Learning sight words seems to always be a struggle for some students. I try to find every way possible to help my students learn them. I even made a PowerPoint slideshow with each student holding one of the 75 Fry Words they are required to learn. They love seeing themselves and their classmates on the Promethean board.
These sight word emergent readers that I created have also been a big hit. They are great for guided reading groups and take home readers. My students love reading to their parents each night. These readers are just one more way of helping my students who struggle with learning sight words.
Here is my newest Bundle of sight word emergent readers which includes the first 25 (List 1) of the First Hundred most frequently used sight words.
Students can benefit from these readers by tracking print, identifying spaces between words, identifying particular letters of the alphabet, recognizing sounds (beginning, middle, and ending) in each word, and reading sight words and grade level text. For extension activities, students could add another sentence to each page giving details about each picture shown. The black and white pictures allow students the opportunity to color the pictures. This reader is great for guided reading groups, homework, or literacy center activities.
This 650 page bundle includes five bundles of five emergent readers totaling 25 readers. One reader is included for each of these sight words: the, of, and, a, to (bundle 1), in, is, you, that, it (bundle 2), he, was, for, on, are (bundle 3), as, with, his, they, I (bundle 4), at, be, this, have, and from (bundle 5) which are connected to several CCGPS listed below.
These readers are also available in bundles of five readers and individual readers as shown below.
You can find PREVIEWS for each of the emergent readers
included in this bundle
at the links below or by clicking on the pictures above:
Each of the 25 readers includes this
description:
This 13 page book includes a title page with bubble letters spelling the focused sight word for students to color, and then 10 pages include a black and white picture at the top of each page with a sentence using the focused sight word. There are two more pages asking students to draw a picture of their own and write a sentence of their own using the sight word. The final page asks students to trace the sight word three times, and then write it three times on their own on the blank line. After this, there are 13 additional pages with the exact pictures and words as the first 13 pages. The only difference is that on this second copy of the book, the sight word being focused on is dotted on each page for students to trace.
The photos below show a few of the individual readers IN ACTION!
Only four pages are shown for each reader below. Each reader has 26 pages with
the two versions for differentiation as mentioned above.
The pages of the book are not numbered giving the teacher flexibility of removing pages not desired when using in small guided reading groups for differentiation.
Each book is designed so that you can copy the book, cut in half, staple, and then it is ready for use.
Here are previews of some of the individual readers.
Each reader is connected to these standards:
ELACCKRF1a. Follow words from left to right, top to bottom, and page-by-page.
ELACCKRF1d. Recognize and name all upper and lowercase letters of the alphabet.
ELACCKRF1b. Recognize that spoken words are represented in written language by specific sequences of letters.
ELACCKRF1c. Understand that words are separated by spaces in print. ELACCKRF3a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of more frequent sounds for each consonant.
ELACCKRF3c. Read common high-frequency words by sight.
ELACCKRF4. Read emergent-reader texts with purpose and understanding.
I hope you and your students find these readers to be useful for helping your struggling readers and for sight word practice and reading fluency.
I appreciate you taking the time to stop by!
Leave me a comment below telling me what you do to help your students who struggle with learning sight words.
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