Notes from class:
Students with reading problems may need additional practice at identifying and saying basic sight words automatically.
Suggestions:
1- Have students make and use flashcards of their sight words. They can do the flashcards with a partner and the words that they pronounce correctly and quickly can be stacked in one pile. Cards with words said correctly but slowly in another pile. Cards with words that the student did not know in a third pile. Keep records of the number of words in each stack. Gradually add new words as sight words are mastered. These flashcards can be made easily on index cards cut in half. You can write the word on the board and have the students write the word on the flashcard. Students can practice with the flashcards alone or with a partner.
2- Make checklists for new words or words that are difficult for the student to learn at school and at home. The checklists are practiced daily at school and at home and teachers and parents put a checkmark next to the words that are read correctly under the date.
3- Make large wall charts and display list of words you want the students to master. Charts can be changed as students master the words.
Student with moderate and severe disabilities may benefit from teaching specific sight words (example the Edmark program) to improve their classroom experience, daily living (Exit, Stop, Open, Restroom, Men, Women, etc.), and job skills. These could include words for shopping, cooking, reading warning labels, and reading signs for community recreation and could be paired with pictures from Boardmaker (Mayer-Johnson) to create a readable text.
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