Sight-Word Reading

1. Instructional process by which students learn to instantly recognize words Usually refers to just the end product— _________ _______ _____________ Lists Sentences Passages Sight-Word Reading

2. Gradual Process Teacher Directed Sounding Out Sounding out to a Teacher Signal Sounding out covertly (to self) and then saying aloud at normal rate Rapid recognition of the whole word; simultaneous pronunciation

3. Sight-Reading in Lists • Introductory format • Model how to sound out words subvocally, then say word at the normal rate • Text, page 86 • _____________________ • Students sound out words to themselves (touch each letter) and then say the word fast in unison when signal is given • Read list 2 times • Goal of 1st read: _ seconds • Goal of 2nd read: _ seconds

4. Sight-Reading in Lists • Critical Behaviors • Extra practice (more than 3 seconds) • _________________________________________________ • Signals • Point to left of word, out-in motion • Watch students • _________________________ • Pacing • “I’m going to see if I can trick you” • __________________________________ • Limited model, students sound out word, repeat list • Selection • Mastered letter-sound correspondences • ________________________________ • 1/3 to 1/2 list should be of a new type

5. Passage Reading • Read stories, saying words at a normal rate rather than sounding out • Prerequisite: able to read each word in list with nor more than a 3-sec. Pause for each word on the 1st reading • Introductory-sound out a passage then sight-read 1 or 2 sentences in passage (in unison)

6. Introducing Passage Reading: Critical Behaviors • _________________ • Auditory signal (Do not want students looking at the teacher for signal) • “Get read” – pause (consistent /1 sec.) - clap • ________________ • Listen to students’ response, make sure students point to each word, check lips and eyes • Pacing • Immediately after read word correctly “Next word” • Acceptable rate for sounding out words in a passage is ______ sec. For each sound and no more than ____ sec. Between time students finish sounding out 1 word and begin the next

7. Sight-Word Passage Reading Procedure • ______________________________________________________________ • Teacher writes on board any words that students missed during passage reading and conducts a sight-word-list reading exercise • Teacher calls on students to read individually a sentence at a time

8. Practicing Sight-Word Passage Reading: Critical Behaviors • Comprehension • Literal and _____________ questions • Adequate Practice • _______________________________ • ______________________________ • Motivation • Challenges & Rewards • Signaling and Pacing in Individual Turns • All point to words • ___________________________ • Stop at periods, question marks, exclamation marks • ____________________________ • Correcting errors • Misread: 1) Stop 2) Instruct to sound out word and say at normal rate 3) Reread starting at beginning of sentence • Signal

9. Rate and Accuracy • Weekly assessments on entire passage • Begin when passages are 40 words in length • Motivation (nor more than 3 errors, 2 minutes = 2 stars, try again = 1 star) • Chart: page 95 (time and words missed)

10. Error Patterns Teacher vs. Student Error • _____________ Correspondence: mispronounce same letter in several words • Word-Type: misses words of a particular type (e.g., CCVC) • Fluency Errors: ______________________ • Random Guessing: more than ___% of words and errors are not of a specific type or pattern