| Sight words (also known as high-frequency | | | | Sentence Frames |
| words) are words good readers must instantly | | | | Layer your reading instruction by combining sight |
| recognize. These "workhorse" words make up | | | | word practice with vocabulary development. Use |
| about 50 to 75 percent of the words children | | | | pictures to introduce new words students can use |
| encounter in early reading materials. By the time | | | | to complete sentence frames. For example, |
| children begin reading, most common sight words | | | | create a picture card to introduce the word |
| are already in their speaking and listening | | | | saddle. Write the word below the picture. Create |
| vocabularies. The goal is to help readers recognize | | | | another card for the word horse. Then, invite |
| these words in print. Sight word flashcards are a | | | | students to use these vocabulary words |
| common teaching tool. But, do you notice your | | | | (supported by picture clues) to build the sentence: |
| students becoming flashcard experts and still | | | | "Give me that saddle to put on my horse. |
| stumbling over those same words when they | | | | 3. Encourage Students to Use Active |
| encounter them in text? Here are three easy | | | | Comprehension Strategies |
| ways to step-up your sight word program and | | | | Comprehension is the reason for reading. Give |
| create some sentence-building fun! | | | | students a variety of vocabulary picture cards to |
| 1. Create Sight Word Sentence Frames | | | | make choices for completing each sentence |
| Give students opportunities to read sight words in | | | | frame. Challenge students to use active |
| context by creating sight word sentence frames. | | | | comprehension strategies to make sense of what |
| For example, write each of the following seven | | | | they read. If a student builds the sentence, "Give |
| sight words on a small card: give, me, that, to, | | | | me that mitten to put on my foot." ask him or |
| put, on, my. Then place the cards in order to | | | | her if the sentence makes sense and to explain |
| create this sentence frame: | | | | why or why not. Of course, students can have |
| Give me that ______ to put on my ______. | | | | fun building silly sentences too as long as they |
| Invite students to fill in the blanks with ideas that | | | | know the difference! |
| make sense. For example, "Give me that mitten | | | | Don't limit your sight word instruction to flashcards |
| to put on my hand." or "Give me that hat to put | | | | and Bingo games. Layer sight word instruction |
| on my head." By creating a variety of sentences, | | | | with vocabulary development and comprehension |
| students will be rereading the same seven sight | | | | strategies by teaching sight words in context. |
| words many times to build fluency. | | | | Your students will enjoy the sentence-building fun! |
| 2. Introduce New Vocabulary to Complete | | | | |