This Bundle Includes:
* 120 sight word books (120 stating "Sight Word Fluency Readers" & 120 stating "Heart Word Fluency Readers")
* 4 books per week (30 weeks)
* 92 featured sight words (or heart words)
* Ink friendly, black and white pages
* You choose between introducing these as “sight words” or “heart words". Both sets of books are included. (I call them heart words because students need to know them by heart.)
* Flexibility to choose any book to be used any time in the year!
The sight words (or heart words) featured in these books are a combination of words utilized in both the kindergarten levels of ReadyGen curriculum and iReady testing. These words also happen to also be featured in several popular sight word lists used in most kindergarten classrooms, including many words from the Dolch Pre-Primer and Primer lists.
How To Use These Little Books:
Use the books in any order you wish. Each week is marked with a week number and letter (a-d). As the week goes on, the books incorporate more featured sight words for the week. As the school year goes on, the books feature more text to help students learn to “round the corner” as they track from one line to the next, pause when they see punctuation, and read with expression to match the punctuation shown. Each book contains tracking dots…all the way through week 30. In some books, certain letters are underlined. This is a great time to point out digraphs & blends, uppercase vs. lowercase (as vs. As), vowel teams, etc. The directions include ways of making this shared reading activity interactive by having students circle/highlight and draw arrows to nouns, verbs, and adjectives. Of course, reading, identifying, and highlighting sight words/heart words is the main goal. Students love finding words they know by heart!
I introduce several sight words per week, and these little books follow the roll out schedule below:
Week 1 (I, am, you)
Week 2 (a, see, end)
Week 3 (the, to, is)
Week 4 (little, in, my, love)
Week 5 (it, like, we)
Week 6 (he, she, me)
Week 7 (because, and, can)
Week 8 (are, look, for)
Week 9 (play, with, one)
Week 10 (two, three, four, five)
Week 11 (house, home, have)
Week 12 (from, by, them)
Week 13 (run, jump, big)
Week 14 (that, this, was)
Week 15(they, has, do)
Week 16 (yes, no, at)
Week 17 (no, into, under)
Week 18 (what, where, will)
Week 19 (go, up, here)
Week 20 (of, be, went)
Week 21 (come, said, did)
Week 22 (say, please, get)
Week 23 (find, make, there)
Week 24 (red, yellow, blue)
Week 25 (green, day, saw)
Week 26 (came, name, way)
Week 27 (out, our, down)
Week 28 (help, now, away)
Week 29 (funny, ran, ball)
Week 30 (ride, ate, eat)
1. Give each student a highlighter and a book. I do this activity (whole group) at the carpet. You could also use this as a table work activity. I demonstrate with a book that is on a clipboard. Other teachers use a document camera.
2. At the beginning of the school year, I always tell students the name of the book. Around February, most (if not all) students are able to at least attempt reading most of the title with me.
3. I direct students to put their tracking finger (index finger) on the dot under the very first word…of the very first part of the book. Using fun pointers & monster fingers hooks them in for those first few days of reading!
4. Quickly read the sentence to students (beginning of the year), and then read it together as a group. Keep going! “Move your tracking finger to the first dot, under the first word, of the second part of the book.” I say this with a BIG exaggerated voice to make it funny and get the point across that we are moving on.
5. The first week of using these readers, we read together and practice tracking. In the second week, I introduce highlighting the words we know by heart (sight words). Week 3, we add in circling nouns, and drawing arrows from the word to the picture that matches. As the books grow more sophisticated later in the year, we circle verbs, adjectives (aka: fancy words), etc.
6. Once you have read the book together, flip to the back page. Read the “words you need to know” to students. Many will be able to read them with you. Have students practice writing those important words on the line beside each word with their highlighter. As time goes on, I let kids know their “super challenge” is to write each word two times. After spring break (or so), the super challenge rises to writing each word three times.
This shared reading activity is so much fun, and it is amazing to watch the confidence levels build in each student as they move deeper into becoming a reader.
Happy shared reading,
Kindergarten Teacher & Reading Specialist