I’m so happy to hear that so many of you are using these sight word readers! This new set of sight word readers is my 17th set I’ve made and I have many more to make! Today’s word is “have”. Just like all sight words, this word is used frequently in text.
Thanks to a wonderful reader’s suggestion, I started to add an extra space in between each word. This will make it easier for children to separate the words. I hope to change my previous sight word readers to add in the spaces.
In this download, there are these 3 booklets:
- I Have a Spaghetti Dinner
- I Have Lots of Dogs
- I Have Buttons
Each of these sight word readers focus on the word “have”. They also mostly use words that were learned in previous sight word readers. The child can also use the pictures to help them read the sentences. You may have to help them with words that are not sight words. Encourage your child to sound out words, if they can!
You can download the FREE sight word readers here —> Sight Word Reader – Have
Find all the sight word readers in my collection HERE.
Print pages 2-13 on paper. (Page 1 is my Terms of Use.) You can also print the pages front and back. If you have troubles printing, make sure Adobe is up to date. You can download the most current version here.
If you want to print these in black and white, make sure to select “print in greyscale” on the print menu.
After printing, cut out the pages and staple them together. Enjoy reading with your little one!!
LESSON PLAN
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DATE: 14.10.19 |
SUBJECT: GRADE: 3A / B / C |
UNIT: |
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TOPIC: Have |
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OBJECTIVES OF Listening and speaking: 1). Memorize and join in with poems, rhymes and songs; 2). Use vocabulary words in sentences; 3). Express thoughts, ideas and opinions and discuss them Vocabulary: 1). Sight words, short a/e words Grammar: Have I….? Have Yes, I have got. /No, don’t have. etc. Writing: use their own experience as a stimulus ATL Skills: Social Skills —Accepting -Respecting -Cooperating: Communication —Listening: Listen -Speaking: Speak Self-management -Organization : -Gross Motor -Fine Motor |
Learner
FormFunctionCausationChangeConnectionPerspectivesResponsibilityReflection |
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Documents / |
Pictures/Internet/books |
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Inquiry |
Are you What is he doing? What is she |
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Individual |
Alen 3 A/ Bagzhan They will be able |
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LESSON Warm-up: Lesson Introduction Brainstorming Students Introduce Review Have you got a camera? Listen to the Text. Ask students to read outload. Ask students to read with their partners Exercise 1 Matching Grammar- Power Exercise Students Group Activity Complete Reflection: — Homework / preparation for next lesson: |
Assessment Formative |
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Week 4 Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
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Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
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Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
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eek Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
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Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
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Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
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Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight words, long a/e words, and academic vocabulary 1. 2. 3. 4. 5. 6. 7. 8. |
LESSON PLAN
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DATE: 15.10.19 |
SUBJECT: GRADE: 3A / B / C |
UNIT: |
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TOPIC: Verb |
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OBJECTIVES OF LESSON: Listening and 1). 2). Use vocabulary 3). Express thoughts, ideas and opinions and discuss Vocabulary: 1). Sight words, Grammar: Have I….? Have Yes, I have. /No, I’ve Writing: use their own experience as a stimulus ATL Skills: Social Skills —Accepting Responsibility: Begin -Respecting Others: Begin to -Cooperating: Begin to work Communication Skills —Listening: Listen to and -Speaking: Speak clearly Self-management Skills -Organization : Begin to take -Gross Motor Skills: Use -Fine Motor Skills: Begin to hold |
Learner
FormFunctionCausationChangeConnectionPerspectivesResponsibilityReflection |
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Documents / |
Pictures/Internet/books audio: |
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Inquiry |
Are you What is he doing? What is she doing? |
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Individual |
Alen 3 A/ Bagzhan 3 B / Yersultan They will be able to use them Dina (Chinese) 3 ??? |
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LESSON Warm-up: Greetings. Song Hello Power Lesson Brainstorming Two Group Group Computer Change within 20 minutes Lesson Break Divide Game Share As Grammar- Review Students Reflection: — Homework / preparation for next lesson: |
Assessment Formative |
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Week Sight and 1. save 2. 3. father 4. 5. safe 6. 7. 8. жоғарылату |
Week Sight and 1. save 2. 3. father 4. 5. safe 6. 7. 8. жоғарылату |
Week Sight and 1. save 2. 3. father 4. 5. safe 6. 7. 8. жоғарылату |
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Week Sight and 1. save 2. 3. father 4. 5. safe 6. 7. 8. жоғарылату |
Week Sight and 1. save 2. 3. father 4. 5. safe 6. 7. 8. жоғарылату |
Week Sight and 1. save 2. 3. father 4. 5. safe 6. 7. 8. жоғарылату |
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Week Sight and 1. save 2. 3. 4. 5. 6. 7. 8. |
Week Sight and 1. save 2. 3. 4. 5. 6. 7. 8. |
Week Sight and 1. save 2. 3. 4. 5. 6. 7. 8. |
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Week Sight and 1. save 2. 3. 4. 5. 6. 7. 8. |
Week Sight and 1. save 2. 3. 4. 5. 6. 7. 8. |
Week Sight and 1. save 2. 3. 4. 5. 6. 7. 8. |
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Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. area |
Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. |
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Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. area |
Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. |
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Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. area |
Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. |
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Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. area |
Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. |
LESSON PLAN
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DATE: 01.10.19 |
SUBJECT: GRADE: 3A / B / C |
UNIT: |
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TOPIC: Listening |
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OBJECTIVES OF Listening and speaking: 1). Memorize and join in with poems, rhymes and songs; 2). Use vocabulary words in sentences; 3). Express thoughts, ideas and opinions and discuss them Vocabulary: 1). Sight words, short a/e words Grammar: Am I….? Are Yes, I am. /No, I’m not. etc. ATL Skills: Social Skills —Accepting -Respecting -Cooperating: Communication —Listening: Listen -Speaking: Speak Self-management -Organization : -Gross Motor -Fine Motor |
Learner
FormFunctionCausationChangeConnectionPerspectivesResponsibilityReflection |
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Documents / |
Pictures/Internet/books |
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LESSON Warm-up: 1. Greetings. Lesson Brainstorming I LISTENNING Students independently read the Luisa’s family II READING Students will read the text and circle the “Verb To Independently will complete tasks. Teacher one by one will check reading speed of the students Reflection: — Homework / preparation for next lesson: |
Assessment |
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Week 1. 2. We stood |
Week 1. 2. We stood |
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Week 1. 2. We stood |
Week 1. 2. We stood |
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Week 1. 2. We stood |
Week 1. 2. We stood |
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Week 1. 2. We stood |
Week 1. 2. We stood |
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Week 1. 2. We stood |
Week 1. 2. We stood |
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Week 1. 2. We stood |
Week 1. 2. We stood |
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Week 1. 2. We stood |
Week 1. 2. We stood |
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Week 1. 2. We stood |
Week 1. 2. We stood |
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Week 1. 2. We stood |
Week 1. 2. We stood |
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Week 1. 2. We stood |
Week 1. 2. We stood |
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Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. else |
Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. |
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Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. else |
Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. |
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Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. else |
Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. |
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Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. else — тағы |
Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. |
Week Sight and 1. 2. 3. 4. 5. 6. 7. 8. |
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Week Sight and 1. save 2. 3. father 4. 5. safe 6. 7. 8. жоғарылату |
Week Sight and 1. save 2. 3. father 4. 5. safe 6. 7. 8. жоғарылату |
Week Sight and 1. save 2. 3. father 4. 5. safe 6. 7. 8. жоғарылату |
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Week Sight and 1. save 2. 3. father 4. 5. safe 6. 7. 8. жоғарылату |
Week Sight and 1. save 2. 3. father 4. 5. safe 6. 7. 8. жоғарылату |
Week Sight and 1. save 2. 3. father 4. 5. safe 6. 7. 8. жоғарылату |
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Week Sight and 1. save 2. 3. 4. 5. 6. 7. 8. |
Week Sight and 1. save 2. 3. 4. 5. 6. 7. 8. |
Week Sight and 1. save 2. 3. 4. 5. 6. 7. 8. |
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Week Sight and 1. save 2. 3. 4. 5. 6. 7. 8. |
Week Sight and 1. save 2. 3. 4. 5. 6. 7. 8. |
Week Sight and academic 1. save 2. 3. 4. 5. 6. 7. 8. |
On this worksheet, students will color the word, color the letters in the word, trace the word, and write the word in a sentence.
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Students will trace and circle the word Got. Then they’ll cut out the letters and glue them on the paper to make the word.
Trace the word. Write it in the sentence. Then draw a picture.
On this printable, students will color by number, circle the word, count the letters, trace, and print the word.
This page has large outline letteers for painting or coloring the sight word Got.
Use glitter, stickers, or markers to trace the giant sight word.
Use an ink dabber, markers, or crayons to color the word Got every time it appears this worksheet.
Trace the word Got five times on the primary-ruled paper. Then try to write it two times.
Cut out the letters in the word Got and glue them in the correct spaces on the worksheet.
See Also
Sight Word Units
Assign a different sight word unit to your students each week. Each unit has a word list, word wheel, flashcards, word slider, tracing worksheets, and cut-and-glue activities.
More Individual Sight Words
We have worksheets for over 150 different sight words.
Автор: Горбушина Оксана Сергеевна
Организация: МБОУ «СОШ №18»
Населенный пункт: Челябинская область, г. Миасс
Обучение чтению на английском языке — достаточно сложное занятие, так как есть много слов, которые читаются не по правилам, в большинстве случаев это ставит детей любого возраста в тупик, и поэтому усложняется процесс обучения чтению.
Как следствие педагог, который обучает ребенка данному виду навыка, должен владеть не просто методикой преподавания иностранного языка, а желательно современными способами преподавания, чтобы процесс обучению чтению проходил быстро, эффективно и увлекательно для детей.
Мой педагогический опят в школе составляет 11 лет, за это время мы проходили разные курсы повышения квалификации, но, к сожалению, лично я не нашла той «изюминки», за которую хотелось зацепиться и начать использовать в своей практике. Но 2 года назад случилось чудо, я познакомилась с фонетическим подходом в обучении чтению и понятием «sight words». Если о фонетическом подходе я слышала, то о понятие « sight words » в университете и на курсах повышении квалификации не говорили, поэтому я стала изучать эту тему более подробно, чтобы понять, как знание sight words может облегчить процесс обучения чтению.
Понятие «Sight words» было введено американским писателем Едвардом Уиллиан Долч в 1930 — 1940 годах. Слово « sight » с английского переводится как «взгляд», а «words» — слова. В русском языке такого понятия не существует, но можно провести аналогию с высокочастотными словами. Так вот, sight words – это слова, которые ребенку важно запомнить, чтобы научиться читать и писать. Их нужно запоминать целиком как образ, без необходимости разбивать их на буквы. Изучение sight words помогает детям быстрее научиться читать на ранних этапах. Как правило, дети запоминают слова и при чтении не задумываются, почему буква в этом слове так читается, вследствие этого увеличивается скорость чтения. Дальше перечислены некоторые примеры sight words: I, you, she, he, one, two, this, that, have, some, come и т. д.
Теперь давайте поговорим подробнее, как мы знакомимся с этими словами на занятиях с детьми возрастом от 5 до 10 лет.
Я предпочитаю вводить sight word, когда оно встречается в контексте урока или искусственно создаю ситуацию, что бы нужное слово встретилось. Так, например, мы с детьми запоминали языковую конструкцию „She is …“, и на этом этапе я ввела sight word «she».
На доске я пишу изучаемое слово и прошу детей посмотреть сначала на доску, а затем видео, где показывается параллельно графическое написание слова и его звуковое произношение. Затем после просмотра видео дети должны сказать мне, как оно произноситься. В своей работе я использую видео с ютуб канала «Preschool Prep Company» . Каждое видео – это маленькая история о слове, которая воспринимается с удовольствием.
После того, как мы познакомились со звуковым содержанием слова, дети вырезают фигуру понравившегося им животного или фрукта из бумаги и клеят на нее печатный вариант слова. Затем с помощью скотча крепят эту картинку на тонкую шашлычную палочку и втыкают ее в коробку, где «живут» у нас все sight words. Такие веселые палочки повышают мотивацию детей и позволяют педагогу быстро повторить с детьми все изученные sight words.
На следующем уроке мы опять обращаемся к нашим коробочкам, сначала вспоминаем уже изученные слова, а потом продолжаем работу над новым словом. На втором этапе дети делают рабочий лист « worksheet », который помогает ученикам запомнить написание слова. Эти рабочие листы можно найти в интернете и распечатать. Обычно они включают в себя следующие задания: найди слово и обведи его в кружок, обведи буквы слова, раскрась буквы разными цветами, найди слово и выдели его маркером, напиши его, вырежи буквы слова и приклей их в правильном порядке. Работа с рабочим листом занимает максимум минут 10, но зато дети начинают его узнавать. Однако этого не достаточно, чтобы запомнить его окончательно.
Кроме того, периодически на занятиях мы возвращаемся к sight words и играем с ними. На листах формата А4 я печатаю по одному изучаемому слову, раскладываю листы на полу, предварительно вспомнив с детьми какое слово как читается. Задание заключается в том, что дети должны наступить на то слово, которое называет учитель. Здесь важно время от времени перемещать листы на полу, так как некоторые дети запоминают не слово, а место где лежит слово. Данная игра активная, позволяет детям подвигаться, отдохнуть и заодно выучить sight words.
И последнее, что я создала для лучшего изучения sight words – это была интерактивная игра на сайте Wordwall. Wordwall – представляет собой многофункциональный инструмент для создания как интерактивных, так и печатных материалов. Игры, созданные на этом сайте, очень удобно использовать при дистанционном обучении. Мной было создано вращающиеся колесо, которое делится на несколько разноцветных секторов. В каждом секторе написано определенное sight word. Задача детей — крутить колесо и называть то слово, на которое покажет стрелка. Ребята играют в эту игру с большим интересом.
После того, как мы проходим через все эти этапы, обычно дети без проблем узнают изученные слова и они не вызывают у них никаких трудностей на всех этапах обучения чтению и письму. Чтобы читатель мог прочувствовать и понять, как детям нравится изучать sight words, я создала презентацию, где можно проследить все этапы изучения этих « обычных необычных » слов.
Список литературы:
1. http://didaktor.ru/wordwall-zamechatelnaya-kollekciya-shablonov-didakticheskix-igr/
2. https://letterland.ru/cards/
3. https://vk.com/@english.stepbystep-sight-words-chto-eto-i-kak-s-nimi-rabotat.
Приложения:
- file1.pptx.zip.. 1,9 МБ
- file0.docx.. 20,0 КБ
Опубликовано: 17.05.2021
A. See & Say
A child sees the word on the flash card and says the word while underlining it with her finger.
B. Spell Reading
The child says the word and spells out the letters, then reads the word again.
C. Arm Tapping
The child says the word and then spells out the letters while tapping them on her arm.
D. Air Writing
A child says the word, then writes the letters in the air in front of the flash card.
E. Table Writing
A child writes the letters on a table, first looking at and then not looking at the flash card.
Corrections Procedure
Correct a child’s mistake by clearly stating and reinforcing the right word several times.
- Overview
- Plan a Lesson
- Teaching Techniques
- Correcting Mistakes
- Frequently Asked Questions
- Questions and Answers
1. Overview
Sight words instruction is an excellent supplement to phonics instruction. Phonics is a method for learning to read in general, while sight words instruction increases a child’s familiarity with the high frequency words he will encounter most often.
Use lesson time to introduce up to three new words, and use game time to practice the new words.
A sight words instruction session should be about 30 minutes long, divided into two components:
- Sight Words Lesson — Use our Teaching Techniques to introduce new words and to review words from previous lessons — 10 minutes
- Sight Words Games — Use our games to provide reinforcement of the lesson and some review of already mastered sight words to help your child develop speed and fluency — 20 minutes
Video: Introduction to Teaching Sight Words
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2. Plan a Lesson
2.1 Introduce New Words
When first beginning sight words, work on no more than three unfamiliar words at a time to make it manageable for your child. Introduce one word at a time, using the five teaching techniques. Hold up the flash card for the first word, and go through all five techniques, in order. Then introduce the second word, and go through all five teaching techniques, and so on.
This lesson should establish basic familiarity with the new words. This part of a sight words session should be brisk and last no more than ten minutes. As your child gets more advanced, you might increase the number of words you work on in each lesson.
2.2 Review Old Words
Begin each subsequent lesson by reviewing words from the previous lesson. Words often need to be covered a few times for the child to fully internalize them. Remember: solid knowledge of a few words is better than weak knowledge of a lot of words!
Go through the See & Say exercise for each of the review words. If your child struggles to recognize a word, cover that word again in the main lesson, going through all five teaching techniques. If he has trouble with more than two of the review words, then set aside the new words you were planning to introduce and devote that day’s lesson to review.
Note: The child should have a good grasp of — but does not need to have completely mastered — a word before it gets replaced in your lesson plan. Use your game time to provide lots of repetition for these words until the child has thoroughly mastered them.
2.3 Reinforce with Games
Learning sight words takes lots of repetition. We have numerous sight words games that will make that repetition fun and entertaining for you and your child.
The games are of course the most entertaining part of the sight words program, but they need to wait until after the first part of the sight words lesson.
Games reinforce what the lesson teaches.
Do not use games to introduce new words.
NOTE: Be sure the child has a pretty good grasp of a sight word before using it in a game, especially if you are working with a group of children. You do not want one child to be regularly embarrassed in front of his classmates when he struggles with words the others have already mastered!
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3. Sight Words Teaching Techniques
Introduce new sight words using this sequence of five teaching techniques:
- See & Say — A child sees the word on the flash card and says the word while underlining it with her finger.
- Spell Reading — The child says the word and spells out the letters, then reads the word again.
- Arm Tapping — The child says the word and then spells out the letters while tapping them on his arm, then reads the word again.
- Air Writing — A child says the word, then writes the letters in the air in front of the flash card.
- Table Writing — A child writes the letters on a table, first looking at and then not looking at the flash card.
These techniques work together to activate different parts of the brain. The exercises combine many repetitions of the word (seeing, hearing, speaking, spelling, and writing) with physical movements that focus the child’s attention and cement each word into the child’s long-term memory.
The lessons get the child up to a baseline level of competence that is then reinforced by the games, which take them up to the level of mastery. All you need is a flash card for each of the sight words you are covering in the lesson.
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4. Correcting Mistakes
Of course, every child will make mistakes in the process of learning sight words. They might get confused between similar-looking words or struggle to remember phonetically irregular words.
Use our Corrections Procedure every time your child makes a mistake in a sight words lesson or game. Simple and straightforward, it focuses on reinforcing the correct identification and pronunciation of the word. It can be done quickly without disrupting the flow of the activity.
Do not scold the child for making a mistake or even repeat the incorrect word. Just reinforce the correct word using our script, and then move on.
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5. Frequently Asked Questions
Q: Progress is slow. We have been on the same five words for a week!
A: It is not unusual to have to repeat the same set of words several times, especially in the first weeks of sight words instruction. The child is learning how to learn the words and is developing pattern recognition approaches that will speed his progress. Give him time to grow confident with his current set of words, and avoid overwhelming the child with new words when he hasn’t yet become familiar with the old words.
Q: Do I really need to do all five techniques for every word?
A: Start out by using all five techniques with each new word. The techniques use different teaching methods and physical senses to support and reinforce the child’s memorization of the word. After a few weeks of lessons, you will have a sense for how long it takes your child to learn new words and whether all five exercises are necessary. Start by eliminating the last activity, Table Writing, but be sure to review those words at the next lesson to see if the child actually retained them without that last exercise. If the child learns fine without Table Writing, then you can try leaving out the fourth technique, Air Writing. Children who learn quickly may only need to use two or three of the techniques.
Q: How long will it take to get through a whole word list? I want my child to learn ALL the words!!!
A: That depends on a number of factors, including frequency of your lessons as well as your child’s ability to focus. But do not get obsessed with the idea of racing through the word lists to the finish line. It is much, much better for your child to solidly know just 50 words than to “kind of” know 300 words. We are building a foundation here, and we want that foundation to be made of rock, not sand!
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