![]() I had to ask myself “Which one is more important?” Yes, that is a tough question but, ultimately, being fluent readers who comprehend is the top priority. How can I incorporate sight words into our daily routine AND assess in a meaningful way so that students are reading and writing sight words accurately? This is where I got stuck–reading and writing. This prompted me to do away with traditional spelling homework and tests. However, we have a lot of “Friday spellers” aka students who do well on the test but never apply that to their writing and it doesn’t provide data about which words they know how to read. ![]() Students practice at home Monday-Thursday and then test on Friday. My team has used Fry’s 1st and 2nd hundred words as our weekly spelling lists. I have come to realize a system with intention and purpose is better than no system at all. It is by no means perfect but I don’t think there is a perfect system out there (trust me, I did a lot of researching but if you have one, let me know!). Taking into consideration that the top 300 sight words make up about 2/3 of all written material, this area of instruction is crucial for my students to become stronger readers.Īfter brainstorming and researching, this is the sight word system I have developed. Of course, we practice throughout the year but it hasn’t been as focused or individualized as I would like it to be. This is partly because we assess them at the beginning of the year and then we don’t do it again until the end. Teaching sight words is an area of reading instruction that I have tried to organize but by mid-year, I don’t have a clear idea of what words my students have mastered and which ones they still need to work on.
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