Summary : Indiana First Grade Standards : Objectives Pre-Requisite Knowledge Printed Materials Other Supplies Children will practice Dolch Words from the pre-primer, primer, first, second, and third grade levels (as appropriate) in order to develop proficiency of reading Dolch words in isolation and independently Students must be able to use a computer mouse to click on pictures or words or use a laptop and left-click on correct words. Students must also have familiarity with the Reading Strategies Poster (for Dolch Words) Reading Strategies Poster (for Dolch Words) Procedures Chart for Sight Words Buddies computer program Blank Records for anecdotal notes Desktop or laptop computers Headphones (optional) The students will use Sight Words Buddy (free downloadable software from to practice and review Dolch Wordswww.quiz-tree.com

Direct Instruction (10 minutes) Independent Practice (15-20 minutes each student) Guided Practice (15-20 minutes) Getting Started (10 minutes) As a whole group, the teacher will read a big book with all the Dolch words covered in highlighter tape. Teacher will review the Dolch words from the story and create a list on chart paper. The students will review the words by chorally reading the list of words. The teacher will explain to the class that mastery of Dolch words is essential to success as a first grade reader. The teacher will then model how to interact with Sight Words Buddy by linking the computer screen to the television monitor so the whole group can see the procedures. The teacher will walk through the procedures, asking questions to monitor student understanding, referring to the Reading Strategies poster (for Sight Words). In small groups (at the student computers or using laptops), the students will use Sight Words Buddy to practice identifying the printed version of the auditory Dolch word given. Teacher will assist by giving students suggestions for reading strategies, referring to the Reading Strategies poster (for Sight Words). Students will use Sight Words Buddy independently or in pairs (depending on their reading level) in the computer center (or on a laptop in the classroom.) They will have a copy of Reading Strategies poster (for Sight Words) posted in the room near their work area.

Closure (10-20 minutes) As a whole group, students will provide the teacher with procedures for using Sight Words Buddy. Teacher will write the procedures down on chart paper and post them in the classroom for future use. Students will also review the Reading Strategies Poster (for Dolch Words). If time allows, re-read the same big book as used for “Getting Started”, omitting the Dolch words and allowing for a different student to verbally supply each of the highlighted Dolch words from the story. Students unable to read Dolch words will work with an instructional assistant or other adult helper. The adult will talk the student through each word, using the Strategies chart as a reference, asking questions to guide the student toward selecting the correct word and understanding the strategies. This program is auditory and visual. For students who are hard of hearing or deaf, their ASL interpreter can use the word in a sentence or any alternative method that lets the student know which word they are to identify. Students who are blind or visually impaired, will have a sighted child reader or adult assist by clicking on the word for them after they give an oral response for the word they want to select. Students with a lack of fine motor control, dexterity, or orthopedic or muscular issues which prevent using a mouse or laptop will be allowed to indicate orally and have a student partner make the selection. Sight Words Buddy has a function which changes the level of the words and allows you to view the ratio of words given and incorrect answers. There is also a function for viewing a list of the “trouble” words. Working one on one with a student, the teacher can use the information provided by the program for assessment purposes. Anecdotal notes can also be made regarding student progress and use of strategies.

1. Look at the first letter. 2. Make the sound of the first letter. hat w, w, w, 3. Think abut what would make sense. Hmmm…that letter sounds like…

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