How do you teach sight words? Can you still teach sight words? What are your favorite sight word activities to teach sight words? These are questions I get asked often and see in Facebook groups and on social media every day. So, here’s my answer to teaching sight words: SIGHT WORD 60! And yes, sight words are allowed, and they should be taught using the science of reading-aligned strategies. The science of reading does not say we can’t teach sight words. It simply means we approach sight words in a way that is supported by brain science.
Sight Word Activities: Where Did Sight Word 60 Come From?
Teaching sight words was my weakness. We did all kinds of random things, and we never had a direction or plan for teaching sight words. And by we, I mean me. The kids were just along for the ride! My students always did ok and learned some words, but they didn’t retain the words well, and I just knew there was a better way. I knew I was failing my students and wanted to fix it.
Thus was born Sight Word 60, and yes, it is aligned with the science of reading.
Sight Word Activities: What Is Sight Word 60?
The idea of Sight Word 60 is that, over a school week (5 days), students get more than 60 opportunities to decode, spell, read, write, and use each high-frequency word, all in just a few minutes each day. No long lessons. Limited prep. A few high-impact, engaging minutes to teach high-frequency words so they become sight words. The goal is for all high-frequency words to become sight words, and Sight Word 60 is how we make that happen! Students are decoding the words, mapping the words, segmenting sounds, and spelling the words.
Sight Words Can Be Decoded!
YES! Decoding sight words is possible and should be used along with building automaticity. This is so important because research shows that decoding is the most efficient way to build automaticity. According to research, students must decode a word 1-8 times to map that word into the brain. Since Sight Word 60 gives you more than that, we’re providing the necessary practice so that the words can be orthographically mapped into students’ brain.
All this said, sight words aren’t bad. Teaching automaticity with sight words isn’t bad. What’s important to remember is to teach multiple strategies and provide all the tools to read and write. And here’s why this is important: the brain does not store words visually. So you can’t just repeat the word a bunch of times (it’s ok, we did this too for years until we learned more, and now we are doing better!) and learn it. Decoding, blending, segmenting, and spelling words allow the brain to store them.
Sight Word 60 works with any sight word list. Dolch. Fry. Your list can be ordered by utility. Your list can be in the order of your phonics skills.
Sight Word Activities: How Does Sight Word 60 Work?
We are on a four-week schedule. Three weeks are dedicated to learning new words (four words each week). Week 4 is a review of the 12 words we learned in the previous three weeks (and all of the words we’ve learned).
- WEEK 1-4 NEW WORDS
- WEEK 2-4 NEW WORDS
- WEEK 3-4 NEW WORDS
- WEEK 4-REVIEW
It’s a quick routine that takes just a few minutes each day.
Day 1 introduces the words.
Before I show the kids the word, we say it. Then, we segment the sounds in the word (break the word into phonemes). I use a simple PowerPoint template with a yellow background to show my students the sight words daily. The background is yellow because it’s the first color our eyes recognize and helps the students focus.
Then I show the word, and we decode the word using our sounds. Next, we spell the sounds (phonemes). When we spell the sounds (phonemes), we tap our heads for each letter.
Then, we blend the word using our sounds (phonemes). At this point, we repeat the blending a few times.
We read the word. Students blend the word and read the word. We do this a few times for each word.
After a couple of repetitions, I ask, “What word?” and have the students read the word. We say the sounds and decode the word again. (Some kids might already have the automaticity! That’s good. But keep decoding!)
Mr. Greg uses the word in a sentence, and the students repeat the sentence.
And finally, I ask, “What word?” We blend the word and reread the word.
We do that routine for each word. So Monday is four words, and we go through that process for each of the four words on Monday.
That’s it. Simple. Quick. Effective. This takes 5-6 minutes. It’s very quick with segmenting, blending, spelling, and repetition.
DAY 2 and 3-Practice the words and use the words in a sentence.
Days 2 and 3 are the same procedure. The difference is that day two might involve more scaffolding, and day 3 will see the students being more independent with their sentences.
Days 2 and 3 start with a quick review of the words using our PowerPoint slides. We segment the sounds, blend the words, spell the words, and then use the words in sentences.
The students generate sentences using sight words. Sometimes this is easy and goes well; other times, it can be very challenging. Of course, the difficulty level is dictated by the words for the week and your students’ language abilities.
The goal for days 2 and 3 is for the students to use the words in a sentence. Sometimes, they can do it very independently, and sometimes, they need a little scaffolding and modeling. Typically, once they have a sentence frame/stem/pattern, they can run with it. Just remember it’s okay to model and scaffold for them as needed!
I call on a volunteer. They say their sentence. Do not repeat the sentence because that takes away ownership. If the sentence is grammatically incorrect, correct it and have the student repeat it correctly. Students will repeat sentences. That’s OK! This is a volunteer activity, so not everyone will do it. If students need help, give them more examples.
Day 4 is Sight Word Grids
The sight word grids are 4 x4 grids. Each word is included four times in random order. There are four grids to a page and a large whole-sheet grid. I use the small grids for our coloring, and the large grids are great for use with games, small group practice if needed, and for graphing activities!
Each child gets a grid. We quickly read through all of the words to build fluency.
Then I say the sounds of a word, and the students orally blend the word. They point to the word. Then they decode the word, spell the word, and read the word.
I say, “Color “go” green.” Students find all four words and color them green.
Day 5-GAMES!
Day 5 of Sight Word 60 is all about fun and review with our favorite sight word games!
We quickly practice the words for the week using our PowerPoint.
After we practice and review the words, we do some type of sight word game or activity. With the games, we want to continue segmenting the sounds, spelling the word, and decoding the word. We also want them to write the words. Each activity now includes writing. Usually, this means students write the words on whiteboards!
Sight word graphing is one of the go-to activities! It’s quick and simple and gets everyone involved!
Simply use the sight word grids from Day 4. Cut the words apart and place them in a bag or box. Students come up and choose a word. We segment the sounds, spell the word, and decode the word. The student glues the word on the graph, and the rest of the class writes it on their board.
After everyone has a turn, we read all of the words on the graph, count them, and analyze the data!
Cover your teacher in words is another class favorite. Write your words on sticky notes. Decode the word, spell the word and write the word. Then they get to cover you in sticky notes!
Sight Word race! Divide the class into two teams. Make two sets of words and stick them to your board/door/easel. Say the sounds in a word. Students orally blend the word and “race” to find the word. They yank it off the board and the whole class decodes the word, spells the word and writes the word.
Here is a video of Sight Word 60 in it’s entirety!
Our Sight Word 60 Creation has all the detailed instructions for each day compiled in one place for you, plus templates, word cards, a parent letter, games/activities, and more! It’s available in the TKS Store.
These sight word resources support independent and small group practice with sight words all year long!
