READING and WRITING Sight Words at Transitions Level 2 HF Words

READING and WRITING Sight Words at Transitions Level 2 HF Words
READING and WRITING Sight Words at Transitions Level 2 HF Words
READING and WRITING Sight Words at Transitions Level 2 HF Words
READING and WRITING Sight Words at Transitions Level 2 HF Words
READING and WRITING Sight Words at Transitions Level 2 HF Words
READING and WRITING Sight Words at Transitions Level 2 HF Words
READING and WRITING Sight Words at Transitions Level 2 HF Words
READING and WRITING Sight Words at Transitions Level 2 HF Words
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6 MB|150 pages
Product Description
Are you looking for a new way of helping your students learn to read and write their sight words and/or high frequency words? Have I got an idea for you! :)

Transition time is READING and WRITING time! This word study unit is designed especially to help kindergarten and 1st grade students practice reading and writing their sight words.

Learning to read and write high frequency words quickly and effortlessly takes practice. This practice should be engaging, fun, rigorous, AND time sensitive. Honestly, we can't afford to spend more than a few minutes working on words in isolation. Let's make our minutes count!

Here's an idea to ensure your students are practicing reading and writing letters and/or sight words everyday. It's simple, the kids love it, and the learning will stick!

Can it be this easy? YES! Here's how:
1. Start by taping the 8.5x11 letter/picture cards to your floor.
2. Use included assessment material to determine appropriate instruction for each student.
3. Analyze your assessment data and post your students names along with the assigned letter/word card that he/she will be standing on when lining up AND practicing for that week.

Every time your class needs to leave the classroom, students take one minute to read, write/trace/spell, and read his/her high frequency word. If you have an extra minute, challenge line neighbors to quiz each other!

Why teach high frequency words?
Reading high frequency words in isolation is closely related to the ability to read with accuracy when processing continuous text. When these words are known instantly, the child is better able to focus on comprehending the text.

We are learning to be word solvers, not just word learners!
There is no way a child can memorize every word in reading, writing, and word study. Rather than focus on teaching the words, teach your students the strategies of how to LEARN words. This unit will help your students learn strategies, not just words.

Teaching strategies, not just words, will give your students the ability to solve any word encountered, not just words that have been taught. This will take them much further than just memorization.

For most students, there are 5 ways to solve new words. Teach children how there are some words that must be learned differently than others. Also, help them to see that if one way doesn’t work for them, they should try a different way. Your main goal is to build flexible word solvers. Every child needs more than one way to figure out new words. Teach your students to use the known to get to the new.

How were these words chosen?
These words are those that occur most in early guided reading books AND young children’s writing samples. These are the simplest words to learn because they are used most frequently in reading and writing. Because of this, your students will have more opportunities to read these words in authentic text. This will encourage a child to transfer his knowledge of a word in isolation to knowing a word as an authentic reader and writer.

The words on this list are considered “high utility” words, meaning these words can be used to build other words. Children will use these well known words (and word parts) to learn new words.

Practicing reading and writing words in isolation cannot take over the day!
When teaching children how to read words, we must ensure that by teaching this very important element of reading, we are not ignoring the other, just as important, elements of learning to read/write.

Reading words in isolation is just one component of being a proficient reader and it must be in balance with the other strategic actions of reading. The ability to read words in isolation does not make a reader!

This word study activity will ensure your students are practicing their words every day. This will then free up your time (and your students') to practice reading and writing these words in authentic reading and writing.

We all need to leave our classrooms throughout the day. We also need to teach high frequency words. Why not make this a time to practice reading and writing sight words and/or letters?

This unit includes these high-utility LEVEL 2 WORDS:
after, all, and, are, as, at, away, because, begin, big, box, but, came, can, come, day, did, do, don’t, each, end, for, from, get, going, had, has, have, her, here, him, his, how, I, I’m, if, in, just, keep, little, like, look, man, many, my, not, now, of, or, our, our, over, play, put, said, saw, see, she, so, some, that, them, then, there, they, this, us, very, was, went, what, when, will, with, your
This unit is perfect for mid to late kindergarten and 1st grade!

Have you seen this free trial? Grab Level 1 HERE!
This unit includes these LEVEL 1 WORDS:
a, am, and, at, be, box, by, can, do, end, for, go, he, I, is, it, just, keep, like, me, my, no, on, play, ran, see, so, the, to, up, very, we, you, zoo
This unit is perfect for kindergarten and early 1st grade!

Please feel free to reach out with any questions. I'm happy to help and want this to be exactly what you are looking for!

Jessica Pelka @ The Next Page

Total Pages
150 pages
Answer Key
Teaching Duration
1 Year
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