![]() If I have a smaller class, I don’t need as many areas for them to go so 6 might work. I vary the number of stations based on my class size. Then my students use open choice selection to go to each station over the whole week. I set up 6-8 activities up using each table in my classroom, one activity per table. Every day I give my students 10-15 minutes of sight word themed centers to work solely and completely on sight words. The idea of sight word stations was born. I mean, I knew if they could read and write their required words, then they KNEW those words. My learners needed TIME to invest in learning to read and write basic sight words. I had all these ideas on ways I could help promote sight word retention in my classroom but I lacked the TIME to put my ideas together. Was it hands-on, fun, or meaningful to my students? NO. Similarly, I felt that math skills and number sense abilities were taught and practiced to mastery.īut what about sight words? I was using flashcards, readers, and booklets to teach and evaluate their progress. I was doing a good job with phonics skills by giving my students a plethora of activities over a long period of time using a variety of high-interest materials. The group determined that the areas that were “powerful” for promotion included phonics skills and awareness, math skills based on number sense, and sight words. ![]() But how do we as educators do this? How did I come up with the idea of Sight Word Stations?Ī few years ago I was helping my county piece together our report card. Rather sight words should be taught on a regular basis in a classroom and involve elements that interest your students and make them want to learn. There isn’t one lesson completed in a single day that teaches students sight words. Fry Sight Word Stations: Teaching sight words to children should be a fun, hands-on, and evolving process in any classroom.
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