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BOOKMARKS

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BOOKMARKS

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READING LITERATION / READING INFORMATIONAL TEXT

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READING LITERATION / READING INFORMATIONAL TEXT

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The Dolch Sight Words list is the most commonly used set of sight words. Educator Dr. Edward William Dolch developed the list in the 1930s-40s by studying the most frequently occurring words in children's books of that era. The list contains 220 "service words" plus 95 high-frequency nouns. These words comprise 80% of the words you would find in a typical children's book and 50% of the words found in writing for adults. Once a child knows this list of words, it makes reading much easier, because the child can then focus his or her attention on the remaining words.

The Dolch words are commonly divided into groups by grade level, ranging from pre-kindergarten to third grade, with a separate list of nouns. There are a total of 315 Dolch Sight Words.

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The Dolch Sight Words list is the most commonly used set of sight words. Educator Dr. Edward William Dolch developed the list in the 1930s-40s by studying the most frequently occurring words in children's books of that era. The list contains 220 "service words" plus 95 high-frequency nouns.

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Phonological/Phonemic Awareness: The Foundation For Literacy | Sight Words: Teach Your Child to Read

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Learn about phonological/phonemic awareness and phonemes and why they are so important for learning to read. More Phonemic awareness is the ability to think about, analyze, and manipulate the sound structure of individual words. This pre-reading skill, also called phonemic awareness, will make phonics that much easier for your child.

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Practicing with fluency passages is an important part of helping your child improve with their ability to read fluently. If your child makes many errors while reading or the reading does not sound like a spoken conversation, he or she needs to practice reading fluency. Early readers spend a great deal of mental energy sounding out (decoding) the words on the page. Their reading often times sound robotic - not fluent. As a child learns the phonetic rules and can apply them with ease along with having automatic recall of all sight words, reading begins to sound more like fluent reading.

By fourth grade your child should be reading a minimum of 93 w.p.m. (words per minute) at the beginning of the year. Students progress to a reading rate of 105 w.p.m. (words per minute) by mid-year. As the fourth grade year comes to a close, your child should be reading at least 118 w.p.m (words per minute). Students considered to be challenge (cluster group) readers should set a goal of reading at least 150 w.p.m. (words per minute).

You will need to print out 2 copies of each passage (one for your child and one for the parent). Set a timer for one minute. Mark through any words read incorrectly or skipped. Place a bracket around the last word read within the one minute time frame.

The following links can be printed for practice at home. Print 2 copies of each passage. Time your child for one minute. Count the number of words read. Determine how many words your child is able to read in one minute by subtracting any words that are read incorrectly or omitted. This will give you the fluency rate (words per minute) of your child.

If your child is reading above 100 words a minute on the 3rd grade or easy 4th grade passages, it does not necessarily mean he or she will pass the next fluency assessment. The DIBELS fluency assessments are all average fourth grade level reading. Be sure to continue to move your child to the next level of reading and test your child on the passages listed below.

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Practicing with fluency passages is an important part of helping your child improve with their ability to read fluently. If your child makes many errors while reading or the reading does not sound like a spoken conversation, he or she needs to practice reading fluency.

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Kate Kinsella - Academic Language Toolkit

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Kate Kinsella - Academic Language Toolkit