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Sight Word Game! "SNAGGIT!"

Sight Word Game! "SNAGGIT!"
Sight Word Game! "SNAGGIT!"
Sight Word Game! "SNAGGIT!"
Sight Word Game! "SNAGGIT!"
Sight Word Game! "SNAGGIT!"
Sight Word Game! "SNAGGIT!"
Sight Word Game! "SNAGGIT!"
Sight Word Game! "SNAGGIT!"
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Sight Word Game!
Ways to Use “SNAGGIT!”

“SNAGGIT!” as a sight word game-
Teaching five sight/high frequency words a week is pretty standard in most primary classrooms. As you teach your targeted sight words, you write each word on a Popsicle stick and add it to the “SNAGGIT!” canister. Make sure one stick has the word “SNAGGIT!” on it. Kids can play alone, in pairs or small groups. Kids take turns pulling a stick from the can and reading it. If the can read it, they can keep it. If they can’t, they put the stick back and the next child pulls a stick. This keeps going until someone pulls “SNAGGIT!” and then ALL the sticks go back into the can! It is a never-ending game! This can be put in a word wall center as part of your literacy rotations.

“SNAGGIT!” as an intervention-
To begin, you will need to assess the student(s) who are having difficulty with the automaticity of recognizing sight words. Included in this product are three levels of sight words. The words are derived from most frequently seen and used words in books from levels A-M (Fountas & Pinell levels) or Reading Recovery Levels 1-20. I have also included some Fry and Dolch words but not all. This is not an exhaustive list by any means but it does give you a sense of what words kids will encounter at those text levels. List 1 (A-D) would be appropriate for kindergarten beginning of first grade; list 2 (D-I) would be ideal for first grade beginning of second grade and the third list (I-M) would be perfect for first grade and second grade. There is some cross-over between the three lists in an effort to demonstrate that some words take more time to become automatic.

If you decide to use my lists, you as the teacher have your own copy and you give the student the “Student Copy”. Each time you assess, it is helpful to use a different color highlighter. Each teacher copy has the words with three boxes next to each word. The three boxes indicates three times assessed on that word list. As you assess and the child knows the word, you color with your highlighter in the box. If the child does not know the word, the box is left blank. You count up the number correct, write it on the line next to the date assessed and highlight with the color you used. See preview. This provides a great visual and is easy to track each child’s progress. This is also beneficial to use this during parent conferences to show progress.

I tend to do weekly sight word assessments and with this you have a running record of improvement.

The words the student doesn’t know from the word list will then be part of my small group instruction word work. Knowing that the lists are leveled with books I use during instruction makes it easy to select words that the child will then have to read during the weekly assessment. Words I have taught then go into the “SNAGGIT!” canister. The “SNAGGIT!” canister travels with the child back and forth between home and school. The child can play it several times a day or use it as homework.

As an intervention, adults that work in your room (parents, aides, para-educators) can play “SNAGGIT!” with the student.

I have also provided two editable Excel spreadsheets so you can make additional charts for both you and your students with more words.

Alternative Assessment is to use “SNAGGIT!” as intervention is with the alternative tracking sheet. The words in “SNAGGIT!” should be words that the child has learned and the object of this assessment is to read the word fast. This is done one-on-one. This is also teacher judgment in a sense that you are using this like flash cards. You show the child the word and I give no more than 3 seconds. If the child doesn’t know the word that quickly it goes to the side. Once you have assessed all the words in the canister and determine which words were recognized with automaticity, you record it on the recording sheet. You put the date, how many correct and the percentage. Again, this will track the child’s progress but in a different way. During the week, the child just continues to play “SNAGGIT!”

No matter what way you chose to use “SNAGGIT!” your kids will have a blast and not realize they are learning!

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