Dyslexia Help: Sight Words (Cook, T., 2020)

Dyslexia Help; Cook’s Independent Tutoring, Coaching, & Consulting,LLC
Helping Those with a Neurodifference Enjoy Learning Again!: “ELBERT develops connection, trust, and love by instilling curiosity, autonomy, and attunement in our students.”
— Read on simplebooklet.com/dyslexiahelp

Can you build on you child’s strength of knowing sight words to fill in some of their reading gap? Favor?

When I’m helping your child with their Sound-Word Knowledge & Processing, Can you help them by doing these systematic, explicit, sight word activities (mentioned below)???

Also, For Dyslexia Help: Is your Comprehending BUT struggles with Reading Fluently??? They may need Sight Word Knowledge (ask me about nonsense word knowledge too).

What are Sight Words? Sight words are words which are usually high-frequency that do not fit standard phonetic patterns and must be memorized.

Activity 1- done till 90% mastery Materials: movable alphabet, sand/tray, sand-paper and fingers (ha).

TOUCH-FINGER-TO-FINGER Method-Spell three letter word by letter name and touch the three fingers being held up (note individual letter names), write out the whole word while touching a finger by writing in some medium such as sand/tray, sand paper, table/shaving cream, movable alphabet, etc.. Then, count the letters make sure all there and none of the letters were omitted. Then, match the letters to original word to make sure none were replaced, repeated, added or substituted. (NOTE: Similar to Orton-Gillingham Method: When teaching sight words, don’t begin with one and two letter sight words first but three letter. The brain needs a distinct beginning, middle and end. Similar to Montessori Method- When teaching sight words, you can wait till they have mastered 50 phonetic first before starting sight word leveled mastery. Also, I suggest in learning in chunks of three (three is key to all learning) using Montessori’s Three Part Lesson (you can google on you tube).

Three LetterNOTES
the
and
any
you
are
all
six    
his                            
not
use
why
put
two
one
was
who
out
air
own
add

Decoding: SIGHT WORDS- TOUCH-FINGER-TO-FINGER Write individual sounds on the line, write whole word while on the line while touch finger to table. NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position.

Back of index card;

Front of index card: 

   

Two  (3 letters)


Sight Word Ladder (top/bottom) Never: read bottom to top
and
band
sand
land

Activity 2- done to 90% mastery Materials: whole alphabet printed off, notebook, note cards, dry erase board, writing utensils, glue and scissors, printed off blank graphic organizers.

SIGHT WORDS: words that don’t follow standard rules or sounds. That them count the and match. Use TOUCH-FINGER-TO-FINGER (see description above). Write individual letter names, write out the whole word while touching finger, then spell by writing onto graphic organizer (blank copy) : ALWAYS Check Your Writing

Sight Words

3 Letter4 Letter2 Letter1 Letter5 Letter6 Letter
thewithofItherenumber
andtheytoAwhichpeople
youhaveisatheircalled
wasfromhe otherthings
arewordon aboutfollow
onewhatas thesechange
allwereby wouldanimal
usewhendo writemother
outyouror couldanswer
twosaidmy firstshould
ourintoifwaterlittle
arebeenright
it’swantsmall
hisverythink
allgive
oldabout
many
that
know
away
come
half
can’t
find
MORE SIGHT WORDS: https://www.grps.org/images/departments/academics/pdfs/ela/dolch_alphabetized_by_grade.pdf

Graphic Organizer

3 letter (see appendix):

https://www.whiteboard.chat/
o ne

4 letter:

https://www.whiteboard.chat/
s aid

5 Letter:

https://www.whiteboard.chat/
sh ould

Graphic Organizer (Blank Copy-see Pg. 73)

https://docs.google.com/document/d/1oY7AM5uIw9gXtPtGP34L0ypRzwwKgKVWYUhSo8RJKk8/edit?usp=sharing

Activity 3- Memory Match (Daily) & Make a Sight Word Spelling Book

Sight Word Memory Matching Game: Materials: computer.

(search: sight words) https://matchthememory.com/search/sight%20words;
https://www.memozor.com/other-memory-games/words-memory-games/match-game-words

Book Making: https://app.writereader.com

Activity 4- NEVER TO BE TIMED!

Practice: Review sight words by reading and spelling out loud.

3-1 Letter4 letter5 letter
the 
and
not
put
all
old
can
too
are
day
you
one
two
to
as
we
in
if
go
by
look
with
then
hen
pen
don’t
were
come 
said
what
very
will 
into
back
from
they
down
four
five
could
 house
about
asked
their
words 
first
three
other

Now available in Google Classroom: https://classroom.google.com/c/MzA5OTU4MjI1MjNa/a/MzQyNjk3NjY5NjBa/details

(more sight word practice here: https://quizlet.com/join/5d7s6t7Zv)

PLEASE NOTE: All students need sight word mastery, especially those who have surface dyslexia (dyseidetic), who struggle with sight and nonsense words: https://myelbert.com/2020/09/09/dyslexia-help-dysphonetic-phonetic-vs-dsyeidetic-visual-dyslexia/#.X6FwxVBMFrR

To Learn More Go To: www.myelbert.com

#dyslexia #dyslexiaawareness #adhd #dyslexic #autism #dyslexiaeducation #dysgraphia #dyslexiaadvocate #education #dyslexiasupport #specialeducation #learningdisabilities #dyscalculia #dyspraxia #specialneeds #saydyslexia #dyslexiaisreal #dyslexiapower #learningdisability #learning #madebydyslexia #neurodiversity #reading #dyslexiamom #learningdifficulties #ortongillingham #dyslexicadvantage #autismawareness #asd #bhfyp #speechtherapy #dyslexiatherapy #dyslexiaismysuperpower #school #parenting #teachersofinstagram #dyslexie #dyslexiaisagift #dyslexickids #dyslexicthinking #mentalhealth #add #dyslexiaawarenessmonth #art #dyslexiaassociation #homeschool #dyslexicandproud #adhdawareness #homeschooling #dyslexicartist #dyslexiateacher #dislexia #literacy #anxiety #disability #in #occupationaltherapy #specialeducationteacher #children #neurodivergent

© ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING 2020

Published by Tricia Cook, MEd., Online Dyslexia and Behavioral Interventionist, RSP, AA O-G Tutor & Montessorian

My interest is in helping parents and teachers to understand learning and behavioral challenges and to love learning again. I graduated from Auburn in ECE in 1998. I have been a Montessori teacher here in Birmingham for almost 12 years and have lived in Birmingham for the past 19 years. As an early childhood teacher, I want continue to grow and develop as a constant learner. In 2012, I graduated from Secondary Education with a P-12 Reading Specialist certification the University of Alabama. As a Reading Specialist, I train on diversity and literacy development; I have a specialized knowledge of assessment and diagnosis that is vital for developing, implementing, and evaluating your literacy and neurodiversity behavioral, character development programing. Also, I have varying experiences designing instruction and environments for Montessori and Non-Montessori (OSR-Pre-K) environments. Therefore, I can consult for any environment or setting! In 2013, I attained my highly qualified status in ECE and Reading. In 2013, I also got my Orton-Gillingham AA tutor certification. I currently tutor full-time along with consulting. I have actually been tutoring since 2003. Along with other independent tutoring/interventionist experiences, I have brought dozens of students from an emergent to an advanced reading level! In addition to tutoring, I have provided the reading strengths and needs of my students and share that information to classroom teachers, parents, specialized teachers, and other stakeholders.  Lastly, I have also been a trainer/presenter, since 2008 and really enjoy this aspect of my career. As an experienced trainer, I have trained on many topics including: literacy (the five components), classroom management, positive discipline, diversity character development, Montessori Philosophy, policies and procedures, child development, and Alabama's Pre-k. Take note: Schools and families are desperately looking for an alternative type of affordable multi-sensory, hands-on, and interesting instruction. Currently, I am training and interested in writing on the following topics: A Comparison of Pre-K to Kindergarten; Adolescent Literacy (7th+); Assessment; Developing Readers; Children’s Literature; Classroom Management Techniques; Comprehension; Montessori Philosophy; Environmental Print & Early Writing; Family Attachment; Language and Literacy; Outdoor Classroom; Poetry Writing (7th+); Positive Guidance; Fine-motor Development; Cursive Writing; Creative Writing; Comprehension: Study Skills/Test Taking Strategies; Morphology; Phonics Instruction; Diversity Education; Neurodiversity Education; HandWriting; Reading Strategies; Best Practices P-12. Thank you, Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor

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