by Cindy Elkins, OK Math and Reading Lady
What is the purpose of having literacy work stations in your classroom? If you answered, “To provide meaningful, engaging, rigorous, differentiated opportunities for students to learn” then you are on the right track!! Aside from the task of deciding on the literacy station procedures and routines you want for your classroom is the problem of actually providing and organizing those quality activities.
I know most of you regularly visit the TPT store and Pinterest for ideas. There are a TON of great things out there. However, not everyone has a color printer or has the means to drain their bank account to pay for these items.
So, here is a FREE resource I think you will like. It does not require a color printer, and it addresses pretty much every literacy skill you need to teach and/or provide practice for (KG-5th grade). It is the Florida Center for Reading Research (www.fcrr.org). Click on this link: Student center activities which takes you directly to the K-5 reading center activities page. The following are available — all for FREE!!
- Sections clearly labeled Phonological Awareness, Phonics, Vocabulary, Fluency, and Comprehension — with multiple activities for each sub-skill
- One page overview for each activity (objective, materials list, and directions with illustration showing the activity in use)
- Flexibility options to use materials as a teaching tool and/or as a practice or review activity
These are some of the types of activities:
- Tons of letter, picture, and word cards for sorting, matching, pocket charts, concentration, rhyming, word work, etc.
- Game boards
- Fluency practice items (from common syllables to phrases)
- Recording sheets – to record results of activities when appropriate
- Graphic organizers which can be used with any book – especially for grades 3 and up.
A teacher’s guide is also available with more detailed directions, background information, and literacy station organizational ideas.
I also bookmarked this site in my Resources section (top of the blog in the black band) should you need to refer to this site often. Enjoy!!! Let us know about your favorite FCRR activity or how you are using them in your classroom! Just click on the comment speech bubble.
by C. Elkins, OK Math and Reading Lady
This post contains some of my favorite sight word activities and resources to help your students practice those sight words and high frequency words. If you haven’t read part 1, be sure to do that as it contains information about research based teaching strategies. Here goes!!
- Sight word tic-tac-toe:
- Played with partners or teacher vs. students
- Materials needed: tic-tac-toe template on a small whiteboard or on a laminated page
- Two-color counters so each student can mark their spot
- Select 9 sight words you would like to review. Have students write them in randomly in the 9 tic-tac-toe spaces
- Each player selects a word to read. If read correctly, they can put their counter on the space. You may also require students to use the word in a sentence.
- 3 in a row wins the game. Then play again!
- You may choose to give corrective feedback regarding missed words: Example: “No, this word is ________. You say it.”
- Sight word sentence cards:
- Using the words in sentences (or phrases) helps students put the word into context.
- Try these sight word cards from a blogger I follow (www.thisreadingmama.com). If you subscribe to her blog, you will find these and dozens of other good reading resources for free. Check out: Sight Word Cards with Sentences (Link to free resources)
- Sight word teaching routine:
- Please take a look at this KG teacher’s routine for teaching and practicing sight words. It is called “Sight Word 60” because through this routine, students get a chance to hear and use the word 60 times during the week. Sight Word 60 by Greg Smedly-WarrenLook for videos for each day, plus center and celebration activities. This routine can also be followed in 1st and 2nd grade classes or small groups. Especially good for use with tutors, paraprofessionals, or volunteers!
- Sight word path game:
- This simple path game scenario is well-researched. You are likely to find several versions available. Here is mine (also pictured below): Reading Race Track for Sight Words CE In part 1 (last post), I linked one from another popular blogger (Playdough to Plato). Here is another editable one from Iowa Reading Research: Reading Race Track (editable).
- Teacher fills in the words being practiced (5-7 words repeated 4x each placed randomly).
- The track can be used by students for practice (they can roll a die, move to the space, pronounce the word, and perhaps use it in a sentence).
- The track can be used by teachers and students for timed practice after they have been introduced. A recording sheet is included with my version as well as the Iowa version.
Page 2 of Reading Race Track by C.E.
- Sight words in context:
- Of course students benefit from practicing sight words in context. In your guided reading group, allow students to use mini magnifying glasses (check the dollar stores) or those fancy finger nails that slip over a finger to locate sight words you call out.
- My favorite way to practice sight words in context is through short, fun poetry. Here is a great resource (sorry, it’s not free) full of poems which target specific sight words. I’m sure there are others out there – let us know of ones you have found! Sight Word Poems for Shared Reading $4 TPT
- Find some new flyswatters. If you are working with a small group, you just need 2.
- Lay out 4-8 sight words you are working on (table top or floor). You could also write them on the board. Teacher calls out a word.
- The object is for the students to locate and hold their swatter on the word you call out.
- The student who found it first will have their swatter under the second student’s swatter — proof of who found it first.
- This is also great for other vocabulary practice or math facts!!
Find the word “said”
- Memory / Concentration:
- Make 2 copies of each sight word on index size cards. You might limit to 8 cards for KG students and 12 cards for 1st or 2nd.
- Arrange the cards in a rectangular array.
- First player selects 2 cards to turn over and read. If they are a match, they can keep them.
- STRESS to students to just turn the cards over and leave them down — don’t pick them up. This is because the other students are trying to remember where these are located – and they need to be able to see them and their location. It’s a brain thing!!
Notice all of these methods, the students need to read and/or recognize the word (and perhaps use it in a sentence). Have FUN!!!
by C. Elkins, OK Math and Reading Lady
Sight words are those which students can identify automatically without the need to decode. They often do not follow phonics “rules.” Examples: who, all, you, of. They may include some high frequency words (HFW). High frequency words are those which occur most often in reading and writing. By learning 100 of the HFW, a beginning reader can access about 50% of text. According to Fry, these 13 words account for 25% of words in print: a, and, for, he, is, in, it, of, that, the, to, was, you.
When are students ready to learn sight words? According to the experts from Words Their Way (Bear, Invernizzi, Templeton), student need to have a more fully developed concept of word. Concept of Word is the ability to track a memorized text without getting off track, even on a 2-syllable word. In other words, does the child have a one-to-one correspondence with words? When tracking, does their finger stay under a 2-syllable word until it is finished, or are they moving from word-to-word based on the syllable sounds they hear? In the sentence shown, does a student move their finger to the next word after saying ap- or do they stay on the whole word apple before moving on? Students in the early Letter-Name Stage (ages 4-6) start to understand this concept. It becomes more fully developed mid to later stages of Letter Names (ages 5-8).
Students with a basic concept of word are able to acquire a few words from familiar stories and text they have “read” several times or memorized. Students with a full concept of word can finger point read accurately and can correct themselves if they get off track. They can find words in text. Therefore, many sight words are acquired after several rereadings of familiar text.
Instructional Strategies KG-2nd Grade
1. To help children gain concept of word:
- Point to words as you read text to them (big books, poetry on charts, etc.).
- Invite children to point to words.
- Pair memorized short poems with matching word cards for students to reconstruct. Using a pocket chart is helpful.
2. Explicit Instruction: Dedicated time each day for sight word work
- KG: 1-3 words per week; 1st grade: 3-5 words per week
- Introduce with “fanfare and pageantry”.
- Read, chant, sing, spell, write.
- Use them in a sentence and ask children to do the same.
- Use letter tiles, magnetic letters, word cards.
- Use with a word wall (see more info later in this post).
- Locate in text you are reading (poems, big books, stories in small group).
a box of juice
- Many sight words are hard to explain the meaning (the, was, of). Associate with a picture such as: a box of juice.
- Reinforce with small group instruction.
- Practice at learning stations: CAUTION — activities should be done with previously learned words to promote fluency. If the words are not known, then stamping them in playdough or writing them multiple times may not help you achieve your objective. Saying them correctly along with visual recognition is key. Go to this blogger’s link for many free resources for reinforcing sight words. http://www.playdoughtoplato.com/pirate-sight-word-game/ She has a simple path board game which is editable. You can put in 1-5 sight words to practice – students must say the word to their partner to advance along the path. She is a great resource for KG-2nd grade!!
- I (and experts) do not recommend using sight words on weekly spelling lists. Research suggests spelling words should follow typical orthographic patterns, which many sight words do not have (ex: who, was, all, of). If you practice sight words in ways mentioned above, students will get better at spelling them or can refer to the word wall when needed for writing assignments.
3. Flash Card Practice (Research based method) with no more than 10 words: Continue reading
I added this new resource in the literacy section of the resources in my blog. See the black band at the top of my home page – click on “Resources.”
Go to “This Reading Mama” by clicking on this link: https://thisreadingmama.com/
Look for “Free Printables.” She has one of the best selections I’ve seen for reading (especially in the primary grades). You will find sight words with sentences cards, word families, color the chunk, phonics, spelling folders, abc books, etc. — all for FREE!
Enjoy! C. Elkins — OK Math and Reading Lady