In the “Reposition the Word” worksheets, the student must follow the instructions and fill the word in the correct block.
This file contains 20 worksheets.
The following sight words are covered:
all, am, are, at, ate, be, black, brown, but, came, did, do, eat, four, get, good, have, he, into, like, must, new, no, now, on, our, out, please, pretty, ran, ride, saw, say, she, so, soon, that, there, they, this, too, under, want, was, well, went, what, white, who, will, with, yes
Visual Perceptual Skills Addressed:
Spatial Relationships perception is the ability to interpret the position of two or more visual stimuli in relation to oneself and/or in relation to each other.
In the “Reposition the Word” worksheets, the student must analyze how the blocks relate to each other. These worksheets will build a spatial understanding of location words (words that analyze position), such as, “down”, “up”, “left” and “right”.
Figure Ground perception is the ability to screen out any irrelevant visual material when presented with a lot of visual information at one time (to locate the important stimulus without getting confused by the background or surrounding images). This skill is key for good attention and concentration.
To complete the “Reposition the Word” worksheets successfully, the student must filter out the visual distraction of the surrounding blocks in order to keep their place while counting the blocks in the direction specified in the question.
Visual Motor Integration
Visual Motor Integration relates to the coordination of visual perceptual skills with body movement (the use of visual information to guide a motor task). For fine motor tasks, the eyes inform the arm and hand muscles where to go like "follow the leader”, so that motor output matches visual input.
In the “Reposition the Word” worksheets, the student's eyes must guide the movement of their hand in order to copy the word in a fluid and controlled manner.
These worksheets form part of the Visual Perceptual Sight Words Builder 2
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