I know a lot of people will say you should use the Dolce List of Sight Words. Others will use the word list that the reading program of their town’s elementary school uses. Personally, I’d rather use words that are meaningful and exciting for the children at first. While you might not choose a Sight Word Tree, per se, you should definitely think up something more interesting than a list on the wall and here’s why… How Should I Choose My Sight Words? Perhaps you think it’s insane to have a Christmas tree out all year. And not going to lie, you’re probably right. But hear me out on this one. Sight words are the most frequently used words in the English language, making up fifty percent of all written text. Early literacy curriculums aim for children to memorize them. In theory, this helps students automatically recall fifty percent of the words they come across when reading a new text.Ī Sight Word Tree is what teachers come up with when they figure out they can’t fit the Christmas tree back in the box. Narrative Analysis of Grade-Level-Appropriate Text: Identify characters, settings, and important events.Originally published on ApWhat are Sight Words and What the Bleep is a Sight Word Tree?! Narrative Analysis of Grade-Level-Appropriate Text: Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels). Narrative Analysis of Grade-Level-Appropriate Text: Distinguish fantasy from realistic text. Reading: Literary Response and Analysis: Students listen and respond to stories based on well-known characters, themes, plots, and settings. Structural Features of Informational Materials: Locate the title, table of contents, name of author, and name of illustrator.Ĭomprehension and Analysis of Grade-Level-Appropriate Text: Use pictures and context to make predictions about story content.Ĭomprehension and Analysis of Grade-Level-Appropriate Text: Connect to life experiences the information and events in texts.Ĭomprehension and Analysis of Grade-Level-Appropriate Text: Retell familiar stories.Ĭomprehension and Analysis of Grade-Level-Appropriate Text: Ask and answer questions about essential elements of a text. They use comprehension strategies (e.g., generating and responding to questions, comparing new information to what is already known). Reading: Reading Comprehension: Students identify the basic facts and ideas in what they have read, heard, or viewed. Vocabulary and Concept Development: Describe common objects and events in both general and specific language. Vocabulary and Concept Development: Identify and sort common words in basic categories (e.g., colors, shapes, foods) Phonemic Awareness: Count the number of sounds in syllables and syllables in words.ĭecoding and Word Recognition: Match all consonant and short-vowel sounds to appropriate letters.ĭecoding and Word Recognition: Read simple one-syllable and high-frequency words (i.e., sight words).ĭecoding and Word Recognition: Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle). Phonemic Awareness: Track auditorily each word in a sentence and each syllable in a word. Phonemic Awareness: Distinguish orally stated one-syllable words and separate into beginning or ending sounds. Phonemic Awareness: Identify and produce rhyming words in response to an oral prompt. Phonemic Awareness: Blend vowel-consonant sounds orally to make words or syllables. Phonemic Awareness: Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant). Phonemic Awareness: Track (move sequentially from sound to sound) and represent the number, sameness/difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/). They apply this knowledge to read simple sentences.Ĭoncepts About Print: Identify the front cover, back cover, and title page of a book.Ĭoncepts About Print: Follow words from left to right and from top to bottom on the printed page.Ĭoncepts About Print: Understand that printed materials provide information.Ĭoncepts About Print: Recognize that sentences in print are made up of separate words.Ĭoncepts About Print: Distinguish letters from words.Ĭoncepts About Print: Recognize and name all uppercase and lowercase letters of the alphabet. Reading: Word Analysis, Fluency, and Systematic Vocabulary Development: Students know about letters, words, and sounds.
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