Sight-Word Reading Instructional process by which students learn to instantly recognize words Usually refers to just the end product— _________ _______ _____________ Lists Sentences Passages

Gradual Process Teacher Directed Sounding Out Sounding out to a Teacher Signal Sounding out covertly (to self) and then saying aloud at normal rate Rapid recognition of the whole word; simultaneous pronunciation

Sight-Reading in Lists 1. Introductory format Model how to sound out words subvocally, then say word at the normal rate Text, page _____________________ Students sound out words to themselves (touch each letter) and then say the word fast in unison when signal is given Read list 2 times Goal of 1 st read: _ seconds Goal of 2 nd read: _ seconds

Sight-Reading in Lists Critical Behaviors Extra practice (more than 3 seconds) _________________________________________________ Signals Point to left of word, out-in motion Watch students _________________________ Pacing “I’m going to see if I can trick you” __________________________________ Limited model, students sound out word, repeat list Selection Mastered letter-sound correspondences ________________________________ 1/3 to 1/2 list should be of a new type

Passage Reading Read stories, saying words at a normal rate rather than sounding out Prerequisite: able to read each word in list with nor more than a 3-sec. Pause for each word on the 1 st reading Introductory-sound out a passage then sight-read 1 or 2 sentences in passage (in unison)

Introducing Passage Reading: Critical Behaviors _________________ Auditory signal (Do not want students looking at the teacher for signal) “Get read” – pause (consistent /1 sec.) - clap ________________ Listen to students’ response, make sure students point to each word, check lips and eyes Pacing Immediately after read word correctly “Next word” Acceptable rate for sounding out words in a passage is ______ sec. For each sound and no more than ____ sec. Between time students finish sounding out 1 word and begin the next

Sight-Word Passage Reading Procedure 1. _______________________________ _______________________________ 2. Teacher writes on board any words that students missed during passage reading and conducts a sight-word-list reading exercise 3. Teacher calls on students to read individually a sentence at a time

Practicing Sight-Word Passage Reading: Critical Behaviors Comprehension Literal and _____________ questions Adequate Practice _______________________________ ______________________________ Motivation Challenges & Rewards Signaling and Pacing in Individual Turns All point to words ___________________________ Stop at periods, question marks, exclamation marks ____________________________ Correcting errors Misread: 1) Stop 2) Instruct to sound out word and say at normal rate 3) Reread starting at beginning of sentence Signal

Rate and Accuracy Weekly assessments on entire passage Begin when passages are 40 words in length Motivation (nor more than 3 errors, 2 minutes = 2 stars, try again = 1 star) Chart: page 95 (time and words missed)

Error Patterns Teacher vs. Student Error 1. _____________ Correspondence: mispronounce same letter in several words 2. Word-Type: misses words of a particular type (e.g., CCVC) 3. Fluency Errors: ______________________ 4. Random Guessing: more than ___% of words and errors are not of a specific type or pattern