The thought behind this is that when children have a list to study (let’s say all ea, ee words) they just memorize those words for that week and most of the children forget them the week after when you move onto the next spelling pattern. This is a huge aspect with the L-to-J theory. How do children practice when they don’t know which words will be on the test? I found a different time to test those children.ĥ. I then gradually expanded the list so it wasn’t so overwhelming. I would test them on the first 25 words for a quarter instead of all 100 words. Did all your students do well with this?Ī few children needed modifications. I also like to focus many lessons on invented/phonetic spelling in our writer’s workshop time.Ĥ. Once during interventions using a program called SIPPS and again during my reading core time. Yes, I do two rounds of phonetic instruction that includes spelling every day. This sight word spelling doesn’t affect our phonics instruction in any way. It was an idea pushed by our admin a few years back □ We have new admin now, and I ran the results of this by my principal and she loved the idea.Ģ. I wanted to share some of them here with you: I posted about this on Instagram and got so many questions about these tests. By the end of the year most of the class scored 80-100% on these tests. Their ideas flowed without problems because they weren’t stuck on those sight words. My first graders were happily writing during writers workshop. Parents noticed a huge difference in their child’s reading at home! What I was most thrilled about was the writing aspect. My kids were seeing their sight words everywhere! They kept pointing them out in all the books they were reading. This was huge! That meant that on average my class knew how to spell at least 60% of those 100 sight words. Well, around December most of my class was scoring 60% and above on their tests. But I decided to stick with it till the December and then re-evaluate. I will admit that around November last year, I was really nervous and worried that I had made a mistake. We had lots of talks about how this is going to be difficult but that at the end of the year they would learn all their sight words. Almost the entire class failed the tests. The kids get really excited when a word they know comes up.Īt first it was kind of scary. The words are written on popsicle sticks and I select the words during the actual test. I sent out a letter and let parents know that we would be focussing on learning how to write our sight words and that would help their child become better readers and writers! Parents were extremely accepting and excited about this idea! Instead of doing traditional spelling tests, I would select 10 words at random from the 100 sight words. I planned on doing this with parent support at home. I was going to get my kids to learn how to write the first 100 Fry’s words in first grade. It wasn’t until last year when I moved down to first grade from second grade, that I began to explore how I could use what I learned to help get my kids reading and ready for second grade. We weren’t totally convinced about the approach. Long ago our school received training from “From L-to-J” and we began using it with sight words.
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