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SIGHT WORD INSTRUCTION
Well designed programs introduce words 3 - 5 times per week, assuming that the main emphasis of lessons is on regular correspondences and patterns. Students can practice a few words daily until the words are learned for both reading and spelling. Multisensory techniques and visualisation techniques may be emphasised with these words.
If the word is to be learned as a whole unit, introduce it in the context of meaningful spoken sentences. Underline the new word in a written sentence.
(LETRS, Louisa Moats & Carol Tolman)
DISTRIBUTED PRACTICE
Group words together by pattern or similarity when displaying them on the wall. For example, the words, he, she, and we should be grouped together. In addition, the words come and some, and should, would, and could should be placed together. Where, there, and here make a good group, as all have to do with location.
Students can make index cards with the first 50 - 100 words written on them. Learned words that have been reorganised or spelled accurately three times in a row on a different day can go into the student's personal word box or put on a word ring. The index cards can be stored alphabetically for easy reference.
Students should create sentences using these words.
(LETRS, Louisa Moats & Carol Tolman)
TRACE AND SAY
Trace and Say is a multisensory technique that can be used with individuals or groups.
Materials: 3-5 words chosen from the lesson word list, short sentences that include words students can spell by using what they have been directly taught.
Say the word, and use it in a few sentences orally.
Lead the students as they spell the word aloud.
Ask students to trace the letters of a written model (the word) with two fingers while saying the name of each letter aloud.
Instruct students to write the word large in the air, using the whole arm and pointing two fingers; have them close their eyes and form a mental picture of the word.
Cover the word and ask students to write it from memory.
Have students check their spelling with the model and correct any errors immediately.
(LETRS, Louisa Moats & Carol Tolman)
Trace and Say.webmtrace and say EXAMPLE
trace and say EXAMPLE
TEACHING HEART WORDS
This technique is designed for manipulation of grapheme tiles (cards) with a tile with a red heart part of the set.
Materials: Grapheme tiles, including a tile with a red heart.
Spell the word with grapheme tiles. Mark the irregular part of the word with the heart tile. For example, the ai in said would be marked with a heart because the vowel sound differs from the spelling and the letters must be learned by heart.
Have students take a mental 'picture' of the word.
Turn the tiles over to hide the letters.
Guide students in naming the letters on the 'blanked' tiles from memory left to right.
Have students write the word on their whiteboards or paper.
Show the correct spelling so that students can check their writing.
Instruct students to write the word on an index card.
Practice words for a few minutes daily until students recognise and spell them automatically.
(LETRS, Louisa Moats & Carol Tolman)
Heart Word Technique.webmheart word technique EXAMPLE
heart word technique EXAMPLE
Click on the image to view a lesson showing how to teach using the heart word technique.
(LETRS, Louisa Moats & Carol Tolman)
teaching heart words example
teaching heart words example
Click on the image to view the introduction of various words using the heart word strategy.
(Really Great Reading)
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