Sight Word Routine Routine based on Davis District’s work with Dr. Parker Fawson, Dr. Cindy Jones, Dr. Ray Reutzel 2007-2011 Designed by D. Mock, Davis School District, January 2012

Start Routine If you are new to this routine, please see slides 3-10 along with their notes for instructions on how this routine can be implemented in class. If you have already viewed these slides, please click the house. If you are new to this routine, please see slides 3-12 along with their notes for instructions on how this routine can be implemented in class. If you have already viewed these slides, please click the house.

Pedagogical Support Davis School District’s English Language Arts Website If you click on the link it will take you to the Davis School District Elementary Language Arts support page.

Desk Access: Lesson CLICK + Literacy Routines to see the drop down menu

Desk Access: Resources 1 2 3 Follow the instructions on this slide to access the routine. If ever this file needs to be revised there will always be the latest version on DESK.

Instructional Support In the resources section there is also an instructional routine support page. This page can be printed off and used as a guide or script for daily use for the routine.

Independent Practice Resources Word Hunt for printing Stories for printing Routine for printing Students need to find the word in text at one stage in the routine. It is valuable for each student to have their own paper to find the word. On DESK, under resources are the stories and word hunt pages for students to use.

The Kindergarten routine is effective whole and small group The Kindergarten routine is effective whole and small group. If you do not have availability to project the digital routine, the chart on this page is also on DESK. Both follow the same steps.

Home If every you get “lost” click the home button and it will take you to the to beginning of the instructional routine.

Last Slide Viewed If ever you would like to see the last slide viewed, click the arrow back button.

Skip If you would rather find the word using books, wall charts, newspapers, etc., you may skip these slides. This is a critical step for kindergartners to search and find the words in text.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

the Show and say the word. Then have students say the word.

t h e the click once to begin Letters will appear automatically after you click once to begin. Teacher Model: Spell word orally while pointing to letters.

t h e the click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?“ Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for the Word Hunt Eating a Rainbow The Cookie Jar I Can Go “Now let’s find the word in text.” Using a word hunt or scan word stories to find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. Eating a Rainbow The Cookie Jar I Can Go The Frog Packing a Lunch What Do I See? The Animals

Please click on the word hunt or a story Search for the Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. Eating a Rainbow The Cookie Jar I Can Go The Frog Packing a Lunch What Do I See? The Animals

of Show and say the word. Then have students say the word.

o f of click once to begin Teacher Model: Spell word orally while pointing to letters.

o f of click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for of Word Hunt A Box Eating a Rainbow “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. A Box Eating a Rainbow

Please click on the word hunt or a story Search for of Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. A Box Eating a Rainbow

and Show and say the word. Then have students say the word.

a n d and click once to begin Teacher Model: Spell word orally while pointing to letters.

a n d and click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for and Word Hunt I See Pairs What Do I See? “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. I See Pairs What Do I See?

Please click on the word hunt or a story Search for and Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. I See Pairs What Do I See?

to Show and say the word. Then have students say the word.

t o to click once to begin Teacher Model: Spell word orally while pointing to letters.

t o to click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for to Word Hunt Dressing Up I Can Go My Dog My Family “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. Dressing Up I Can Go My Dog My Family My Puppies

Please click on the word hunt or a story Search for to Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. Dressing Up I Can Go My Dog My Family My Puppies

a Show and say the word. Then have students say the word.

click once to begin a Teacher Model: Spell word orally while pointing to letters.

click once to begin a Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for a Word Hunt A Box I Can See Dressing Up I See “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. A Box I Can See Dressing Up I See Eating a Rainbow Silly Animals Homes What Do I See

Please click on the word hunt or a story Search for a Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. A Box I Can See Dressing Up I See Eating a Rainbow Silly Animals Homes What Do I See

in Show and say the word. Then have students say the word.

i n in click once to begin Teacher Model: Spell word orally while pointing to letters.

i n in click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for in Word Hunt I See My Family Packing a Lunch “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. I See My Family Packing a Lunch

Please click on the word hunt or a story Search for in Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. I See My Family Packing a Lunch

is Show and say the word. Then have students say the word.

i s is click once to begin Teacher Model: Spell word orally while pointing to letters.

i s is click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for is Word Hunt Eating a Rainbow My Room For You “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. Eating a Rainbow My Room For You Packing a Lunch Homes Silly Animals On and Off

Please click on the word hunt or a story Search for is Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. Eating a Rainbow My Room For You Packing a Lunch Homes Silly Animals On and Off

that Show and say the word. Then have students say the word.

t h a t that click once to begin Teacher Model: Spell word orally while pointing to letters.

t h a t that click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for that Word Hunt I Like Animals My Family This or That “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. I Like Animals My Family This or That

Please click on the word hunt or a story Search for that Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. I Like Animals My Family This or That

it Show and say the word. Then have students say the word.

i t it click once to begin Teacher Model: Spell word orally while pointing to letters.

i t it click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for it Word Hunt I Had “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. I Had

Please click on the word hunt or a story Search for it Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. I Had

was Show and say the word. Then have students say the word.

w a s was click once to begin Teacher Model: Spell word orally while pointing to letters.

w a s was click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for was Word Hunt At School Yesterday “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. At School Yesterday

Please click on the word hunt or a story Search for was Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. At School Yesterday

for Show and say the word. Then have students say the word.

f o r for click once to begin Teacher Model: Spell word orally while pointing to letters.

click once to begin f o r Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for for Word Hunt For You Homes “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. For You Homes

Please click on the word hunt or a story Search for for Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. For You Homes

you Show and say the word. Then have students say the word.

y o u you click once to begin Teacher Model: Spell word orally while pointing to letters.

y o u you click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for you Word Hunt Bed Time Dressing Up For You This or That “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. Bed Time Dressing Up For You This or That

Please click on the word hunt or a story Search for you Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. Bed Time Dressing Up For You This or That

he Show and say the word. Then have students say the word.

h e he click once to begin Teacher Model: Spell word orally while pointing to letters.

h e he click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for he Word Hunt My Family My Dog “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. My Family My Dog

Please click on the word hunt or a story Search for he Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. My Family My Dog

on Show and say the word. Then have students say the word.

o n on click once to begin Teacher Model: Spell word orally while pointing to letters.

o n on click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for on Word Hunt On and Off “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. On and Off

Please click on the word hunt or a story Search for on Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. On and Off

as Show and say the word. Then have students say the word.

a s as click once to begin Teacher Model: Spell word orally while pointing to letters.

a s as click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for as Word Hunt Big “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. Big

Please click on the word hunt or a story Search for as Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. Big

are Show and say the word. Then have students say the word.

a r e are click once to begin Teacher Model: Spell word orally while pointing to letters.

a r e are click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for are Word Hunt Friends My Room “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. Friends My Room

Please click on the word hunt or a story Search for are Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. Friends My Room

they Show and say the word. Then have students say the word.

they t h e y click once to begin Teacher Model: Spell word orally while pointing to letters.

they t h e y click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for they Word Hunt My Puppies “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. My Puppies

Please click on the word hunt or a story Search for they Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. My Puppies

with Show and say the word. Then have students say the word.

w i t h with click once to begin Teacher Model: Spell word orally while pointing to letters.

w i t h with click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for with Word Hunt My Family “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. My Family

Please click on the word hunt or a story Search for with Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. My Family

be Show and say the word. Then have students say the word.

b e be click once to begin Teacher Model: Spell word orally while pointing to letters.

b e be click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for be Word Hunt Dressing Up “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. Dressing Up

Please click on the word hunt or a story Search for be Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. Dressing Up

his Show and say the word. Then have students say the word.

h i s his click once to begin Teacher Model: Spell word orally while pointing to letters.

h i s his click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for his Word Hunt I See My Family “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. I See My Family

Please click on the word hunt or a story Search for his Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. I See My Family

at Show and say the word. Then have students say the word.

a t at click once to begin Teacher Model: Spell word orally while pointing to letters.

a t at click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for at Word Hunt What Do I See? “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. What Do I See?

Please click on the word hunt or a story Search for at Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. What Do I See?

or Show and say the word. Then have students say the word.

o r or click once to begin Teacher Model: Spell word orally while pointing to letters.

o r or click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for or Word Hunt This or That “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. This or That

Please click on the word hunt or a story Search for or Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. This or That

from Show and say the word. Then have students say the word.

from f r o m click once to begin Teacher Model: Spell word orally while pointing to letters.

from f r o m click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for from Word Hunt The Cookie Jar “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. The Cookie Jar

Please click on the word hunt or a story Search for from Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. The Cookie Jar

had Show and say the word. Then have students say the word.

h a d had click once to begin Teacher Model: Spell word orally while pointing to letters.

h a d had click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for had Word Hunt I had “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. I had

Please click on the word hunt or a story Search for had Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. I had

I Show and say the word. Then have students say the word.

click once to begin I Teacher Model: Spell word orally while pointing to letters.

click once to begin I Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for I Word Hunt At School I See My Family I Can Go The Frog I Can See What Can I Have? I Had What Do I See? I Like Animals Yesterday I See I See Pairs Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.

Please click on the word hunt or a story Search for I Please click on the word hunt or a story At School I See My Family I Can Go The Frog I Can See What Can I Have? I Had What Do I See? I Like Animals Yesterday I See I See Pairs Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.

here Show and say the word. Then have students say the word.

here h e r e click once to begin Teacher Model: Spell word orally while pointing to letters.

here h e r e click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for here Word Hunt My Room “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. My Room

Please click on the word hunt or a story Search for here Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. My Room

see Show and say the word. Then have students say the word.

see s e e click once to begin Teacher Model: Spell word orally while pointing to letters.

see s e e click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for see Word Hunt I Can See I See I See Pairs I See My Family “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. I Can See I See I See Pairs I See My Family The Frog What Do I See?

Please click on the word hunt or a story Search for see Please click on the word hunt or a story Word Hunt I Can See I See I See Pairs I See My Family The Frog What Do I See? “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.

my Show and say the word. Then have students say the word.

my m y click once to begin Teacher Model: Spell word orally while pointing to letters.

my m y click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for my I See My Family My Puppies Word Hunt My Room Packing a Lunch Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.

Please click on the word hunt or a story Search for my Please click on the word hunt or a story Word Hunt I See My Family My Puppies My Room Packing a Lunch “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.

like Show and say the word. Then have students say the word.

like l i k e click once to begin Teacher Model: Spell word orally while pointing to letters.

like l i k e click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for like Word Hunt I Can See I Like Animals My Puppies “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. I Can See I Like Animals My Puppies

Please click on the word hunt or a story Search for like Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. I Can See I Like Animals My Puppies

have Show and say the word. Then have students say the word.

have h a v e click once to begin Teacher Model: Spell word orally while pointing to letters.

have h a v e click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for have Word Hunt What Can I Have? “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. What Can I Have?

Please click on the word hunt or a story Search for have Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. What Can I Have?

said Show and say the word. Then have students say the word.

said s a i d click once to begin Teacher Model: Spell word orally while pointing to letters.

said s a i d click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for said Word Hunt The Cookie Jar “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. The Cookie Jar

Please click on the word hunt or a story Search for said Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. The Cookie Jar

this Show and say the word. Then have students say the word.

this t h i s click once to begin Teacher Model: Spell word orally while pointing to letters.

this t h i s click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for this For You Silly Animals Word Hunt This or That “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.

Please click on the word hunt or a story Search for this Please click on the word hunt or a story Word Hunt For You Silly Animals This or That “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.

she Show and say the word. Then have students say the word.

she s h e click once to begin Teacher Model: Spell word orally while pointing to letters.

she s h e click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for she Word Hunt My Family Who is she? “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. My Family Who is she?

Please click on the word hunt or a story Search for she Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. My Family Who is she?

play Show and say the word. Then have students say the word.

play p l a y click once to begin Teacher Model: Spell word orally while pointing to letters.

play p l a y click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for play Word Hunt My Family “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. My Family

Please click on the word hunt or a story Search for play Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. My Family

go Show and say the word. Then have students say the word.

go g o click once to begin Teacher Model: Spell word orally while pointing to letters.

go g o click once to begin Guided Practice: Have the students spell and read the word with you.

Visualize the word. (Take a picture with your mind) Click: (cover the word) Verbally spell the word

1) Look at the word again. Verbally spell the word. 2) Write the word To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board) 3) Check the word  

Students manipulate letters to spell the word Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

Search for go Word Hunt I Can Go “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. I Can Go

Please click on the word hunt or a story Search for go Please click on the word hunt or a story Word Hunt “Now let’s find the word in text.” Using a word hunt or scanning word stories find the word in text. When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently. I Can Go

a box of crayons a box of tissue a box of candy a box of macaroni and

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

At School I was reading. I was cutting. I was counting. I was singing. I was jumping. I was eating. I was having fun!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

Bed Time Did you see the moon? Did you see the stars? Did you put on pajamas? Did you brush your teeth? Did you read a bedtime story? Did you have sweet dreams?

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

Big A mouse is as big as a rat, but not as big as a cat. A cat is as big as a puppy, but not as big as a horse. A horse is as big as a cow, but not as big as an elephant. An elephant is as big as a hippopotamus, but not as big as a dinosaur! What is bigger than a dinosaur?

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

Dressing Up Do you want to be a princess? Do you want to be a pirate? Do you want to be a doctor? Do you want to be a witch? Do you want to be a vampire? What do you want to be?

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

Eating a Rainbow Red is the color of an apple. Orange is the color of a pumpkin. Yellow is the color of a banana. Green is the color of grapes. Blue is the color of blueberries. Purple is the color of a plum. I can eat red, orange, yellow, green, blue, and purple. I can eat a rainbow!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

For You This gift is for you. This apple is for you. This candy is for you. This cake is for you and for me!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

Friends We are playing. We are laughing. We are running. We are jumping. We are singing. We are skipping. We are friends!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

Homes A nest is a home for a bird. A den is a home for a fox. A web is a home for a spider. A cave is a home for a bear. A hive is a home for a bee. A house is a home for me!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

I Can Go I can go to school. I can go to the park. I can go to the pool. I can go to the store. I can go home!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

I Can See Can you see a fat cat? Can you see a fat rat? I can see a fat cat. I can see a fat rat. I like to see a fat cat. I do not like to see a fat rat.

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

I Had I had a frog, but it hopped away. I had a snake, but it slithered away. I had a butterfly, but it flew away. I had a dog, and I still do!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

I Like Animals I like that cat. I like that dog. I like that pig. I like that frog. I like that rat. I do not like that hog!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

I See I see a rat. I see a bat. I see a hat. I see a mat. I see a cat. I see a fat cat.

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

I See Pairs I see mom and dad. I see a dog and a cat. I see a boy and a girl. I see you and me.

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

I See My Family I see my baby sister. Her teddy bear is in her crib. I see my big brother. His basketball is in his closet. I see my mother. Her keys are in her purse. I see my grandpa. His glasses are on his face. Now grandpa can see me!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

My Dog My dog likes to run. He likes to run in the grass. He likes to run at the beach. He likes to run at the park. He likes to run with me!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

My Family Do you see that man? He is my dad. He likes to play with me. Do you see that woman? She is my mom. She likes to play with me. Do you see that boy? He is my brother. Do you see that girl? She is my sister. I like my family!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

My Puppies They like to run. They like to chew. They like to eat. They like to sleep. They like to cuddle!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

My Room Here is my bed. Here is my dresser. Here are my clothes. Here are my shoes. Here are my books. Here are my toys. Here is my room!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

On and Off The light is on. The light is off. The computer is on. The computer is off. The stove is on. The stove is off. The sprinklers are on!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

Packing a Lunch My sandwich is in the bag. My apple is in the bag. My chips are in the bag. My milk is in the bag. My cookie is in the bag. Mmmm! Lunch!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

Silly Animals (Draw your own silly pictures!) This is a pig. This is a wig. This is a pig in a wig. This is a frog. This is a log. This is a frog on a log. This is a cat. This is a hat. This is a cat in a hat.

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

The Animals the frog the pig the hen the cat the duck the dog

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

The Cookie Jar “Who ate the cookie from the cookie jar?” “Not I,” said the cat.   “Not I,” said the dog. “Not I,” said the bird. “Not I,” said the rat. “I did,” said the boy. “Yum! Yum!”

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

The Frog I see the frog. I see the log. I see the frog on the log. I see the green frog. I see the green frog on the log.

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

This or That Do you want this red apple or that yellow pear? Do you want this yo-yo or that jump rope? Do you want this dog book or that frog book? Do you want this yellow fish or that red fish? Do you want this pizza or that hamburger? Do you want this or that?

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

What Can I Have? Can I have a new toy? No, not today. Can I have a cookie? Can I have a new backpack? Can I have an ice cream cone? Can I have a hug? Yes!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

What Do I See? What do I see at the zoo? I see a bear and a zebra. What do I see at the park? I see swings and a slide. What do I see at the beach? I see sand and seashells. What do I see at my house? I see you and me!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

Who Is He? He tells funny stories. He plays games with me. He has white hair. He is my dad’s dad. He loves me. Who is he? He is my grandpa!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

Who Is She? She reads me stories. She makes me cookies. She has a nice laugh. She is my mom’s mom. She loves me. Who is she? She is my grandma!

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

Yesterday I was happy. I was sad. I was hungry. I was surprised. I was sleepy.

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

the in and to

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

of was that it

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

you for is he he is you for is for you he

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

they as are on

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

his with at be

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

I had or from

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

have she go like

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

play her said run

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

my here we see this

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

a my this see he

Write Students write the word without assistance. Be sure you have removed all models of the word.

Say Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

Kindergarten Sight Words the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go