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- By Julie Pryor
- Holy Family University
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- Fluent readers can:
- Recognize words automatically
- Group individual words into meaningful phrases
- Apply quick strategies to unknown words
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- Sight words:
- Bring the meaningful words in the text together
- Make up 65% of the words encountered when reading
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- Tactile approaches
- Magnetic letters
- Making the words in pudding
- Painting the words on the board with water
- Writing the words in sand
- Writing the words in shaving cream
- Wikki sticks
- Using alphabet stamps to make the words
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- Games offer students the opportunity to practice using their sight w=
ords
in a fun and enjoyable way.
- These games allow students to add words to their sight word vocabula=
ry
which reduces the number of words they must decode.
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Buzz<=
/div>
- The teacher writes the target words on index cards, making three car=
ds
of each word.
- These cards are placed in a bag, along with three to five cards that
have the word “Buzz” on it. The
more “Buzz” cards in the bag, the longer the game will last.
- The players alternate drawing a card from the bag.
- The player must read the word when they pull it out of the bag. If t=
he
word is read correctly, the player gets to keep the card. If the player reads the word
incorrectly, he must put the card back in the bag.
- If a “Buzz” card is drawn, that player must put all of his/her cards
back in the bag.
- The first player to get five word cards is the winner.
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- The game board is prepared the traditional way. Checkers are placed on the red s=
quares
instead of the black squares.
- The target words are written on each red square.
- The game is played the traditional way, except that the player must =
say
the target word that is written on the space he/she is moving/jumping
to.
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- Make a game board in the shape of a path
- Write the target words on cards
- The players take turns drawing a card from the pile.
- If the player gets the word correct, he/she can roll the die and move
the appropriate spaces.
- If the player says the word incorrectly, he/she may not roll the die=
.
- The first player to reach finish wins!
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- Each student get a poetry notebook
- The teacher selects a poem
- Poems are selected based on the frequency of sight words that appea=
r in
them
- The poem is written on large paper
- The class reads the poem several times chorally
- This develops sight word vocabulary and fluency
- The targeted words are highlighted on the large copy
- Each student gets their own copy of the poem
- Each student highlights the target words on his/her copy
- The student adds it to their binder
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- Using context clues is the reader’s ability to figure out an unknown
word by combining sentence information with their own knowledge of t=
he
world
- This strategy is often known as skipping the unknown word and coming
back to it.
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- The teacher reads a text
- to the class
- The teacher asks questions such as
- “How did my voice sound when…”
- Poetry could help develop fluency
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- The teacher provides the opportunity for the student to read the text
several times until the student achieves fluency
- Strategy used during tutoring sessions
- Freddie always did at least the same or better with fluency on the
second reading of the text
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- Paired Reading
- A fluent reader is paired with a less fluent reader. They read together aloud.
- The more fluent reader encourages the less fluent reader to keep
moving.
- Recorded Passage
- The student reads along with a book on tape
- Choral Reading
- Small groups, or the entire class, read a text aloud together
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- Burleson, M.L. (2002, April).
Seeing the “sights” with poetry.
Teaching Pre K-8, 32,
- 60-62.
- Dorn, L.J., French, C., & Jones, T. (1998). Apprenticeship in literacy:
Transitions across
- reading and writing. Maine:
Stenhouse Publishers.
- Gibson, A., & Gold, J. (2002).
Fluent reading. The =
Tutor. Retrieved April 24, 2006,
- from http://www.pbs.org/launchingreaders/fluentreading/helpfulartic=
les_1.html.
- Nunan, D. Ph.D. (2006). Glo=
bal
English kids: An online approach to learning English.
- Retrieved from http://www.globalenglish.com/seo/v1/EN/218165.htm.=
li>
- Rasinski, T. (2004). Effect=
ive
reading strategies: Teaching children who find reading
- difficult. New Jersey: Pea=
rson
Education Inc.
- Trierweiler, H. (2006, March).
Seven ways to make sight words stick. Instructor, 115,
- 55-57.
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