concepts above taken from Wilson Fluency Instructor Guide)
Math Games Link:
Below math fact mad minute practice links
SECOND GRADE MATH GAMES
NARRAGANSETT LIBRARY WEB PAGE
FIRST GRADE MATH GAMES
Above is a link to the school reading program
just click on link above
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222-1395 (Direct line)
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