Learning sight words 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?
25 low-prep sight word activities
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Today I’m sharing some simple sight word activities that you can prepare in minutes!
So what are sight words, anyway?
Some people will tell you that sight words are words that kids can’t sound out; they just have to learn them by sight. Others tell you that sight words are the high frequency words: the words that kids encounter the most when they read.
But researchers tell us that sight words are words we recognize automatically without needing to sound out or guess.
The real question is … how can we turn high frequency words INTO sight words?
The number one thing to do is to teach each word explicitly. That’s why I created my set of sight word lessons with decodable books.
Once you’ve taught the words with attention to the spelling patterns (these sight word worksheets are also great for this), you’re ready for these low prep sight word activities that you can put together in under 15 minutes!
1- It takes just 5 minutes to set up Sight Word Sticky Note Match.
Just write the words on sticky notes and have your child cover the words on a dry erase board!
2 – Grab your alphabet stamps and some play dough for this simple sight word activity.
3 – Write the words on sticky notes. Then have your child write them in sand.
4 – Teach sight word songs.
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5 – Write the words on sticky notes. Then have your child swat each sight word with a fly swatter as you name it!
6 –Do fun actions with your sight words with This Reading Mama’s free action cards.
7 – Write sight words in play dough with a stick or wooden skewer.
8 – Try chanting sight words in a variety of different ways – like a robot, a cheerleader, and more! You can get free sight word chants on TPT here.
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9 – Make a sight word memory game. Just write each sight word on two different index cards. Then turn the cards over and invite your child to find the matches.
10 – Print these free sight word cards and build the words with letter tiles. When you join This Reading Mama’s free email list, you’ll get lots of free sight word cards! Learn more here.
11- Learning is always more fun with dice! Grab these free rainbow roll & write pages for a variety of sight words.
Kids roll a die, check the key at the top of the page, and write the word in a particular color.
12 – This is such a creative way to practice writing sight words! Find the words with a magnifying glass and write them on the lines. Get the freebie here.
13 – Are you students learning beginning sight words? Print and play sight word blackout.
14 – Simply write your child’s sight words on a piece of paper and have him stamp them with alphabet stamps.
15. Grab the play dough, a sheet protector, and a dry erase marker. Your child can build the word with play dough and write it on the lines below. Get the freebie here.
16 – Grab these free color-by-sight-word pages.
17 – Get some colorful craft sticks and write the words with a permanent marker for some simple sight word puzzles.
18- Sight Word Showdown is both simple and genius! Just grab a stack of index cards and write each word twice.
Then follow the directions in this post.
19 – Write sight words in muffin tin liners and play a simple game of Three in a Row.
20 – Bury magnetic letters in a sensory material. Have children dig out the letters to build words.
21 – Make a sight word parking lot. Draw tiny parking spots on a piece of poster board, and write a sight word in each one. As you name the words, have your child park a toy car in each spot. Learn more here.
22- Practice writing sight words using a dry erase marker on a dry erase board.
23- Write sight words on craft sticks and provide some magnetic letters for this portable sight word activity.
24 – Where’s the bear? Write the words on paper cups and hide a small bear or other tiny object. Your child guesses where the bear is hiding by naming the word on the cup.
25 – Go on a simple sight word hunt by matching the sticky note sight words to the words on a clip board.
(This one’s a favorite at our house.)
And there you have it! 25 low-prep ways to practice sight words!
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STUDYING THE SPECIES COMPOSITION OF MICROORGANISMS FOR WASTEWATER TREATMENT
Volume 330 No 9 (2019)
DOI https://doi.
org/10.18799/24131830/2019/9/2273 Relevance. One of the most effective wastewater treatment methods is the biochemical method, which makes it possible to almost completely remove various dissolved organic substances from wastewater. To improve the oxidative power of aerotanks and control the biochemical process of wastewater treatment, it was necessary to experimentally determine the variability of the biocenosis under the influence of the environment and other factors. The purpose of this work is to intensify the biological treatment of wastewater through a direct effect on the metabolism of activated sludge microorganisms. Objects: species and quantitative composition of microorganisms as a result of domestic wastewater treatment at aerotanks; structure and composition of enzymes formed during the purification process. Methods: study of biocenosis, methods of hydrobiological control of activated sludge and microscopy of activated sludge.
According to the studies of indicator organisms, the efficiency of the wastewater treatment process is determined. Microscopic examination of activated sludge determines the functional state of organisms, especially indicator organisms, counts organisms by one or another method of quantitative accounting, classifies them into indicator groups, then determines the type of biocenosis, its characteristic features. To study the microorganisms of activated sludge using microscopy, the method of a "live" drop under a cover glass is used. Results. On the basis of the conducted studies it was revealed that the removal of pollution by ammonium nitrogen and phosphorus to the normatively permissible values in aerotanks without the creation of anaerobic zones is unattainable. The presence of organic substances in the aquatic environment inhibits the development of nitrifying bacteria; therefore, the nitrification process begins only after the oxidation of carbon-containing organic compounds, when conditions are created for the first stage of nitrification.
Nitrifying bacteria are also able to accumulate polyphosphates in their cells. Under normal conditions of biological treatment, if nitrification is shallow, from 10 to 30% of dissolved phosphorus compounds are removed due to the consumption of phosphates by bacteria. For the development of nitrifying bacteria in aerotanks of the old design, it is possible to use the attached microflora with the help of various loads, as well as the creation of anaerobic zones in one of the corridors, with the installation of mixing equipment and recirculation of the sludge mixture to the head of the structure. The study of biocenoses of activated sludge by stages of its development makes it possible to determine the dominant forms of organisms in the sludge of aerotanks operating with different loads on activated sludge. With the well-established operation of aerotanks, a permanent biocenosis is established in activated sludge, corresponding to a certain stage of sludge development. A change in this biocenosis indicates a change in the mode of operation of the aerotank.
Keywords:
Activated sludge, waste water consumption, aerotanks, intensification of treatment processes, microorganisms, biocenosis
Authors:
Nazira Tentimishovna Dzhumagulova
Ivan Evgenievich Gavrilov
Dinh Dap Nguyen
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RFTSSE // Opportunities // Linguistic expertise
Forensic linguistic expertise activities.
Forensic linguistic expertise is a relatively young type of forensic expertise that appeared in the 90s of the last century in connection with the expansion of the range of tasks solved by expert linguists. In Soviet times, the subject of forensic linguistic expert research was mainly the characteristics of the author of an anonymous document.
With the development of civil society, the focus of legal attention has shifted from the author of the text to the semantics of the text. The first forensic linguistic examinations were carried out at the Institute of the Russian Language. V.V. Vinogradov RAS. Soon, linguistic examinations began to be carried out by teachers of almost all universities in the country. In the early 2000s, the Guild of Linguistic Experts in Documentation and Information Disputes, regional associations of expert linguists, was created. At the same time, forensic linguistic examination as a kind of forensic examination appeared in the state forensic institutions of Russia of various departments: the Ministry of Justice of Russia, the Ministry of Internal Affairs of Russia, the Federal Security Service of Russia.
Traditionally, forensic linguistic examination, along with other types of examinations, the object of which is speech and speech products (forensic author's examination and forensic examination of video and sound recordings), are classified as forensic examinations.
Object of forensic linguistic examination is a text as a product of speech and communication activity and human behavior. The text is understood in this case broadly - as a sequence of sign units united by meaning, the main properties of which are coherence and integrity. Currently, the objects of forensic linguistic examination are various types of texts: oral (recordings of conversations, fixing investigative actions, video messages, interviews, radio broadcasts, etc.), written (articles, books, complaints, inscriptions, explanations and protocols, notes, suicide notes, contracts, receipts, statements, appeals, etc.), polycode (demotivators, advertising, videos, films and videos, emblems, trademarks, cartoons, etc.), electronic (correspondence in social networks, instant messengers, blogs, forums, comments , posts, etc.).
Within the framework of forensic linguistic examination, diagnostic tasks are mainly solved related to the establishment of the properties and state of an object (for example, the properties of a text to express a certain meaning, to adequately convey the content of another text).
Unlike traditional forensic examinations, during which special linguistic knowledge is also used, the tasks of forensic linguistic examination are determined for the most part by the category of criminal, civil or administrative offense cases. Based on this, the following types of forensic linguistic expertise are distinguished: expertise in cases of libel, protection of honor, dignity and business reputation; expertise in cases of insult; expertise in cases related to countering extremism and terrorism; expertise in cases of bribery, etc. The range of categories of cases within which forensic linguistic expertise is appointed is constantly expanding due to the introduction of new legal norms.
Typical tasks of linguistic expertise as a kind of expertise are:
- identifying the meaning (meaning) of units of different language levels;
- establishment in the text of information of a certain content;
- establishing the degree of adequacy of the transfer in one text of the meaning of another text;
- identification of meaning (form) and its assignment to a certain class;
- establishing the characteristics of items.
Possible wordings of questions reflecting the listed tasks:
- What is the meaning of the word/phrase “…” in the presented text?
- What kind of object (person) is indicated by the word/phrase “…”?
- What is the meaning of the sentence/statement "..."?
- Is the sentence/statement "..." unambiguous or multivalued?
- What word or words in the sentence does the fragment “…” refer to?
- What is the semantic content of the presented text (text fragment)?
- What information about the person/organization/group of persons/object is contained in the submitted text?
- Do the words/phrases "..." and "..." have the same (identical, opposite) meaning?
- Are the words of the word/phrase “...” and “...” in genus-species relations?
- What semantic differences exist between the words/phrases “…” and “…”?
- Is the word/phrase "..." used in the submitted text in the following meaning: .
..? - Does the content of the following sentence (text fragment) “…” imply that…?
- Are there any text matches in the compared texts and what is their volume?
- Are the statement (text fragment, text) “...” and the statement (text fragment, text) “...” similar in meaning?
- Does the meaning of the following statement (text fragment, text) “...” distort the retelling of this statement (paragraph, text) contained in the next fragment of the disputed text “...”, or the meaning of the original statement (paragraph, text) when retelling adequately?
Depending on the category of cases, questions can also be put to the expert's permission:
In cases of insult:
- Are statements containing a derogatory assessment of a person?
- If yes, do these statements contain linguistic signs of indecent form of expression?
It is unacceptable to ask, for example, such questions: “Is the statement an insult?”; “Did the full name have the goal of insulting, humiliating the addressee?” etc.
In cases of defamation, protection of honor, dignity, business reputation:
- Does this text (article, note, etc.) contain negative information about a certain person (persons, organization), expressed in the form of a statement of facts and events?
It is unacceptable to raise questions about the discrediting nature of information (for example: “Is the information contained in the submitted text discrediting?”, “Does the text contain linguistic signs of discrediting information?”), About the correspondence of negative information to reality.
In threat cases:
- Does the statement/text contain the meaning of a threat?
- Does the statement/text contain linguistic signs of a threat?
In cases of extortion:
- Does the statement/text “…” contain a demand accompanied by a threat of violence, destruction or damage to other people's property, dissemination of negative information about the addressee of the threat or his relatives?
In cases of dissemination of deliberately false information:
- Does the text contain information about .
.., expressed in the form of a statement about facts and events?
In cases of inciting suicide:
- Does the text contain an inducement to commit suicide?
- Does the text contain a belief in the need to commit suicide?
For cases related to countering extremism and terrorism:
- Does the text contain a combination of linguistic and psychological signs of incitement (including in the form of a call) to any actions (including violent, discriminatory) against any group identified by national, religious, social and other signs, or its representatives?
- Does the text contain a combination of linguistic and psychological signs of motivation (including in the form of a call) to any destructive actions?
- Does the text contain a set of linguistic and psychological signs of propaganda of exclusivity, superiority, inferiority of a person on the basis of sex, race, nationality, language, origin, attitude to religion, belonging to any social group?
- Does the text contain a set of linguistic and psychological signs of propaganda of the ideology of violence in order to influence the decisions of the authorities?
- Is there a demonstration of Nazi paraphernalia or symbols, or paraphernalia or symbols confusingly similar to Nazi paraphernalia or symbols, in connection with the propaganda of the ideas of fascism (Nazism)?
- Does the text contain a set of linguistic and psychological signs of justifying the ideology of violence and/or destructive actions committed in order to influence the authorities?
- Does the text contain a combination of linguistic and psychological features to justify the practice of committing acts aimed at the complete or partial destruction of any ethnic, social, racial, national or religious group?
- Does the text contain a combination of linguistic and psychological signs of justifying any actions (including violent, destructive ones) against any group distinguished by national, religious, social and other characteristics, or against representatives of such a group?
- Does the text contain a combination of linguistic and psychological signs of the accusation by the author of any person of committing any illegal actions?
- Does the text contain a combination of linguistic and psychological signs of the threat of violence?
- Does the text contain a combination of linguistic and psychological signs of a threat to commit any violent, destructive actions (explosion, arson, etc.
)? - Does the text contain a combination of linguistic and psychological signs of humiliation of human dignity on the basis of gender, race, nationality, language, origin, attitude to religion, belonging to any social group?
- Does the text contain a combination of linguistic and psychological signs of inciting enmity, hatred (discord) in relation to a group of persons distinguished on the basis of gender, race, nationality, language, origin, attitude to religion, belonging to any social group?
In cases of bribery and other corruption crimes:
- What is the semantic content of the presented text of the conversation/correspondence?
- Is it about the transfer of funds from one interlocutor to another?
- What is the purpose of this money?
- Does one participant in a conversation/correspondence encourage another participant in a conversation/correspondence to transfer funds?
- Does one participant in the conversation/correspondence offer money to the other participant in the conversation/correspondence?
- Does one participant in the conversation/correspondence demand money from the other participant in the conversation/correspondence?
- Are there signs of hidden communication in the text of the conversation/correspondence?
- Are there any signs of masking its content elements in the text of the conversation/correspondence? What is the meaning of the masked text elements or their characteristics?
- What are the communicative roles of the participants in the conversation?
- Does the material contain psychological and linguistic signs of inducement to perform certain actions (offering, agreeing, receiving or giving a reward [bribe])?
In cases of crimes against sexual inviolability and sexual freedom of the individual:
- What are the main topics of correspondence between communicants?
- Are sexual topics, sexual activities discussed during the correspondence?
- Does the correspondence contain inducements to commit sexual acts?
- Does the correspondence contain linguistic signs of a threat? If so, which ones and to whom?
- Does the correspondence contain sexual conversations?
In cases related to violation of the law on advertising:
- Is the word X rude, abusive?
- Is the word X a stylistically reduced, jargon word?
- Does the advertising text contain statements in the form of promises?
- Does the advertising text compare X with products Y that are made by other manufacturers or sold by other sellers?
- If the ad contains a comparison, what is the basis for the comparison?
- Does the advertising text contain negative information about the products of competitors or about the competitors themselves?
- Does the advertising text contain constructions with the meaning of superiority?
- Does the materials provided for examination contain information about the provision of any sexual/intimate services for monetary reward?
Examination of video materials of procedural actions:
- • Does the interrogated person's speech during the procedural action, recorded on the presented video recording, contain his response remarks, the content of which was determined by the influence of the participants in the action? If so, what are the circumstances in these responses?
It is unacceptable to raise questions that imply the establishment of the reliability or falsity of testimony.
For the production of a forensic linguistic examination, the objects of research must be submitted without fail. At the same time, the requirements for materials submitted for examination depend on their type.
If it is necessary to study a written (printed) text published in a newspaper, magazine, collection, etc., it is necessary, if possible, to provide a complete edition (in this case, the focus of the publication, its rubrication, etc. is important).
If a spoken (oral) text is to be examined, the expert must be provided with an audio or video recording, as well as its verbatim content (transcript). The verbatim content of an audio or video recording is not an independent object, such an object is unsuitable (insufficient), since the verbatim content does not take into account the features of sound (primarily the intonation characteristics of speech), which play an important role in shaping the meaning of the sounding (oral) text.
If an electronic text is subject to investigation (publication on social networks, correspondence in instant messengers, comments, etc.
), it is necessary to provide screenshots of pages indicating the date and time (the moment of fixation), a protocol for examining written evidence. Also, the material must be submitted to the experts in electronic form. If during the period of the examination the material to be examined is in the public domain, it is advisable to provide the expert with permission to examine the material at its location (indicating the address of the Internet page).
Due to the fact that obscene words and expressions are often the object of linguistic examinations in cases of insult, the authorities appointing the examination often use an abbreviated form of recording such words using ellipses or other abbreviations (for example, b ... b, b ..., b *) . In this case, it is necessary to request from the body that appointed the examination, the literal (full) content of the entry.
The materials of the case (inspection) sent for the examination must contain a copy of the documents on the basis of which the inspection was initiated or the case was initiated (for example, a statement of an individual or legal entity), or the “controversial” statement should be specified in the decision, which will allow expert to understand the plot of the case.
