Are your students struggling with SIGHT WORDS?

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:

Emergent Reader Sight Words BUNDLE (at, be, this, have, from)

Emergent Reader Sight Words BUNDLE (the, of, and, a, to)

Emergent Reader Sight Words BUNDLE (in, is, you, that, it)

Emergent Reader Sight Words BUNDLE (he, was, for, on, are)

Emergent Reader Sight Words BUNDLE (as, with, his, they, I)

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.

Kindergarten - Day 6 - Emergent Reader

My first emergent reader for the year was a success! The students loved it! I know they are at home tonight showing off their reading skills to their parents. 

The students felt so successful as they tracked the words, traced the sight word "the," and colored the color word and picture the correct color. I'm so excited for them. I can't wait to see how much their reading skills grow this school year. 

These readers are perfect for guided reading groups and for take home readers. This reader has 13 pages, but can be shortened if needed. I did not put page numbers on these to give the teacher flexibility in choosing the pages she wants to use. Here are a few of the pages in the emergent reader that we read today. 

If you are interested in this reader, you can find it HERE! 

I have many more EMERGENT READERS available HERE! 

I already have more of my sight word readers copied, cut, stapled, and ready for next week. I'm excited to see my students excited about reading! 

Emergent Reader: Sight Word: the
Emergent Reader: Sight Word: of
Emergent Reader: Sight Word: and
Emergent Reader: Sight Word: a
Emergent Reader: Sight Word: to
Emergent Reader: Sight Word: in
Emergent Reader: Sight Word: is
Emergent Reader: Sight Word: you
Emergent Reader: Sight Word: that
Emergent Reader: Sight Word: it

Thank you for stopping by!

Reading Comprehension: Who? What? How?

Wow! The third quarter of this school year is almost over. Time sure is flying by! Are your students ready for the next grade level? Have you prepared your students with the reading comprehension skills needed for success in the years ahead?

This reading comprehension packet on Who? What? and How? will help prepare your students with the reading comprehension skills they need. The short stories in this packet are also great for introducing close reading. Your kindergarten students should be ready for this resource by this time of the school year if they are meeting grade level expectations. If your students are still struggling, these short stories can be used for quick read alouds focusing on the Who? What? and How? questions included.  

This 7 page book is designed so that you can copy the book, cut it in half, staple, and then it is ready for use. If you would rather use each story separate, you can do that without putting it together in book format. The seven pages consist of a title page "Who? What? How?" with each of the remaining 6 pages including a short story with a matching black and white picture. Under each short story, there are three questions about the story. The three questions ask "Who? What? and How? questions about the story.

The following photos show some of the stories included in the packet.

These stories can be put together in booklet form as discussed above or individual sheets can be used. The story/questions are on a half sheet of paper.

No matter what format you decide to use, there are many uses for these stories/questions. They can be used in a kindergarten class with the teacher reading the story and questions to the students and having the students use invented spelling to write their answers. They can also be used for independent reading practice in first or second grade by letting students read the short story, read the questions, and answer the questions even if they have to look back in the story to find the answer. Looking back in the text to find the answer is part of the popular "close reading" strategies.  

These short stories are great for guided reading groups, homework, literacy center activities, independent reading, or for introducing close reading strategies.

I hope your students enjoy these stories and questions. If you like what you see in this product, it is currently available in my Reading Comprehension Bundle including 8 other reading comprehension books. This bundle offers a 15% SAVINGS! You can find the BUNDLE HERE!

I hope your students enjoy these stories and questions.

This Reading Comprehension: Who? What? How? is available for 

ONLY $1.00 for 3 days!

Tuesday, February 24th

Wednesday, February 25th

(During the TPT Sale on Wednesday, February 25th, you can SAVE 28% and get it for ONLY $0.72) &

Thursday, February 26th

You can click on any of the photos above to access it or click HERE! 

I hope your students ENJOY this Reading Comprehension: Who? What? How? Pack. 

Thanks for stopping by!

Stop by and visit me at Dr. Clements' Kindergarten

on Facebook!

Guided Reading and Managing Guided Reading Groups with Literacy Centers PLUS a FREEBIE!

What better time to get ready for the next school year! 


Everyone thinks that teachers take the summer off, but many teachers spend their summer getting ready for the upcoming school year while relaxing a little along the way.

How many of you conduct guided reading groups? Guided reading groups is a great way to differentiate reading instruction for your students. Managing guided reading groups can be difficult. While my students are in my guided reading group, one group is out of the classroom with the EIP teacher and another group is involved in literacy centers. Literacy centers include independent activities (sometimes monitored by my paraprofessional) so that the students do not bother the teacher while conducting the guided reading group.

I have five literacy centers set up for each week for these independent activities. Students have a chart to look at to see which center they are going to for the day. Each center is color coded. Some of the activities in literacy centers may include a making words center (magnets, letter tiles, letter cubes), a writing center, a computer center, a stamping words center, and maybe a puzzle of some type with letters and words.

Here are some pictures of a few of my literacy centers in action.

These first few photos show different "Making Words" activities and the recording sheet they use to hold them accountable.

Making words with magnetic letters

Making words with block letters

Making words with letter cubes

My students love the computer center. Their favorite websites are abcya.com and starfall.com

My students also love the stamping center. At the beginning of the year, we focus on sight words, and then we move to word family words. This year, I must invest in some new stamp pads or put them on my wish list for parents to send.

After they stamp these words, they write a sentence for each word on the lines below. If you are interested in these stamping pages, you can find them HERE.

The word family sheets are located HERE.

The writing center is a must during literacy center time. Sometimes they have free choice writing and sometimes they are given a topic to write about relating to the season or theme we are working on.

These sentence stem activities are great for the writing center at the beginning of the year. You can find them HERE.

During my guided reading group time at the beginning of the year, I use emergent readers focusing on letter sounds and sight words. This Emergent Reader A-Z Bundle includes 26 emergent readers. There is a reader for each letter of the alphabet including vowels for the medial vowel sound.

You can find this Emergent Reader A-Z Bundle HERE!

You can also find each individual emergent reader HERE!

This BUNDLE includes an emergent reader for all 26 letters.

During this guided reading time, we focus on tracking print, letter sounds, and sight words. Each of these emergent readers provides for DIFFERENTIATION. The last three pages of each reader has sheets that can be included or taken out depending on the need of each student/group. One page requires the students to circle the uppercase and lowercase letter of that particular reader. The next page requires students to write each uppercase and lowercase letter for that particular reader 5 times each. The last page requires students to write 5 words beginning with the particular letter. Students could look back in the book to find the words to copy or write their own 5 words using invented spelling (more differentiation).

The following pictures show each of these pages in action.

Tracking print

You can also have students circle the sight words you are learning.

You can also have students color/highlight with a yellow crayon the letter/sound you are focusing on for each reader.

Below are the three pages that provide for differentiation. You can leave all three pages in the book or take out sheets not wanted depending on the need of each student/group.

For an even greater challenge, you can have your higher level students turn to the back of their book and write sentences for each word they wrote on this last page.

The possibilities are endless. I hope you find these guided readers useful. I am giving away one of these 26 emergent readers at the link below.

Click HERE to GRAB YOUR FREEBIE!

Emergent Reader: My Mm Book

Later in the year, I use other books for guided reading. We begin our group by making predictions from the cover page. Then we read the title and discuss the roles of the author and illustrator.

Taking a picture walk is a MUST to guided reading. This allows you to introduce words that students may have difficult with as you discuss each picture. I always let students verbalize what they see on each page and what they THINK is happening. Then we check our predictions as we read. 

Then we review decodable words included in the reader and practice sounding them out as well as any sight words in the reader through the use of flashcards.

We also discuss reading strategies (such as use picture clues, stretch the word, skip the word then come back to see what would make sense, and look for chunks in the word) for them to use while reading if they find a word they do not know.

After this, I allow students to read through the book by themselves quietly. Then we take turns reading through the book so that I can hear each student read daily and sometimes we have time to hear some students read the entire book independently. I try to listen to as least one student read the entire book each day making notes of successes or areas in which they are struggling.

After reading, I ask questions about the book and have students ask questions they may have about the story. Then, we may complete a story map with title, character, setting, beginning, middle, and end or we may just write about the book or choose a favorite part to write about. There are so many things you can do during guided reading.

What are some things you do during guided reading time???

Please share in the comments below.

Don't forget to click HERE to GRAB YOUR FREEBIE!

Thanks for stopping by!