For this set, they just match the word with the word and they have to read the word aloud. For my next sets, I am going to have them match synonyms, antonyms, definitions, and multiple meaning words.
sight_word_dominoes.docx |
I've seen dominoes used a lot for sight words so I finally made my own set(s). I made them very low maintenance and super simple. I used different color cards for different levels of words. I found the words on the Fry word lists (here). For this set, they just match the word with the word and they have to read the word aloud. For my next sets, I am going to have them match synonyms, antonyms, definitions, and multiple meaning words. Below are the directions that I attached to the inside of the folder. These directions just go with "Sight Word" Dominoes. I will have to change the directions up a bit for different versions of the game.
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This game is a lot of fun!
The object is to have the most blocks when the tower falls because that means you had the most correct words. This has been a fun one!! Here are the rules we are using (I've attached the rules below):
As we continue to inch closer to the STAAR, I try to focus a lot on strategies that will help my struggling readers be able to tackle the words on the page for the test, but also in LIFE. I think working with word parts is a really beneficial way to do that. One way we reinforce prefixes is the game below. This one came from the Kagan Balanced Literacy Grade 5 book but would be easily reproduced. Once a student spun the spinner they had to determine which words the prefix could go with and why. Some of them were a lot harder than others but they all gave us good discussion. Everything was laminated for easy write on-wipe off. As we got going with the game, we made a mini anchor chart for the definitions we decided on together.
Struggling readers really benefit from learning about word parts. Just like when learning to read, when they start recognizing familiar word parts is opens up the meanings of new words. Some word part work lately focused on roots and has looked like this: I found this sort on The Curriculum Corner and I really like it. I printed the cards off on different colors to help keep the game organized. The blue cards are the root wards, the green ones are words that contain the root, and the pink cards are the definitions of the roots. The best way I found to use this sort was to layout all of the root words (blue cards). Then students found the words (green cards) that used the roots. From their knowledge of that example word, they talked it out to find the definition of the the roots (pink cards). Then they added the information to the answer sheet and as a group came up with one more example word that contained the root. We used the tree in the picture above to discuss several words with one root and how to determine what unknown words mean when we know the root. Note: **We found there was a mistake on one of the example word cards (green). The word "cyclops" is misspelled.**
During my intervention blocks, we devote the beginning to Word Work/Phonics. The students I work with are the kids who are struggling to read on-grade level and sometimes just struggling to read at all. So I can't just keep throwing more reading AT them, I have to find out where they are and start teaching phonics and word work from that point. One book that I have relied on for support with this it Teaching Phonics and Word Study in the Intermediate Grades. I love this book as a resource that I can always flip through to find direction or inspiration. This book is great for ideas or sequence of what to teach but it's also full of lists that I constantly refer to when I'm teaching new rules or patterns. Our Word Work time has a phonics focus. Below you can see a focus on Vowel Teams/Digraphs. We focused on two at a time (until we got to U) and we just took some of the most common digraphs to practice with. Our time begins with a look into what our focus is for the week (which is what the picture below is of). We discussed the digraph's sounds and the vowel team combination that could make that sound. Once we have introduced the focus, we complete a sort based on the patterns/rules the words use. We sort the words each day of the week, but then after the sort we usually do a different activity. Some days it's simply saying them aloud (especially when I'm working with the students who need decoding work) because that allows them to see and practice the rule. For example, if we are working with long i and they are struggling to decode the word, I remind them of the rule/pattern and they know to sound it out using the long i. Some days I have the words uploaded onto Spelling City so that one or two students can play with the words on there while I work more intentionally with students who need it (again, the decoding, pattern practice). Sometimes towards the end of the week we will use the white boards for an assessment or a quick game of hangman. Many times they beg for a crossword. I usually have one ready and allow them to work on that while I'm working with an individual or if they finish something early. Our Word Work time is usually about 10 minutes total and I feel like we get a lot done in those 10 minutes each day. The majority of students have not been taught phonics and that is okay for most students. But when they are struggling to progress in their reading, many times it is because they are needing some phonics and word work.
I get the majority of the crosswords from here. They are easy and work really well for when I'm needing to give attention to someone in the group. The crosswords (for some reason) have been something the students have loved this year. I also use this book for ideas for word lists when I'm making the sorts. |
Lessons & SeriesIntervention lessons and series of lessons designed for (but not limited to) 5th and 6th graders
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