Sight Word Review – Writing

Sight Word Review – Writing
*Review words from previous lessons
*Use whiteboards, dictate 2-3 words
*Writing helps imprint the word
*Use links if scaffolding is needed
*1 minute

Intro (Day 1 only)
*names of characters
*brief description of the problem

Preview Text/Intro New Vocab
*picture walk – supports comprehension
*attend to unfamiliar concepts and new sight words that can’t be
decoded

Text Reading
*Read and prompt – they read softly and you observe
*No round robin reading, no silent reading
*Day 2 – reread or finish the text

Monitor
*Monitor with meaning – read a sentence and make a mistake.
Students find the error. Reading must make sense.

Monitor

*Monitor with letters and sounds. Write a tricky word on the
whiteboard. Could this be ___? Ex. cries – Could this be cried? Why
not? Use visual info to monitor the middle and end of a word.

Monitor

*Reread – try that again and think what would make sense and look
right. Model how to reread around a tricky word.

Decode

*Cover the ending – pay attention to the middle of the word (-s, -ed, -
ly, -ing, -er)
*Use known parts
*Chunk big words
*Break down contractions
*Use analogies – jaw is like saw, found is like around

Fluency

*Use a page with bold words or dialogue
*attend to bold words
*read dialogue with expression

Comprehension

*Beginning-Middle-End
*S-W-B-S to summarize (somebody wanted but so)
*Five Finger Retell
*Make predictions
*Problem/Solution
*Character’s feelings

Discussion Prompt
*Prepare one question that requires inferences or drawing conclusions
*Lean toward questions (open ended) like “why do you think….” or “what
would happen if……”

Teach One Sight Word
*What’s Missing – on the whiteboard or with magnetic letters. Word
from the story, spell aloud, put together in front of the kids. Turn,
take away letter, what’s missing? Repeat 2-3x removing a different
letter, or two to three letters, until all letters are gone and they have
to spell it.

Teach One Sight Word
*Mix and Fix – give students letters to make a new word. Check your
model, slide finger under, pull each letter down to remake the word,
left to right. Now mix and rearrange.

Teach One Sight Word
*Table Writing – use your finger to write the new word on the table –
helps to imprint into their memory

Teach One Sight Word
*Whiteboards – Discourage spelling the word, just write and say it,
focus on the entire word instead of individual letters

Word Study
*Picture sort – short vowels, digraphs, initial blends

Word Study
*Making Words with Magnetic Letters
Change one letter at a time (went, west, test, tend, send, sent)

Word Study
*Sound boxes – segment sounds in boxes left to right. Students, not
teacher, segment the sounds. Most will contain one sound, except for
digraphs like sh/th/ch

Word Study
*Analogy chart – teach the silent e rule. Begin with known words for
each pattern.

Guided Writing
*Respond to the book
*Dictated or open-ended sentence
*Levels F and higher – write 3-5 sentences about the story (BME,
SWBS)

Guided Writing – Teaching Points
*Reread for meaning – have them repeat the sentence several times
before writing, when they get stuck, have them reread what they have
written and think about what would make sense next.

Guided Writing – Teaching Points
*Spelling sight words – if they misspell a word you’ve already taught,
scaffold, “what’s missing?”

Guided Writing – Teaching Points
*Spelling Unknown Sight words – help students segment words using
the sound box method

Guided Writing – Teaching Points
*Incorrect letter formation – model the correct formation on top of
the journal

Guided Writing – Teaching Points
*Mechanics – expect a capital letter at the beginning and period at the
end. Do not accept capital letters in mid sentence.