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#Sight word powerpoint kindergarten full

That’s why Learn to Read only introduces two new sight words a lesson. I noticed very quickly that if I give him more than 2, they just didn’t “stick” as well.Įven as kids progress closer to Full-Alphabetic Learners (see the next section), throwing lots of new sight words at them at one time is confusing. In the beginning of Kindergarten, ALuv only learned 2 new words a week. In my Reading the Alphabet curriculum (designed for kids in this stage of letter knowledge), I only introduce one sight word a week. For example, teach words like no and on at separate times to limit confusion.

#Sight word powerpoint kindergarten full

In the partial-alphabetic phase, learning sight words is made a little easier, but “because their knowledge of the system is limited, and because they lack full phonemic segmentation ability, they process only partial-letter relations to form connections in learning sight words.” (145) Sight words can be learned in this stage, but Ehri suggests teaching similarly spelled sight words separately.

use partial cues to read words- example: they may use only the first and last letter to help them read a word, so block may be read back.

do not have strong decoding strategies to read unknown words.

rely heavily on context clues to help them read (pictures or sentence structure).

can match some of the letters to their sounds (may know most of their letters, but not know more complex phonograms like sh, th, or ch).

Phase 2: PARTIAL-ALPHABETIC learners typically… But no matter the age of your reader, if she is in this stage, sight words aren’t going to “stick” too well because there just isn’t much to “stick” them to! Some children move through this stage quickly, while others may move through it slowly. Ehri suggests that some readers may even say see for look because they can’t read the actual word, so their strategy is to remember the concept of the word.

Big (because of its tail) may also be read dog. The problem with remembering words by their shape/picture is that there simply isn’t enough of a visual difference between words for the child to even have a chance! For example, when the child is faced with took, she will probably say it is look because took also has the two oo‘s in the middle that look like eyes. Francine Johnston calls this phase the “any clue will do” stage. In this phase, learning sight words will be extremely difficult because words are learned by their shape or “picture”, not by the individual letters or word patterns.

can “pretend read” a book they’ve heard before and may even sound like they are reading the story word-for-word.

Such as look (because it has two “eyes” in the middle)

may remember a few sight words because of their shape or “picture”.

have trouble learning words apart from pictures or logos.

can “read” environmental print (example: “Mommy, that says Chick-Fil-a!” when they see the sign for Chick-Fil-a).

do not understand the connection between letters and sounds to help them read words.

have a very limited knowledge of letters (know very few letters or letter sounds).

Phase 1: PRE-ALPHABETIC learners typically… *Disclaimer: Learners with other reading differences, like dyslexia, may not fit into these categories so neatly If your child is struggling in this area, maybe Ehri can offer you some help. She also explains in her article how each of these phases affects sight word knowledge. In her article, she lists 5 stages of word learning, but I’m only going to focus on the first three for the sake of time.

She explains that there are phases of development in word learning with a typical learner. Her article Phases of Word Learning, published in Reading & Writing Quarterly in 1995, was VERY helpful to me in understanding how kids learn words. My developmental philosophy has been grounded by the authors of Words Their Way, and Linnea Ehri, a nationally known reading researcher. My approach to literacy has and always will be a developmental approach. I’ve been asked a few questions recently about what do when sight words just aren’t “sticking” for a child.