Lindamood-Bell® Professional Learning Community Sight Word Box School Partnerships PLC: Seeing Stars® Sight Word Box 4/19/2017 Lindamood-Bell® Professional Learning Community Sight Word Box Seeing Stars® Instruction Kathryn Winn February 17, 2014 ©2014 Lindamood-Bell Learning Processes

A Word or Two About Sight Words School Partnerships PLC: Seeing Stars® Sight Word Box 4/19/2017 A Word or Two About Sight Words With the symbol imagery base developed, or developing, as we overlap Seeing Stars steps, the next logical goal is to apply symbol imagery to the establishment of a sight word base for reading. But, instant word recognition requires that the underlying sensory-cognitive processes of phonemic awareness and symbol imagery are in tact. ©2014 Lindamood-Bell Learning Processes

A Word or Two About Sight Words School Partnerships PLC: Seeing Stars® Sight Word Box 4/19/2017 A Word or Two About Sight Words Your goal is to put a minimum of 300 words in the student’s memory, to be retrieved instantly. Usually learned in first and second grade. English recycles a relatively small number of words over & over. The first 1,000 most frequently used words are seen in roughly 72% of the individual words in any English text. The first 10 most frequently used words are found in roughly 23%. ©2014 Lindamood-Bell Learning Processes

Dolch Words Guidelines School Partnerships PLC: Seeing Stars® Sight Word Box 4/19/2017 Dolch Words Guidelines Only meant to provide a road map and sequence for helping students acquire the words they will encounter frequently in their reading. Star Words Recognized Level 0–75 Pre-primer 76–120 Primer 121–170 First 171–210 Second Above 210 Third ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: Seeing Stars® Sight Word Box 4/19/2017 The Star Words Star Words are ordered for both frequency and syllable complexity. Example: The first 100 Star Words are primarily VC or CV words. Example: The word and comes a little later on the list because of its VCC pattern, even though it is one of the more frequently used words. What words go in the SWB? Words that are self-corrected Words that are somewhat slow or very slow Words that are spit and grunted out Any word not read INSTANTLY! ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: Seeing Stars® Sight Word Box 4/19/2017 Word Recognition Phonological processing does not make a reader. The integration of good word attack skills with sight words, with context, with vocabulary, and with comprehension makes a reader! Instant word recognition requires that the underlying sensory-cognitive processes of phonemic awareness and symbol imagery are in tact. The goal for sight words is instant recognition, not phonetic processing. Instant recognition requires concentrated, consistent exposure. ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: Seeing Stars® Sight Word Box 4/19/2017 The Reading Circles A Paradigm of Integration Sensory-cognitive functions for the component parts of reading. Comprehension Auditory Visual PA & SI SI Word Attack Word Rec. Language Contextual Reading Vocabulary ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: Seeing Stars® Sight Word Box 4/19/2017 The Visual Circle It represents a memorized sight vocabulary. Its development depends on two foundational processes: PA and SI. Automaticity in phonemic awareness and confident word attack skills support the development of sight vocabulary but do not guarantee it. Imagery and memory have a documented relationship, and the ability to image symbols (letters) is a necessary function underlying the acquisition of sight words. ©2014 Lindamood-Bell Learning Processes

Steps to Develop Sight Words School Partnerships PLC: Seeing Stars® Sight Word Box 4/19/2017 Steps to Develop Sight Words for the Visual Circle Capture and Categorize Capture from the Star Words list: any words not recognized IMMEDIATELY. Put on cards and categorize them in to “slow,” “medium,” and “fast” piles. Not all cards start in slows. Symbol Image Do SI exercises to put in visual memory. Reinforce Reinforce repetitively, moving words from slows to fasts. ©2014 Lindamood-Bell Learning Processes

Repetitive Reinforcement School Partnerships PLC: Seeing Stars® Sight Word Box 4/19/2017 Repetitive Reinforcement Practice words, after doing SI exercises, until they are recognized immediately, automatically. Activity: Practice doing SI exercises on a few words. What are good SI exercises to do with irregular words? The words need to be seen many times throughout the reinforcement. We should be able to read at the same speed we are able to talk. ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: Seeing Stars® Sight Word Box 4/19/2017 Games Tic-Tac-Toe Take a Step or Read and Step Wake Up and Put to Sleep Mine or Yours Others? Page 144- 148 in SI manual ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: Seeing Stars® Sight Word Box 4/19/2017 Group Instruction Establishing an extensive sight word base for each student is important. If you cannot do individual SWBs, you can do one for the group. During repetitive reinforcement, you need to be very observant regarding which words are difficult for which students. Offer more stimulation to that student for the given words. All of the games can be done easily with groups or you can put them in to a PowerPoint. ©2014 Lindamood-Bell Learning Processes

Sight Words / Star Word Box School Partnerships PLC: Seeing Stars® Sight Word Box 4/19/2017 Sight Words / Star Word Box Other Tasks During Sight Word Review Other students review their words independently by: decoding (silently), air-writing, spelling the word on paper, and checking the word to make sure it matches. You choose 5–10 words for them to write 1–5 times each (depending on age/ability). Have students occasionally review graduates by doing the above process or using words in a sentence. ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: Seeing Stars® Sight Word Box 4/19/2017 SWB Practice ACTIVITY: Capture and categorize from a list of words. Practice SI exercises and repetition—play games! ©2014 Lindamood-Bell Learning Processes