2Nd grade sight word activities
48 Fun Sight Word Activities That Work
Teachers are always on the hunt for great sight word activities. Sight words are any words readers recognize automatically “by sight”—for fluent readers, that’s almost all words! High-frequency words, the most commonly occurring words in written English like those on the Dolch list, are often thought of as the most crucial sight words.
It’s a myth that blindly memorizing every letter in a sight word is the only way to learn it. The science of reading tells us that linking sounds and letters is the most effective way for kids’ brains to learn any word. Many common words are easy to tackle using beginning phonics skills (like “at,” “can,” “him,” etc.), so staying true to a strong phonics curriculum is one way to support kids’ sight word learning. Even irregularly spelled words have decodable parts, e.g., kids can use the sounds of “s” and “d” to help with “said,” even if the “ai” is unexpected. Experts often call these words “heart words” to call out for kids that they should learn the unexpected word parts “by heart. ” (If all this is unfamiliar to you, it can feel overwhelming, but you’ve got this! Check out teaching guru Jillian Starr’s explanation for more help.)
Check out these low-prep and engaging sight word activities for both teaching and practicing words.
1. Map it and drive it
This is a genius way to introduce words with appealing materials: Say the word, represent each sound with a LEGO brick, write letters for each sound, and “drive” to read it.
Source: @droppinknowledgewithheidi
2. Smush play dough for each sound
Set up a routine that works for any word. Play dough squishing for each sound is the ultimate multi-sensory component.
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Source: @playdough3plato
3. Map words with a magnet wand
It is so super-satisfying to drag those magnetic dots around! Watch the video below for lots of tips on introducing a word using this process.
Source: @warriorsforliteracy
4.
Make a mini bookLots of handy info in one place for your little learners.
Source: @hughesheartforfirst
5. Tap it, pop it, learn it!
Hardwire those words in kids’ brains with this comprehensive word intro routine. (You had us with the pop its!)
Source: @hellojenjones
6. Find and swat words
An oldie but such a goodie. Find a word in an array and WHACK! Swat it with a fly swatter!
Source: @kids_play_learn_laugh
7. Flip word pancakes
Serve up sight word pancakes while practicing spelling them aloud.
Source: @bee_happy_teaching
8. Wear heart word bracelets
Make kids feel like sight word VIPs.
Source: @teachingmoore
9. Search for sight word balls
Write sight words on ball pit balls with a chalk marker or dry-erase marker. Kids can race around hunting for balls to read and toss in a basket, or hunt through a big tub of balls for a certain word.
Source: @preschoolforyou
10.
Start a sight word bandLoud but oh-so-fun! Feel the rhythm while tapping and reading sight words stuck to homemade percussion instruments.
Source: @earlyyears_withmrsg
11. Drive on a sight word path
This is one of many fun ways to use magnetic tiles for learning! Kids love “knocking down” word tiles with a toy car as they read each one.
Source: @travisntyler
12. Use sticky notes to inspire sight word sentences
Have kids stick words on items that give them ideas for sentences. “My Mom said to wear a helmet!” = so good!
Source: @kinneypodlearning
13. Write words on a sensory bag
So easy: Fill a zip-top bag with a small amount of kid-safe paint, seal well, and have kids practice “writing” sight words with their finger or a cotton swab.
Source: @makeitmultisensory
14. Wear a sight word crown
Wear your word proudly and practice reading others’ words. Fun in person or virtually.
Source: @mrsjonescreationstation
15. Play a magnetic-tile board game
We love new ideas for ways to use magnetic tiles for sight word activities. Easy to set up and fun to play.
Source: @twotolove_bairantwins
16. Spell words to a familiar tune
Get sight words stuck in everyone’s head, in a good way. We’d add a line for chanting the sounds in the word!
Source: @saysbre
17. Feed a word monster
Nom, nom, nom.
Source: @ecplayandlearn
18. Search for the pom-pom under sight word cups
Read all the words as you try to find the cup that hides the prize.
Source: @la.la.learning
19. Play sight word KABOOM
This classroom classic is perfect for sight words. If you need a refresher on the rules, Jillian Starr covers them.
Source: @essentiallykinder
20. Roll and write words
Roll, write, repeat.
Source: @mylittlepandamonium
21. Write words with rainbow colors
Bonus points for aromatic markers.
Source: @mylittlepandamonium
22. Trace words with flashlights
Stock up on batteries because kids never get tired of this!
Source: @giggleswithgerg
23. Find words in plastic eggs
Give kids a checklist of words to find as they open each egg.
Source: @blooming_tots1
24. Spy words around the classroom
Just add a magnifying glass and clipboard to make kids feel like supersleuths!
Source: @readingcorneronline
25. Find words in the morning message
Don’t forget about old standbys! This is one of our favorite ways to get kids to recognize sight words in connected text.
Source: @tales_of_a_kinder_classroom
26. Build words with bricks
Such a great use of extra building bricks!
Source: @raysinkinder
27. Write words in sand
Easy-peasy to set up and keep neat if you use plastic pencil boxes.
Source: @teacherhacks
28. Spell words on a construction site
Bulldozing over each word to read it is the best part!
Source: @planningplaytime
29.
Spell words with toy carsDrive on over!
Source: @lozlovesprep
30. Park in a sight word “parking lot”
This one is easy to modify based on whatever toys are available in the classroom or at home.
Source: @msbendersclassroom
31. “Plant” words in play dough
Watch those reading skills grow!
Source: @planningplaytime
32. Build words in a sensory tub
Because spelling is just more fun when your hands are covered in beans!
Source: @coffeeandspitup
33. Write words on a magnetic drawing board
That eraser track makes for a perfect word card holder!
Source: @moffattgirls
34. Or write words on the window!
Everyone wants a turn to write on the window!
Source: @kindergarten_matters
35. Shhh! Discover words written in invisible ink
Write words in white crayon and reveal them with watercolors on top!
Source: @teachstarter
36.
Dot-paint words with a cotton swabCalming and effective.
Source: @sightwordactivities
37. “Type” words on a keyboard
Busy day at the sight word office! Use a keyboard cover or any old keyboard.
Source: @lifebetweensummers
38. Read words before heading through the door
The line leader can double as the word pointer during transitions.
Source: @ms.rowekinder
39. Read the word the teacher’s wearing!
Wait, is there something on my shirt?
Source: @theprimarypartner
40. Take a sight word cakewalk
Choose a winning word when the music stops!
Source: @joyfulinkinder
41. Play sight word hopscotch
If you can’t get outdoors, tape on the floor works just as well.
Source: @wheretheliteracygrows
42. Play tic-tac-toe
I’ll be team “the.”
Source: @create_n_teach
43. Go sight word bowling
No bowling pins? Use half-filled plastic water bottles instead.
Source: @thecreativeteacher_
44. Ready, aim, read
Just throw a beanbag at a word target if foam darts are a no-go.
Source: @laurens_lil_learners
45. Play muffin tin ball toss
Toss and read. It’s easy to use colored muffin cups to prep different sets of words.
Source: @homeschooling_fun_with_lynda
46. DIY sentence flash cards
Authentic use of words in context for the win.
Source: @teachertipsandtales
47. Play sight word checkers
King me! If kids don’t have a partner available, they can “play” with a stuffed animal and get double practice.
Source: @sightwordactivities
48. Play sight word Guess Who?
Set up this game once and use it forever.
Source: @lessons_and_lattes
We’d love to hear—what are your favorite sight word activities? Share in the comments below.
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Plus, what are sight words?
Sight Word Activities-Sparkling in Second
Some might say that sight words can be boring. That it always seems like you have to do the same old practices to get your students to learn their sight words. Right?! WRONG! Sight words can be loads of fun! Having taught the sight word intervention group at my school, I have been able to come up with some great ideas that have been really effective, and lots of fun!!!
Sight Word Musical Spots
I purchased these flower cut-outs from Michael’s for $2.99 (plus the 15% teacher discount that I never knew we got! Ahh!). So, here is how you play…
It is played much like musical chairs, but in a less, well, aggressive way! We all know how intense musical chairs can get sometimes. Anyways, the amount of spots or flowers you need depends on the amount of students in your group. My after school group only has 8 so I needed 28 flowers. I wrote “about” on 7 flowers, “any” on 6 flowers, “every” on 5 flowers, “just” on 4 flowers, “our” on 3 flowers, “could” on 2 flowers, and lastly, “then” on 1. This made it so one student got out each round. (The students were great sports about getting out! I just let them help me control the music on my Pandora radio app and call out the next word!)
I randomly laid out the flower spots all over the classroom floor. Like this…
I played the music and the students began dancing around the room! They loved this part and the fact that I had Alvin & the Chipmunks on my phone!
When the music stopped I called out the words in order (about, any, every, just, our, could, then). This way one student got out each round. As a variation, you could do enough of the same word so that no one gets out, however, the students enjoyed the excitement of the elimination.
The kiddos had soooo much fun!
Sight Word Glow-in-the-Dark Bottles
Our group did sight word discovery bottles with glow-in-the-dark rice! OMG, it was a BLAST!!! Check out the pics and learn how you can use this activity in your classroom too!
I got white rice from Wal-Mart for $3.50 for 5lbs of rice. One bag was plenty to make 8 discovery bottles. I purchased glow-in-the-dark paint and simply mixed each color with some of the rice. I found that using zip-loc baggies was nearly mess free! I added a tablespoon of rubbing alcohol to each color bag to help the paint dry faster. After letting the baggies sit and dry overnight (with zip-loc open), I mixed all the colors together in one bowl. Lastly, let the rice charge in the sun and then there you have it, glow-in-the-dark rice!
After making the rice, I purchased glow sticks from the Dollar Tree (15 for $1) and added one stick to each water bottle. Then I filled each water bottle with 3 sight words (Be sure they are double-sided so they can be read regardless of which way they are shaken.). Fill the rice about 3/4 of the way full to allow the rice to move around the water bottle.
Let me just tell you, the students LOVED this! The students had to find the 3 words in his/her bottle and use the words in sentences before getting a new bottle. The children were so motivated and wrote some great sentences using their words! You better believe I saved that rice too! I plan on doing this activity again sometime!
Even with the lights off, the glow was enough to see the words. Being that the classroom isn’t pitch black, it was perfect! I HIGHLY recommend a black light if you can get one! The rice glows so much more with the black light. I know you are probably thinking who really has a black light lying around?! Well, you probably don’t! But, no worries because a black light can be purchased for a cheap $11 at Wal-Mart!
More Sight Word Fun
Practice sight words in a fun, hands-on way!
Your students will absolutely love this activity! I got these colorful bowling pins from Michael’s for $5. (They were originally $10 but I had a 40% off coupon plus the teacher discount.) I used pieces of ribbon to tie their sight words to each bowling pin. Students took turns bowling. They had to read the words they knocked down, then write the words down on their paper. SO. MUCH. FUN!!!
Students mixed and fixed their sight words using these egg cartons. I got ping pong balls from the Dollar Tree and used Sharpie to write the letters in each word. Each student got an egg carton and mixed and fixed the letters to figure out the word. After, students were asked to use the word in a sentence before switching to the next egg carton. At the end we shared out some of our sentences!
I wrote the letters Y-O-U-R on the back of Dixie cups that I found on sale at Wal-Mart (pack of 100 for $2). The students worked in pairs to mix and fix the letters in the word. They LOVED being able to manipulate the materials. I think whiteboards can get a bit boring for the kiddos so this was a hit!
The students also enjoyed removing letters and having their partners guess the missing letter.
We had a lot of fun using play-doh to make our sight word!
I picked up a pack of 80 pom pom’s from the Dollar Tree! We used them to make “your”.
This was the winning activity by far! The students used color changing markers to trace and re-trace “your”. (I even found myself over at this station writing with the markers!) I got them at Wal-Mart on CLEARANCE for $2 for 6 markers! Such a STEAL!
We practiced writing our sight word on paint swatches. Can’t beat this free activity!
I picked up a couple of these magnetic doodle pads from the Dollar Tree. (If you cannot tell already, I am a bargain shopper!) The students liked having a different word writing experience besides whiteboards.
Pipe cleaners!!! They really had a lot of fun making “your” with these! The students came up with creative ways to make the letters. Some students used multiple pipe cleaners to create each letter, while other students were able to bend one pipe cleaner into each letter. It was cool to see their different approaches!
After all of this (yes, a lot I know!), we worked together to make the word “your” with our bodies! I was stuck as the bottom of the “y”. So, yes, I had two sets of feet in my face! Haha! It was fun though! I wish I had a picture for this one (bummer). They are requesting we do this for every new sight word! 😉
Sight Word Charts
We use this “less than fancy” anchor chart when learning new sight words. The students have found comfort in using the same song to introduce new words. Also, having some of our sight words in the song is helpful too! 😉 This original song is sung to the tune of Frere Jacques. Make one for your classroom!
After we learn a new sight word and feel confident in spelling and reading it, we add it to this chart! I have students write the words and I display the chart in the classroom. 😉
Have questions about sight word activities for your classroom? Email me at [email protected]. I would love to hear from you! Also, a HUGE thank you to Jen for having me join in on this fun series!
Want more sight word activities? Check out my Pinterest board for more ideas for beginning readers!
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"Methods and techniques for the formation of elementary mathematical representations among preschoolers" - JV "Kindergarten No.
2, Secondary School No. 30, Syzran"Message on the topic:
“Methods and techniques for the formation of elementary mathematical concepts in preschoolers”
Mathematical knowledge of a preschooler is a directly important basis in the mental development of a child. Thanks to mathematical knowledge, children learn to: analyze, compare, synthesize, perform computational operations, think logically, distinguish between geometric shapes, name their features, navigate in space. Preschool children develop memory, attention, thinking. The knowledge gained in kindergarten, children apply in everyday life. Therefore, the task of the teacher: to arouse children's interest in educational activities, to give the necessary elementary mathematical knowledge, to lead children to independent answers, search for solutions. The teacher must find an approach to each child and give this knowledge to all children. nine0004
Methods and techniques for the formation of mathematical representations in preschoolers.
In the process of forming elementary mathematical concepts in preschoolers, the teacher uses a variety of teaching methods:
- practical,
- visual,
- verbal,
- gaming.
When choosing a method, a number of factors are taken into account:
program tasks to be solved at this stage;
age and individual characteristics of children; nine0004
availability of the necessary teaching aids, etc.;
The teacher's constant attention to a reasonable choice of methods and techniques, their rational use in each specific case ensures:
— successful formation of elementary mathematical concepts and their reflection in speech;
- the ability to perceive and highlight the relationship of equality and inequality (by number, size, shape), sequential dependence (decrease or increase in size, number), highlight the quantity, shape, size as a common feature of the analyzed objects, determine relationships and dependencies; nine0004
- orientation of children to the application of the mastered methods of practical actions (for example, comparison by comparison, counting, measurement) in new conditions and an independent search for practical ways to identify, detect signs, properties, and connections that are significant in a given situation. For example, in the conditions of the game, to identify the sequence, the pattern of alternation of features, the commonality of properties.
In the formation of elementary mathematical representations, the leading method is a practical method. nine0164
Its essence lies in the organization of children's practical activities aimed at mastering strictly defined methods of action with objects or their substitutes (images, graphic drawings, models, etc.).
Characteristic features of the practical method in the formation of elementary mathematical concepts:
— performance of various practical actions;
- wide use of didactic material;
- the emergence of ideas as a result of practical actions with didactic material:
- development of counting skills, measurement and calculation in the most elementary form;
- wide use of formed ideas and mastered actions in everyday life, play, work, i.e. in various types of activity.
This method involves the organization of special exercises that can be offered in the form of a task, organized as actions with demonstration material, or proceed in the form of independent work with handout didactic material. nine0004
Exercises can be collective - they are performed by all children at the same time, and individual - they are carried out by an individual child at the teacher's board or table. Collective exercises, in addition to mastering and consolidating knowledge, can be used for control.
Individual, performing the same functions, also serve as a model for which children are guided in collective activities.
Game elements are included in the exercises in all age groups: in the younger ones - in the form of a surprise moment, imitation movements, a fairy-tale character, etc.; in seniors, they acquire the character of a search, a competition. nine0004
From the point of view of children's manifestation of activity, independence, creativity in the process of performance, reproductive (imitative) and productive exercises can be distinguished.
The game as a method of teaching and the formation of elementary mathematical representations involves the use in the classroom of individual elements of different types of games (plot, mobile, etc.), game techniques (surprise moment, competition, search, etc. Currently a system of so-called learning games has been developed.0004
All didactic games on the formation of elementary mathematical representations are divided into several groups:
- Games with numbers and numbers
- Time travel games
- Orientation games in space
- Games with geometric shapes
- Logic games
Visual and verbal methods in the formation of "elementary" mathematical representations are not independent, they accompany practical and game methods. nine0004
Techniques for the formation of mathematical representations.
Kindergarten widely uses methods related to visual, verbal and practical methods and used in close unity with each other: This is the main method of teaching, it has a visual-practical-effective nature, is performed using a variety of didactic means, makes it possible to form skills and abilities in children. It has the following requirements:
- clarity, dissection of the display of methods of action;
- coordination of actions with verbal explanations;
- accuracy, brevity and expressiveness of speech accompanying the show:
- activation of perception, thinking and speech of children.
- Manual for self-exercises. This technique is connected with showing the educator methods of action and follows from it. The instruction reflects what and how to do in order to get the desired result. In the older groups, the instruction is given in full before the start of the task, in the younger ones it precedes each new action. nine0037
- Explanations, explanations, instructions. These verbal devices are used by the educator when demonstrating a method of action or in the course of performing a task by children in order to prevent errors, overcome difficulties, etc. They should be specific, short and figurative.
Demonstration is appropriate in all age groups when getting acquainted with new actions (application, measurement), but it requires activation of mental activity, excluding direct imitation. During the development of a new action, the formation of the ability to count, measure, it is desirable to avoid repeated display. nine0004
Mastering the action and improving it is carried out under the influence of verbal techniques: explanations, instructions, questions. At the same time, the speech expression of the mode of action is being mastered.
- Questions for children.
Questions activate the perception, memory, thinking, speech of children, provide comprehension and assimilation of the material. When forming elementary mathematical representations, a series of questions is most significant: from simpler ones aimed at describing specific features, properties of an object, the results of practical actions, i.e., ascertaining, to more complex ones that require establishing connections, relationships, dependencies, their justification and explanation, use the simplest proofs. nine0004
Most often, such questions are asked after the educator demonstrates the sample or the children complete the exercises. For example, after the children have divided the paper rectangle into two equal parts, the teacher asks: “What did you do? What are these parts called? Why can each of these two parts be called a half? What shape are the parts? How to prove that the squares are obtained? What should be done to divide the rectangle into four equal parts?
Basic requirements for questions as a methodological device:
- accuracy, concreteness, conciseness:
- logical sequence;
— variety of formulations, i.e. the same question should be asked differently
- give children time to think;
- the number of questions should be small, but sufficient to achieve the didactic goal; nine0004
- prompting questions should be avoided.
The teacher usually asks the whole group a question, and the called child answers it. In some cases, choral responses are possible, especially in younger groups. Children need to be given the opportunity to think about the answer.
Children's answers should be:
- short or complete, depending on the nature of the question;
- independent, conscious;
- accurate, clear, loud enough; nine0004
- grammatically correct (observance of the order of words, the rules for their agreement, the use of special terminology).
In working with preschoolers, an adult often has to resort to the method of reformulating the answer, giving it the correct sample and offering to repeat it. For example: “There are four mushrooms on the shelf,” says the baby. “There are four mushrooms on the shelf,” the teacher clarifies.
- During the formation of elementary mathematical concepts in preschoolers comparison, analysis, synthesis, generalization are not only
as cognitive processes (operations), but also as methodological techniques that determine the path along which the child's thought moves in the process of learning.
Comparison is based on establishing similarities and differences between objects. Children compare objects by quantity, shape, size, spatial arrangement, time intervals by duration, etc.
Analysis and synthesis as methodological devices act in unity. An example of their use is the formation in children of ideas about "many" and "one", which arise under the influence of observation and practical actions with objects. nine0004
- Modeling is a visual-practical technique that includes the creation of models and their use in order to form elementary mathematical concepts in children. The reception is extremely promising due to the following factors:
- the use of models and modeling puts the child in an active position, stimulates his cognitive activity;
- the preschooler has some psychological prerequisites for the introduction of individual models and elements of modeling: the development of visual-effective and visual-figurative thinking. nine0004
Models can play different roles: some reproduce external connections, help the child to see those that he does not notice on his own, others reproduce sought-for but hidden connections, not directly perceived properties of things.
Models are widely used in the formation of
- time representations: model of parts of the day, week, year, calendar;
- quantitative; numerical ladder, numerical figure, etc.), spatial: (models of geometric shapes), etc.
- when forming elementary mathematical representations, subject, subject-schematic, graphic models are used.
- Experimentation is a method of mental education that provides the child with self-identification through trial and error of connections and dependencies hidden from direct observation. For example, experimentation in measurement (size, measurement, volume).
- Monitoring and evaluation .
These techniques are interrelated.