PART ONE: Sight Word and Word Work Differentiation System
Sight words, making up nearly 75% of words in early literacy texts, are called “Sight Words” because they should be practiced to the point of recognition at first sight. Most sight words don’t follow the typical phonics rules that we teach our younger learners, which makes the “sound it out” strategy ineffective. Students who have sight words mastered are able to free up the brain power that was used to figure out every single word in a text, and apply that brain power to comprehending the text instead.
Included in this year-long teacher tested resource:
Ten two-sided sight word “books” –
Each book contains 100 words, divided into List A, List B, List C, and List D. Each book also contains a place for students to write down words that continue to ‘trick’ them. Students can track their progress through the lists.
Student data tracking –
One-page recording sheet where students will color in a box for each list that they master.
Teacher data tracking –
Editable PDF to track dates tested and mastery for each of the ten books. Type in your class list once, and the rest of the PDF will populate the class list automatically.
Editable sight word book –
Do you have specific lists mandated by your school or district? Make your own sight word book using the editable PDFs.
Editable Teacher Data Tracking –
Make your own data tracking sheet in an editable PDF to correlate with your editable sight word book.
Flashcards to go with each of the ten books. Print for your students to take home or use in class.
BONUS FILES -
Books and lists to compliment the Dolch system
Lists to compliment Fundations first grade units
Editable binder cover for teacher data tracking
Why do I need a system like this?
As a busy teacher, this system has been the easiest way for me to differentiate and challenge all of my students. Each sight word book contains 100 words – the first book being “the first 100” and so on. All of my students start with the first book, and then they move at their own pace through the rest. This system is low prep, and I am easily able to track student progress through the lists.
Why should my students practice sight words during word work time?
Our students are learning to be both readers AND writers. If nearly 75% of words in early literacy texts are sight words, what kind of words do you think make up much of our students’ writing? My students are spending less brain power trying to spell each word during writer’s workshop, and more brain power goes toward the craft and content of their writing. Word work lists are stored in library pockets on a bulletin board, and are changed out as students move through the sight word books. They grab the list out of their library pocket when it is time for word work.
PART TWO: 20 Word Work Centers with Visual Directions - For Any Word List
Word Work Centers made easy with this resource! Visual directions not only provide your students with a photograph model of each center's expectations, but they also show students the supplies they will need to complete each center.
These centers can be used with any word list, making them easy to differentiate for your learners. Looking for a word list resource to use with these centers? Click here for the BUNDLE!
What is included in this resource?
20 WORD WORK CENTER VISUAL DIRECTION CARDS:
Each visual direction card measures approximately 5.5 x 8.5 and are printed two per page. Visual directions provide your students with a photograph/model of what the expectations are for each center. Visual directions also remind your students what supplies they need.
PRINTOUTS FOR CENTERS:
Most centers require a printout for recording, or a supply (spinner, letter guides, die) – these printouts are all included.
Students write words with rainbow colors. Recording sheet included.
Students “type” words on a file folder laptop, then write them with a dry erase marker on the “laptop screen.” Printouts for file folder laptop included.
Roll a Color:
Students roll a die and write their word in the color that they roll. Printable die and recording sheet included.
Spin a Style:
Students use a spinner to decide how they will write their word: crayon, marker, or pencil. Spinner and recording sheet provided.
Students will write their words in a white crayon, then color over it in marker to reveal the word. Recording sheet provided.
Roll a Smell:
Students will roll a die and use the Roll a Smell Guide to decide what scent of Mr. Sketch marker to write their word with. Recording sheet and Roll a Smell Guide provided.
Students use their words in a sentence, then use a marker to underline their word. Recording sheet Provided.
Students write their words in Dotty Letters. Recording sheet and Dotty Letters Guide provided.
Students write their words, then stamp their words. Recording sheet provided.
Students write 8 of their words, then cut/glue them in ABC order. Recording sheet provided.
Students build their words with magnets on a magnetic surface.
Play Doh Words:
Students write their words with dry erase marker, then build it with Play Doh. Recording sheet/mat provided.
Students write 8 of their words and then sort by number of syllables. Differentiated recording sheets provided.
Students write 8 of their words and then sort by part of speech. Differentiated recording sheets provided.
Sum it Up:
Students use a key to assign each letter of their word a number, then they add to find the total of their word. Recording sheet provided.
Students pick 4 words, then draw a picture to represent each. Recording sheet provided.
Vowels and Consonants:
Students write their words with vowels in red and consonants in blue. Recording sheet and Vowels and Consonants Guide provided.
Students write their words on a chalkboard.
Students write their words in fancy letters. Recording sheet and Fancy Letters Guide provided.
Students use a key to write a doodle symbol for each of the letters in their words. Recording sheet provided.
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