Learning to make words "sight words" is an important component of our reading program. "Sight words" are words that children encounter frequently in their reading and in their writing. Learning these words "by sight" will assist your child in becoming a stronger reader and writer. So, how do we make words into "sight words"? In this class, your child will bring home a packet of ten words each week that I would like you to practice with him. These words are unique to your child's reading group, and represent words that some or all of the members did not know at the beginning of the week. Please practice reading these words with your child for a few minutes each day.
- Store the word cards your child needs to learn in resealable bags. Take them with you wherever you and your child go. Practice them in line at the grocery store, on trips, and other places where you have a few minutes together.
- Let your child select a handful of sight words cards from his box at home at random, then find the same words around the house--for example, on packages of food or in newspaper headlines, or in the books YOU read to him!
- Play Hide-and-Seek Sight Words. Hide ten word cards somewhere around the house. Let your child find them and then read them to you.
- Sing a Song of Sight Words. Practice sight words by singing them to simple familiar tunes or making up your own. If you run out of words before the song is done, just start at the top of the list again. Some simple songs are "Twinkle, Twinkle, Little Star" or "Row, Row, Row Your Boat".
- Jump On It! Copy sight words on index cards (one word per card). Make a second set of the same words. Scatter one set faceup on the floor, leaving about a foot between each card. Place the other set in a stack facedown. Turn over the first card in the stack. Have your child read the word (offer help as needed) and then jump on the corresponding card on the floor. Turn over the next card, and have your child read it and jump to that word. Continue until your child has jumped on all of the words. Mix up the cards and play again!
- Sit with your child and look at a newspaper to see just how often sight words pop up in print. Ask your child to choose a sight word from the list and an article from the paper. Look for the word together. Highlight and count the word each tim it appears. Try the same thing with a second sight word. Which word appears more often?
Ways to Assist the Beginning Reader
Learning to read is an adventure, but is also hard work! As your child practices reading to you, encourage him to use one or more of the following strategies when he comes across a word that is unknown:
1. Look at the pictures for help.
2. Look at the beginning letter of the unknown word.
3. Get your mouth ready to make that sound.
4. Look all the way through the word. Get your mouth ready to make that ending sound.
5. Try reading the word.
6. Does it make sense in the sentence?
7. Does it sound right?
8. Go back and read the whole sentence again.
9. If you are still stuck, ask for help.
Understanding the Connection Between Sounds and Letters
Before your child can learn to read, he or she needs to understand the connection between sounds and letters. Teaching your child to say and write the ABCs is not enough. Children need to hear and practice letter sounds as they see and write the symbols. Use the following activities to help your child associate sounds to written language. Don't forget to teach both the uppercase (capital) and lowercase letters for each sound.
- Have your child trace letters on a multi-sensory surface such as cloth or sand. Ask him or her to say the corresponding sounds as each letter is written.
- Construct letters using various materials such as macaroni, clay, or pipe cleaners. Have your child say the corresponding sounds as he or she feels each letter.
- Place magnetic letters (both upper- and lowercase) on the refrigerator for your child to practice letter names and sounds, forming words, and/or creating messages.
- Have your child match letters to objects in and around the house For example, place a plastic B or b on a bed, T or t on a table, and F or f by a flower.
- Draw your child's attention to letters and words in his or her environment, such as signs, cereal boxes, toy boxes, and menus.
Reading Every Night
As your child enters the wonderful world of reading, share in the enthusiasm and excitement by reading to him or her regularly. Your child will treasure these special times together, and you will be helping him or her become familiar with the sounds of the English language. Use the following tips as you read aloud and share favorite stories with your child:
- Select stories both you and your child will enjoy, such as those pertaining to a favorite hobby or sport. Include silly rhymes, chants, and tongue twisters for extra fun.
- Encourage your child to predict what comes next by looking at pictures or listening to word clues. For example, Jack and Jill went up the ______.
- Point out letter sounds in words as you read. Highlight words that have a specific phonetic sound, such as those that contain the /b/ sound. Have your child identify rhyming words aloud as you point to them in the story.
- Look for words with similar letter patterns (flow-er, pow-er). Have your child think of additional words with the same sound patterns.
- Dramatize your voice as you read. Your child will delight in hearing words "come to life". Take turns reading different parts, or invite your child to act out each role as you share stories aloud.
Simple Techniques To Guide and Support Your Child's Reading Development
- Select a specific time each night to read with your child--one that is free from interruptions. This will help your child understand and appreciate the importance of reading regularly.
- As your child reads aloud, give him or her sufficient time to "sound out" unfamiliar words. Offer hints and suggestions before saying the word. For example, looking at the initial and final consonant sounds, trying short vowel sounds before using long ones, looking at other words in the sentence to see what would make sense.
- Be patient and supportive while your child reads. Allow time for him or her to self-correct and reread mispronounced words. Oftentimes, children will recognize mistakes as they continue to read the rest of the sentence.
- Break unfamiliar words into syllables so your child can focus on one syllable at a time. Use your hand or a paper strip to cover up extra syllables as your child sounds out each part.
- Point out and review phonetically-irregular words that do not follow conventional pronunciation, such as two, was, and enough. Have your child practice, memorize, an identify irregular words in context.
