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Direct Instruction Sight Word Intervention > Reading Tools > Intervention Tools > NYS RtI MS DP

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One foundational skill to support reading fluency is rapid recognition of sight words (NICHHD, 2000). This Direct Instruction tutoring intervention promotes student acquisition of common sight words. This simple practice can be used by teachers, support staff, paraprofessionals, or parents.

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It's important to help the student transfer the reading of these words to text, so always include reading text at their instructional level as part of the intervention time. You might scaffold them by first asking them to read the sight words in a short sentence, but it's very important that they read "connected text," i.e.

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Individual Instruction

Struggling readers often struggle for various reasons. These can include a lack of understanding of phonics skills or not knowing the grade level sight words. This strategy shows a student undergoing a round of sight word practice by having him read a word on a card or post-it. This strategy allows the student to self assess by sorting words that he can read or can't read. By providing a visual of how many he knows versus how many he doesn't know allow him to feel successful, but at the same time understand that before his "I Can Read" pile grows larger, he will need to study all the difficult words he didn't know.

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Sight Word Remediation | Blended Video | BetterLesson

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Individual Instruction Struggling readers often struggle for various reasons. These can include a lack of understanding of phonics skills or not knowing the grade level sight words. This strategy shows a student undergoing a round of sight word practice by having him read a word on a card or post-it.

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"Sight words are boring!"

They certainly can be... but they don't have to be.

When children are learning to read a huge emphasis is placed on the alphabet - working on letters and their corresponding sounds (think phonics).

However, another very important component of developing a successful reader is learning sight words.

You may know them by many other names such as dolch, fry, high-frequency, trick, snap, red, and word wall words.

Google any of these words and you're sure to come across lists upon lists of words.

My goal is not to provide you with yet another list of words, but to answer the important questions:

What are sight words?

Why are they important?

What effective methods can I use to make sure my child learns these words?

How can I make sight words fun and engaging?

I'll show you why these words are so important (and why they're called so many things!) and how to teach sight words in a way that's fun for your child (and you) and effective.

What Are Sight Words?

Children are taught how to read by learning to recognize symbols (letters and group of letters) and associating them with sounds (phonemes). Students can then sound out words and have a strategy to figure out unfamiliar words that they come across - phonics!

However, alongside this approach children also learn to memorize certain words to facilitate their fluency as a reader. These are called sight words. Students memorize these words for a variety of reasons:

they are irregular - don't follow phonics rules - and cannot be sounded out (of, the, was)

they commonly occur in books (he, to, are, that, have) so knowing them instantly will

save a child time when reading by not having to "figure out" frequently occurring words

allow a child to read a significant % of books/texts by knowing only a handful of words

There is not one list of words that your child must absolutely know (see below), but most educators would agree on the vast majority of words students should learn and in roughly the same order (simple to complex words).

Are They Sight Words or Dolch Words... or Wait, High-Frequency Words?

As mentioned above, sight words can be called by many different names. What you call them is up to you, or your child's teacher, or the reading program that your child's school is following.

Many teachers use the Word Wall in the classroom (literally a physical wall with word cards stuck on it) for sight words so they become "word wall words."

Other teachers emphasize the important of knowing these words quickly - in a snap! - hence the name "snap words."

The Orton-Gillingham (OG) reading program calls these "red words" because they do not sound out. The red alerts the student these words cannot be sounded out. The reader/writer must draw from his or her memory on how to read/spell them. These words are usually displayed in red in the classroom.

The Wilson's FUNdations reading program calls these "trick words." Similar to OG, Wilson's list of words are ones that are irregular and cannot be sounded out. They don't follow the rules so they can be very tricky!

The Dolch and Fry words are both high-frequency word lists, meaning the most common words that children are likely to come across when reading. They happen so often, it's best just to memorize them. The lists are usually organized by grade or level so children can work on the list most appropriate to the books that they are reading.

The Dolch list dates back to 1936 (and has remained unchanged) compiled by Dr. Edward William Dolch. There are two main lists - the more common 220 word list and the 95 word nouns list. The 220 list is organized by grade level (pre-primer to 3rd) so children can work on the list most appropriate to the books that they are reading.

In 1996 Dr. Edward B. Fry updated Dolch's list and created the Fry 1000 Instant Words. These words are divided into groups of 25 based on frequency. His research concluded that 25 words make up 1/3 of all that is published, 100 words make up 1/2, and 300 words make up 65% of all words published. So if students know the first 300 Fry words, they're in pretty good shape.

That's probably more than you wanted to know, so...

Which List is the Best? Which Should I Choose?

The bottom line is - it doesn't matter. If you're a parent, stay consistent with whatever your child's school or teacher is using. Email your child's teacher for a copy of the list if he or she hasn't already given it to you.

If you're a teacher, make sure the list you use (and the order you introduce the words) matches what the other teachers at your grade level are using. In addition, make sure your school has a systematic progression of sight words throughout the years - collaboration between grade levels is also key.

If you're a tutor, teacher, home-school educator, or are looking to supplement whatever you're child is learning at school (maybe the list of words at school is too easy or progressing too slowly for your child) below are my suggestions when choosing sight words.

When working with kids with reading difficulties, I always try to make my work compliment what is going on at the child's school. However, that being said, what the school is using may not always be the best for a particular child. So frequently I am coming up with different sight word lists to help my students.

Here is my method for deciding what words are important:
1. Irregular Words
Because I usually work with students with language based disorders (such as dyslexia), I place a huge emphasis on phonics. Therefore, if a word does not sound out, I want the student to memorize it and know it immediately.

The student needs to differentiate these words from others and not waste valuable time trying to sound out a word that does not make sense. Words like "of," "the," "was," and "said" are high priority in my lists.
2. Two-Letter Words
If a child is constantly trying to figure out two-letter words, he will never achieve fluency. Imagine how tedious it must be for a child to have to work to figure out every single word on a page every time she's reading - not to mention discouraging. Whether they sound out or not, students should be able to immediately read two-letter words (he, we, to, at, in, go, on, my).

In addition, learning to recognize these words often helps students see these words inside of bigger words. This helps them to "chunk" words and have greater success (and confidence) figuring out longer words. Knowing "at" helps a child read "cat," "bat," "fat," etc.
3. High-Frequency Words with an Individual Twist
I fill in the rest of the words on my list with other high-frequency words moving from simple to complex (shorter to longer words). In addition, I take into account what the student likes to write about. If a word is constantly coming up in a student's writing (often "went" is a popular one as students write journal entries about past events) I include that on the word list.

When I work with students, sight words are more than just fluency in reading but also fluency in writing. I make sure students not only recognize and read these words instantaneously, but also spell them correctly without thinking twice.

Now that you know what sight words are all about the question is...

How to Teach Sight Words?

There's no way around it. Kids need to memorize sight words. I've got lots of fun sight word activities for you, but sight words first need to be introduced in a clear, systematic way.

How to Introduce New Sight Words: Techniques That Work
Simple Assessments: What Words Does the Child Know?
Once you've decided on a beginning set of about 25 words, the first step is to find out if your child knows them already. Cycle through each word one at a time and have your child read the card.

You can easily write words on 3×5 index cards, or you can quickly type and print them on the editable PDF I use to make sight word cards for all my students (and more free resources) by clicking here.

If your child...

Reads the word immediately - in 1 second - discard the word because your child knows it.

Does not read the word in 3 seconds, tell him the word and put in a save pile.

Does not read the word immediately but in under 3 seconds, put in the save pile.*

* Your child may master this word very soon but until your child can read it without thinking about it, you should still be working on that word. The goal of sight words is to read them automatically, saving students mental energy for more difficult reading tasks.

Repeat the steps above periodically to assess which sight words your child has mastered and know when to move on to new words. You can also hang on to the words your child has mastered and move on to learning to spell these words.
Introduce Only 3 New Words At a Time
If you're trying to decide how many sight words to introduce at once, it's always better to err on the side of less. It's better for a student to really know a few words well than be exposed to a lot of different words but have trouble remembering them.

In Kindergarten, we teachers found it best to introduce one word a week with a total of 25 words for the school year. This is less than many other schools; however, our students were expected to read and spell these words correctly without hesitation - and this turned out to be a attainable goal for 90% of the students.

Try introducing 3 new words a week. If this seems to much - your child is having difficulty reading them in less than 3 seconds at the end of the week - scale back. The more exposure the child has to the word - especially reading in context - the faster she will master the word.
Separate Similar Looking Words (has/had; come/came)
Do not introduce visually similar words at the same time. This is most important for students with language-based disorders or any child who is showing difficulty visually discriminating between different letters.

For example, I had one student who easily confused "a" and "o" and often sounded out words in the wrong order "cat" would be "tac" or "act." Help the student master one word first before introducing another that looks just like it or she'll constantly be confusing the two.

However, once both words are introduced - say "has" and "had" - do expose the child to these words at the same time so she practices discriminating between the two.
Teach the New, Review the Old - in Under 3 Minutes!
Everyday, or however often you work with your child or student, review the sight words. Hold up the flashcard, say the word, then have the child repeat the word.

Then place the word cards on the table. Say one of the words and have your child find and point to that word.

Finally, pick up the pile of words and cycle through them again this time having the child say the word without your help. However, like the assessment, if the child does not say the word within 3 seconds tell him or her and move on.
Prominently Display the Words
Make sure the words are available for your child to see everyday. I always put up a HUGE poster (2'x3′) of the week's word in the classroom.

In addition, it was on the classroom door - "This week's word!" - and on the Word Wall. Children were sent home with magnets of the words to post on the refrigerator for reference and play!

Now for the Fun! - How to Teach Sight Words Creatively

I'm a huge proponent of multi-sensory approaches when it comes to teaching. Not only is it fun for children but the more senses you engage the better a child will learn something and commit it to memory. Below are some of my favorite activites to practice sight words with children.

Write the Word in New Ways

Whenever writing sight words - no matter the medium - have the child say the name of each letter as he spells it. Have him underline the word when he is done, saying the name of the word. "t," "h," "e," (as he writes the letters)... "the!" (as he underlines the word.

In addition, always write the words in lowercase. Children will rarely ever see (or write) these words in capital letters so it's not very helpful to practice them that way.
Kinesthetic
These activities are perfect for those rambunctious youngster who can't sit still. It's also a great way to wake up the brain after sitting and helps kids work on crossing the midline.

1. Sky Writing - Stand up and extend your dominant arm all the way out in front of you. Pointing with two fingers, spell the word in the air starting from the left side of the body all the way to the right. Make the letters at least two feet high!

2. Side Walk Chalk - Write really big sight words on the sidewalk, driveway or playground.

3. Easel Painting - Standing at a large easel, make a separate painting for each letter of the sight word. Making these large brush strokes is fantastic for crossing the midline.
Tactile/Fine Motor Development
Write the word with your finger in...

colored sand on a plastic lunch tray

shaving cream on a cookie sheet

Write on different surfaces with different writing utensils...

chalk on a chalkboard

dry erase markers on a whiteboard

crayon on paper overtop a piece of sandpaper

Create the Word Out of Different Materials

Create large (8.5″x11″) laminated sight word cards with bolded letters - like a placemat. Then choose your medium and have the student form the letters of the sight word on top of the card.

1. Play Dough - Buy or make your own - I definitely think homemade is the best!

2. Wikki Stix - These fun sticks are reusable and great for helping strengthen fine motor skills.

3. Model Magic - After making the word, let the letters dry and save them in a plastic bag with the sight word card. At a later time, have the student open the bag and spell the sight word by correctly arranging the letters.

Don't have access to a laminator? You could:

Go to FedEx Office. They have easy to use laminating sheets.

Write on a piece of 8.5″x11″ paper and put in a clear sheet protector

Write on an index card and cover with clear packing tape

Play Games

Here are some fun twists on the traditional flashcard. These activities require some knowledge of the sight words and are a great way for kids to practice what they know and for adults to assess their knowledge.

1. Go Fish - Make playing cards for 26 sight words in sets of two (52 cards total). Write on index cards or print your own - get the easy sight word card maker PDF here - on cardstock. Make sure you cannot read through the cards by using either thick, colored paper or a light colored font or pencil. Play by traditional Go Fish rules.

2. Memory - Make playing cards for anywhere from 5 to 20 sight words - remember to make 2 cards for each word. Write on index cards or print your own. Again, make sure you cannot read through the cards by using either thick, colored paper or a light colored font or pencil. Make a uniform array of cards face down

3. Bingo - This game is great for students who already have a good base of sight words memorized. Choose at least 24 words. Write or print a drawing stack of cards. Then create your own bingo cards. Need help? Get the free easy Bingo card creator! Use pennies, paper clips, or small toys for chips.

Let Me Make it Easy for You!

Click here to get free access to the sight word flashcard creator and easy bingo card creator - plus many more freebies! Or play around with sight words on our free app Ollie's Handwriting & Phonics for iPad.

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Beyond Flashcards: How to Teach Sight Words Creatively

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When children are learning to read a huge emphasis is placed on the alphabet - working on letters and their corresponding sounds (think phonics). However, another very important component of developing a successful reader is learning sight words. You may know them by many other names such as dolch, fry, high-frequency, trick, snap, red, and word wall words.

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Why Teach Sight Words?
One effective approach to teaching reading to low-level readers is to teach sight words. Sight words are words that occur so often in a text that readers should be able to read them by sight without having to decode them. Sight words also consist of words that cannot be decoded and must be memorized by sight. Knowing these high-frequency words and being able to recognize non-decodable words by sight are extremely important skills for developing reading fluency.

In order to read well, students need to read sight words very quickly. They need to memorize them. Students should memorize a few sight words at a time.

Objectives of Teaching Sight Words
The following objectives serve as a guide for your sight word instruction. Students should be able to do each of the following:
1. Associate the appearance of each sight word with its sound/pronunciation (sight-to-sound correspondence).
2. Read sight words in context.
3. Recognize sight words quickly and effortlessly (rapid recognition).

Activities to Practice These Objectives
1. Promote Sight-to-Sound Correspondence
* Dictate a sight word, and have students point to or hold up the card for the sight word they hear.
* Dictate a sight word, and have students write the sight word they hear on the board or on their papers.
* Write a sight word on the board in the correct letter sequence (e.g., and) and another form of the word with the letters scrambled (e.g., nda). Have students choose which word is the correctly spelled form of the sight word.

2. Promote Reading Sight Words in Context
* Provide students with reading materials that are appropriate to their levels and that can be marked up. Have students circle, underline, or use a marker to highlight the sight words found in a prescribed reading selection. Ask students to notice how frequently sight words occur in context.
* Have students scan reading material for a particular sight word. Give students a certain amount of time to do this. Have them count how many times they were able to find the sight word in the time allowed, and see which student or student pair was able to find the sight word the most times.
* Write sentences on the board, or prepare a worksheet that contains sentences from reading material being used in class. Insert a blank where a sight word belongs in each sentence. Have students fill in the correct sight word. (Note: If using this activity with ESOL students, additional instruction on using articles and prepositions may be required to successfully complete the activity.)

3. Promote Rapid Recognition (recognize sight words quickly)
* Modify the "Slap" game by using sight words in place of slides.
* Divide the students into two teams. Have one student from each team at the board. Dictate a word, and have the students write the word as fast as they can. The first student to finish writing the word correctly wins.
* Use individual alphabet cards to spell a sight word with the letters scrambled in an incorrect letter sequence. Have students unscramble the letters as fast as they can to make a real sight word.

Teacher Note: Students with dyslexia often skip sight words while reading because they have difficulty forming a pictorial reference for sight words that are abstract in nature. They can form a picture of words such as dog, hat, and other nouns, but words like and, for instance, are more difficult to reference. To address this concern, have students draw a picture of and. For example, a student might draw himself or herself and a friend, ham and eggs, or mother and father. This activity helps students get a mental image of the word's meaning.

See my other blog posts about presenting on this topic at the International TESOL Conference here and here.

Information adapted from Reading Horizons Comprehensive Teacher's Manual. Used with permission.

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Ideas for Teaching Sight Words for ELLs/ESL Students

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Why Teach Sight Words? One effective approach to teaching reading to low-level readers is to teach sight words. Sight words are words that occur so often in a text that readers should be able to read them by sight without having to decode them.

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Sing to Learn Sight Word Songs (Music & Lyrics)

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Meet your reading standards by teaching through song! KindergartenWorks brings you 31 original song lyrics set to classic tunes that will have all of your students singing along - learning how to spell and recognize their sight words! You can also use these songs to prompt students while students ...

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Here are a ton of fresh and fun methods for teaching sight words. Help children learn and gain fluency with sight words with these hands-on ideas!
Teachers are constantly on the lookout for ways to teach our children in fresh, fun ways. The same old concepts, such as practicing and memorizing sight words, get dry and boring over the years, and sometimes it drains us of our energy to bring out the same teaching techniques year after year. Are you ready for a change? What better way to freshen up our classroom routine than to find new and exciting ways to teach and learn sight words.

Why is Teaching Sight Words Important?

Normal phonics instruction is essential for early readers, but so are sight words. Sight words often don't follow phonics rules, which makes them necessary to memorize. They are high-frequency words, meaning that these are the words that appear in text more often. Once these words are memorized, children have a much easier time learning and growing as a fluent reader.

Teaching sight words can be fun! If you need resources for your classroom, you can check out my Dolch sight words curriculum or my Fry's First 300 words curriculum bundles. Everything you'll need to begin an engaging and successful sight words program in your classroom is included.

Teaching Sight Words: Introducing Them

Instead of the traditional "see and say" method (in which flash cards or a whiteboard are used, the child may trace the letters with his/her finger or a writing tool, and says the word aloud) - try changing it up a bit. Find NEW ways to write the words! Here are some ideas:

Explicit instruction is the time-honored method of teaching sight words, in which the teacher introduces the word, spells it, and has the child repeat until mastery. Stick with that, it's a proven method! But it doesn't have to be boring and monotonous. The way I run my weekly sight word program is very effective and contains so many different ideas for ensuring mastery that the students look forward to the activities each day.

It's important to introduce the weekly sight words in many ways, such as during morning meetings, by coloring and cutting, printing, drawing pictures to go along with them, forming words on playdough mats, singing songs, finding and highlighting words, filling in sentences with words, spelling words aloud, stamping them, and using fancy pens and pencils to write them. All of these methods are explained in detail here.

During explicit instruction, improve a lesson by adding in some meaningful questions. Ask children things like, "What part of this word looks like other words you know?" or "What part of the word is easy to remember? Tricky to remember?". If children are to think about the spelling of the word, the parts of the word, and sounds the letters make, they will be more likely to remember it again in the future. Ask them to notice the shape of the word itself - where the tallest letters are, the shortest letters, how long or how short the word is, etc.

Word Walls or Portable Word Walls: Every primary classroom should have a word wall. But even handier is a portable word wall, in which the child has a small, hand-held version of the sight words he/she uses daily, or should practice daily. The word wall and portable word wall comes in handy throughout the day, giving the child easy and quick access to the correct spelling of frequently used words.

Think of things you can write words on besides the whiteboard or large chart pad. Kids love to hold things in their hands. Textures that are smooth or rough, slimy or crunchy, it doesn't matter. Find objects that you think your students will enjoy handling, and write sight words on them. Ask children to hold them in their hands and repeats words you say.

Ingenious Methods to Reinforce Teaching Sight Words

There are many things you can have children do while sitting in a large group, while at their desks, or for homework activities.

They can silently write the words in the air by spelling out the letters with their finger or write it in large letters with their fingers on the floor. They can also form the letter shapes with their hands in front of them (bending their fingers and hands to the curves, or crossing their fingers to represent an x, for instance). These things require no preparation or supplies prepared beforehand.

Board games such as Tic-tac-toe, Connect Four, Sorry, or other "take turn" type games can easily be adapted for classroom use. Have each child read or write a sight word before playing their turn. The game serves as a reward for getting the word right. There are also online games at SightWords.com that your students may enjoy playing as an "early finisher" activity.

Play hide and seek with the words or the parts of words. For instance, if the sight word you wish to practice is , write on several cards and hide them around the room. The child who finds a card is required to stand and show the word to their classmates, spell the word, say it aloud, and direct the class to write the word in the air with their fingers, for instance. You could focus on a "tricky part" of the word too - for example, in they, the "ey" is tricky because it makes the long a sound. You could hide the "ey" part of the word somewhere in the room, and the child who finds it can place it on the board in the correct spelling order of the word.

Sight words absolutely MUST be written. Writing words help solidify phonemes and the physical act of writing a word cements it into a child's brain. As simple as it sounds, there are plenty of not-so-simple, fun and exciting ways to write them! Let children carve the letters into play dough or write them with their finger in shaving cream. They can use dry erase boards or chalkboards to practice printing words or write them with invisible ink. Anything new or different than plain old paper and pencil will make a routine chore into a thrilling task.

New Options for Assessing Sight Words

Avoid putting your students through another stressful test. Try out these fun and different ways to assess their acquisition of sight word spelling! They won't even know you're "testing" them.

A fun alternative assessment is using sight word cards that children can rainbow color and refer to throughout the week. Ask kids to read through their stack of cards to see how they are doing. Sight word sticker books are another option that rewards children with stickers after they read out their words.

If you prefer to give a weekly spelling test, shorten the list and add in a few important sight words. There is no need to have two separate tests. I also recommend keeping your spelling list to 5-10 words, including sight words. Smaller lists ensure faster memorization and recall, and won't overwhelm your young students.

Read a book with sight words or make books that have words within it. These small printable books work great. Have a child sit with you and read the sight words aloud to you as you come to them. They don't even have to know you're testing them, and it can be an enjoyable process. This would work in differentiated small groups as well.

Ask a child to teach you sight words! Let them be the teacher, but don't give the words to start with (tell them verbally). Let them introduce, spell, write, and say the word, and then give you a "test". If they can teach it - then they know it!

FREE Week of Sight Word Activities

Would you like a FREE sight word resource? Just click the image below to download a week's worth of sight word activities!

Complete Sight Word Curriculum

For comprehensive curriculum that lead to growth and mastery of sight words, see the resources listed below.
Dolch Sight Word Curriculum (Pre-Primer, Primer, 1st Grade, 2nd Grade included) Fry's First 300 Sight Word Curriculum (6 units included) Learning Sight Words Sight Word Games Sight Word Apps
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Teaching Sight Words: Fresh and Fun Methods

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Here are a ton of fresh and fun methods for teaching sight words. Help children learn and gain fluency with sight words with these hands-on ideas! Teachers are constantly on the lookout for ways to teach our children in fresh, fun ways.

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This wrap-up exercise incorporates and brings together all the elements of our sight words instruction curriculum: recognizing the word on sight, spelling it, and writing it. In this activity the child will use a flat surface to simulate writing out the sight word, first while looking at the flash card, and then without looking at the card.

Video: Technique Five: Table Writing

This exercise is similar to Air Writing, but the child will "underline" and write the word away from the flash card. This is a prelude to writing the word without even looking at the flash card.

Position the child in front of a flat, horizontal surface, such as a table, a desk, or the floor. Hold the sight word flash card at the child's eye level. The child will say the word while making the left-to-right "underlining" motion, but they will do this on the table, not on the flash card. Then they will use two fingers of their writing hand to "write" the word, looking at the flash card but "writing" on the table. They will say each letter out loud as they write it. Then they will say the word again, making the "underlining" motion once more.

Here is a sample script for you to follow:

Adult: I'll go first. Ready? WHERE. W-H-E-R-E. WHERE.
Again: WHERE. W-H-E-R-E. WHERE.
Now it's your turn.
Child: WHERE. W-H-E-R-E. WHERE.
Adult: Again.
Child: WHERE. W-H-E-R-E. WHERE.
Adult: One more time.
Child: WHERE. W-H-E-R-E. WHERE.
Adult: Great job!

Adult: Now let's do it without looking at the flash card. Ready?
Child: WHERE. W-H-E-R-E. WHERE.
Adult: Again.
Child: WHERE. W-H-E-R-E. WHERE.
Adult: One more time.
Child: WHERE. W-H-E-R-E. WHERE.
Adult: Good job!

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This wrap-up exercise incorporates and brings together all the elements of our sight words instruction curriculum: recognizing the word on sight, spelling it, and writing it. In this activity the child will use a flat surface to simulate writing out the sight word, first while looking at the flash card, and then without looking at the card.

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We begin introducing a new word with a simple and straightforward exercise, the See & Say technique. The parent or teacher holds up a flash card with the new sight word and has the child repeat the word multiple times while looking at the flash card.

This technique of exposing your student to the word and having them repeat the word several times is the most basic way we introduce a new sight word. It gets the child using both their visual and auditory senses.

Video: Technique One: See & Say

Be sure to hold the flash card at arm's length from your body, and at arm's length from the child. The flash card also needs to be held at the child's eye level. We want to make sure that the child is focused on the written word on the flash card, not on your face or mouth.

Each and every time the sight word is read aloud, the person saying it should use two fingers, their index and middle fingers, to trace the arrow on the flash card from left to right, thereby "underlining" the word. This helps keep the child's attention focused on the written word, which will help them to become familiar with and memorize the word and its correct spelling.

Here is a sample script for you to follow:

By using this technique, the child will hear and say the word at least seven times, and hear it used in a short sentence, all while looking intentionally at the written word on the flash card. In the following techniques we will add extra stimulation, using the kinesthetic sense and adding spelling to make an even deeper cognitive impression.

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We begin introducing a new word with a simple and straightforward exercise, the See & Say technique. The parent or teacher holds up a flash card with the new sight word and has the child repeat the word multiple times while looking at the flash card.

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Award-winning reading solution with thousands of leveled readers, lesson plans, worksheets and assessments to teach guided reading, reading proficiency and comprehension to K-5 students

# data[].attributes.body
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

# data[].attributes.body
Identifying and memorizing sight words