Teaching children with disabilities takes a very special type of person. A person who can think "outside the box", think of different ways to teach things.
They need to have the patience to teach the same concept over and over again and to appreciate even the smallest steps of success in learning. In my 37 years of teaching, I have taught many children with different types of disabilities some of which include Specific Learning Disabilities, Autism, Downs Syndrome, and Intellectual Disabilities just to name a few. Its important to remember that everyone has strengths and weaknesses and that not everyone is going to learn to read the same way.
It's important when teaching children how to read that we remember what their strengths and weaknesses are in their learning abilities. Just as when a delicious meal is made, there isn't just one way to make it delicious. The same goes for reading. There isn't just one way to teach every child and for all those children to be successful.
So I hope you'll join me as we start a short journey into teaching reading. This method presents the word in one unit. It doesn't matter whether the word is a small word such as "it", or a longer word such as beautiful. Field tests show that the program is an effective teaching method for a wide variety of student populations, including struggling readers, students with learning differences, and English language learners of all ages.
Rooted in Research Written by three professors of education, the Essential Sight Words Reading Program incorporates research-based strategies throughout its easy-to-use system. My students keep their current sight word flashcards set in their pencil box inside their desk. They do not take them home, although you may let your students take them home.
How to prep: 1. Print flashcards on colored Astrobrights paper. This makes it easy to see what color each student is currently on. Laminate the whole page. I used my personal laminator because it's a little thicker than the standard school laminators and my flashcards are still in great condition 3 years later. This picture below is 2 years old… so these flash cards, have lasted through 2 classes and can still be used next school year.
Cut the flashcards out. Using a paper cutter makes things go MUCH faster! Put a hole punch in the upper left corner of each flash card. Clearly, your students will not all be on the same list. I make sure to print an entire class set of the Red flashcards, because your students will all probably start on Red. If you have some advanced students, you can start them on a different color if they already know some sight words. I prep about 5 sets of flashcards per list. Then, I put the lists in a sandwich size baggie and label it with the color and list number.
These get stored in a clear plastic bin, so I can just close the lid and store wherever. This program is designed to have your students learn sight words at their own speed.
In order to keep track of your students progress, you will need to have some form of data tracking. Before I give out their first list, I pre assess all my students to see if they know any sight words. Usually, I have a few students that may start on a later list because they already know some of the words. I use my master list and highlight the words they know. This list gets added to their data binder and I use it to test them on all the sight words after each quarter. Make sure to use a different color highlighter every time you test them, so that way you can see their progress and track how many sight words they learn in Kindergarten.
My students get their first sight word list and I send home a white paper copy along with a parent letter explaining the program. I have my students keep their sight word ring in their desk, and they use the white paper copy to practice at home. I use this tracking sheet to keep track of where my students are at all times. This is a great tool if you need a quick data check- to see what students may be falling behind or struggling with their sight words.
First, I preselect two days a week that we do sight word practice. We do sight words first thing in the morning, while my students are working in their Morning Work Binder. One of those days, I make sure to call every student to my desk and the other I just ask who is ready for their new sight words list and only test those students. All of my students get their one on one sight word practice with me at least once a week.
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