Teach sight words faster - The Phonics Page Reading/Resources/Teach sight words faster.pdfand...
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Copyright ©2017 by 40L, www.40Lorg. May be reproduced for educational use. Teach sight words faster Best practices from brain research, science We will look at what recent brain research has found about reading, and how to apply that to learning to read. Then, there is a 52 week plan to learn over 200 sight words based on best practices from scientific research. Recent brain research has found that the adult brain of good readers does not process words as wholes, but instead, as Stanislas Dehaene explains in his article, The Massive Impact of Literacy on the Brain, by analyzing the individual letters and letter teams at the same time in a "massively parallel architecture." 1 The speed of this parallel processing led early researchers to believe that the brain was processing the words as a whole, but recent brain research using more powerful technology has found the opposite. You can find many of Stanislas Dehaene’s articles online 2 , and his videos and other videos about reading and the brain can be found on one of 40L’s YouTube playlists. 3 Recent advances in brain scans have enabled scientists to see what is happening as the human brain reads, capturing what is going on in the brain millisecond by millisecond. The ability of the brain to translate letters into meaningful words is amazing, and harder than it seems. First, the brain has to recognize letters. While this seems simple to an adult, it is actually a complex task that is hard for computers to replicate. The human brain can quickly and effortlessly translate hundreds of different fonts and thousands of different handwritten letters, some of them messier than others [messy writing], into the letters of the alphabet. It is hard to train computers to recognize so many fonts and even harder for a computer to recognize messy writing. Then, the letters are translated into sounds so fast that the adult mind thinks that it is recognizing them as wholes, when in fact, each letter and letter team is being processed in parallel. 4 As this happens, the sounds of the word almost instantaneously light up the 1 Dehaene, Stanislas, "The Massive Impact of Literacy on the Brain and its Consequences for Education," Human Neuroplasticity and Education, 2011, p. 23 [Note: Stanislas Dehaene's 2009 book "Reading in the Brain" has a more detailed explanations and compares many different studies.] 2 Selected publications of Stanislas Dehaene: http://www.unicog.org/biblio/Author/DEHAENE-S.html 3 40L’s YouTube Playlist, “Your Brain on Reading:” https://www.youtube.com/playlist?list=PLJLxBWdK_5l1u9v4FTXD3CXgCBIGeSZpM
Transcript of Teach sight words faster - The Phonics Page Reading/Resources/Teach sight words faster.pdfand...
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TeachsightwordsfasterBestpracticesfrombrainresearch,science
Wewilllookatwhatrecentbrainresearchhasfoundaboutreading,andhowtoapplythattolearningtoread.Then,thereisa52weekplantolearnover200sightwordsbasedonbestpracticesfromscientificresearch.Recentbrainresearchhasfoundthattheadultbrainofgoodreadersdoesnotprocesswordsaswholes,butinstead,asStanislasDehaeneexplainsinhisarticle,TheMassiveImpactofLiteracyontheBrain,byanalyzingtheindividuallettersandletterteamsatthesametimeina"massivelyparallelarchitecture."1Thespeedofthisparallelprocessingledearlyresearcherstobelievethatthebrainwasprocessingthewordsasawhole,butrecentbrainresearchusingmorepowerfultechnologyhasfoundtheopposite.YoucanfindmanyofStanislasDehaene’sarticlesonline2,andhisvideosandothervideosaboutreadingandthebraincanbefoundononeof40L’sYouTubeplaylists.3Recentadvancesinbrainscanshaveenabledscientiststoseewhatishappeningasthehumanbrainreads,capturingwhatisgoingoninthebrainmillisecondbymillisecond.Theabilityofthebraintotranslatelettersintomeaningfulwordsisamazing,andharderthanitseems.First,thebrainhastorecognizeletters.Whilethisseemssimpletoanadult,itisactuallyacomplextaskthatishardforcomputerstoreplicate.Thehumanbraincanquicklyandeffortlesslytranslatehundredsofdifferentfontsandthousandsofdifferenthandwrittenletters,someofthemmessierthanothers[messywriting],intothelettersofthealphabet.Itishardtotraincomputerstorecognizesomanyfontsandevenharderforacomputertorecognizemessywriting.Then,thelettersaretranslatedintosoundssofastthattheadultmindthinksthatitisrecognizingthemaswholes,wheninfact,eachletterandletterteamisbeingprocessedinparallel.4Asthishappens,thesoundsofthewordalmostinstantaneouslylightupthe
1Dehaene,Stanislas,"TheMassiveImpactofLiteracyontheBrainanditsConsequencesforEducation,"HumanNeuroplasticityandEducation,2011,p.23[Note:StanislasDehaene's2009book"ReadingintheBrain"hasamoredetailedexplanationsandcomparesmanydifferentstudies.]2SelectedpublicationsofStanislasDehaene:http://www.unicog.org/biblio/Author/DEHAENE-S.html340L’sYouTubePlaylist,“YourBrainonReading:”https://www.youtube.com/playlist?list=PLJLxBWdK_5l1u9v4FTXD3CXgCBIGeSZpM
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meaningareasofthebrain.Foramoretechnicalexplanationofthisamazingprocess,readDehaene’s“ReadingintheBrain.”InLanguageattheSpeedofSight,cognitiveneuroscientistMarkSeidenbergstates,
Thereisaprofounddisconnectionbetweenthescienceofreadingandeducationalpractice.Verylittleofwhatwe’velearnedaboutreadingasscientistshashadanyimpactonwhathappensintheschoolsbecausetheculturesofscienceandeducationaresodifferent.Thegulfbetweenscienceandeducationhasbeenharmful.Alookatthesciencerevealsthatthemethodscommonlyusedtoteachchildrenareinconsistentwithbasicfactsabouthumancognitionanddevelopmentandsomakelearningtoreadmoredifficultthanitshouldbe.Theyinadvertentlyplacemanychildrenatriskforreadingfailure.Theydiscriminateagainstpoorerchildren.5
YoucanfindmoreinformationonMarkSeidenberg’swebsite6andinhisbook.Formoreabouthowandwhythisdisconnectbetweenscienceandeducationharmspoorandminoritystudents,watch40L’sYouTubevideo“ClosingtheReadingGap.”7My23yearsasavolunteerliteracytutorhavetaughtmejusthowimportantagoodphonicsbaseisforeveryone,butespeciallyformydisadvantagedstudents.Thegenerallyrecommendednumberofsightwordsthatteacherssuggestayoungstudentcanlearnbysightis2wordsperweek.Withphonics,youfirstneedtospendafewweekslearningthelettersoundsandthenafewmoreweekslearningtoblendthesesoundstogethertomakewords.We’llcomparehowmuchyoucanlearnattherateofafewsoundsorwordperweek,comparingteachingthemostcommonlytaughtsightwordsaswholesbysightversesteachingthemwithphonics.4FromStanislasDehaene’sbook“ReadingintheBrain,”page107:“Theconversionofaletterintoasoundstartsonly225millisecondsaftertheletterfirstappearsontheretina,anditscompatibilitywithaspokensoundisrecognizedafterabout400milliseconds.”5Seidenberg,Mark.LanguageattheSpeedofSight,BasicBooks,2017,page9.6MarkSeidenberg’swebsiteabouthisbook,“LanguageattheSpeedofSight:”https://seidenbergreading.net/contact/740L’sYouTubevideo“ClosingtheGapinReading:”https://www.youtube.com/watch?v=zORKu1F5wx0
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Asyoucanseeonthisfirstgraph,initiallythesightwordmethodlooksfaster.
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But,onceyougetpastthebasicsoflearningthelettersoundshowtoblendthemtogether,phonicsisfasterandmoreefficient.Thenewreaderwillinitiallysoundoutwordsslowlyandhaltingly,butwithpractice,thisprocessgetsfasterandfasteruntileventuallytheywillbeabletosoundthemoutsofastthattheytoowillthinktheyarereadingthemaswholes,butscienceprovestheopposite,thattheyarebeingdecodedassoundslightningfastinparallel.Itcantakeafewyearsofpracticetoachievethisspeed.
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1 2 3 4 5 6 7 8 9101112131415161718192021222324
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Bytheendof52weeks,phonicsnetsyoutwiceasmanywordslearnedvs.learningthemaswholesbysight.
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Moreover,thebenefitsofphonicsaremagnified,phonicsisevenmorepowerful.Attheendof16weeks,youhavetheabilitytosoundout10,000additionalwords.Attheendofweek20,youaddanadditional5,000words.
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Bytheendof52weeks,withphonics,youhavetheabilitytosoundoutthousandsandthousandsofadditionalwords.So,yourprogressismagnifiedandmultiplied.
Learningsightwordsaswholescanalsoleadtoconfusion.Whenyouarelearningbyshape,wordsthatlookalikeareeasilyconfused.Forinstance,lookatthefollowingwords,asmallsubsetoftheeasilyconfusedsightwords:be-by-buy-bigcome-came-canthey-then-themTheyareeasilyconfusedifyouarenotlookingateveryletterandsoundingthemout.Almostallofmyremedialstudentshavelingeringconfusionproblemswithsomesightwords,butespeciallybetween“they,”“then,”“than,”and“them.”Formoreaboutthis,seeRaymond E. Laurita's article, Basic Sight Vocabulary - A Help or A Hindrance?Theproblemsfromguessingoftendonotshowupuntilafewyearslaterwhenmorecomplextextisused,anotherreasonsightwordsarestilltaughtbesidesthedisconnectbetweeneducationschoolsandresearch.Allmyremedialstudentshavehadsomedegreeofguessingproblemsanddifficultysoundingoutcomplexmulti-syllablewords.
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Youcaneasilyavoidtheseguessingproblemsandconfusionbyteachingthesightwordswithphonics.About70%ofthemarecompletelyregularandneednorulesorexplanationtoteach.Allbut5ofthemostcommonlytaught220Dolchsightwordsand100FryInstantwordscanbeeasilytaughtwithphonicsbyteachingafewsimplerulesandpatterns.Seethedocumentsandvideoslinkedinfootnotes9–14ofthisdocumenttolearnhow.AgoodphonicsprogramlikePhonicsPathwaysorthefreetoprintBlendPhonicsorWordMasterywillalsoteachmostofthesesightwordswithphonics.Tomakesureyou’regettingagoodsoundphonicsprogramwithoutalotofsightwordstaughtaswholes,useonerecommendedby40L,byDonPotter,orbytheNationalRighttoReadFoundation.8Thefastest,mostefficientwaytolearnthesightwordsiswithphonics.Learningthemwithphonicswillalsopreventlaterconfusionandguessingproblems.Plus,yourbrainwillthankyou.840L’slistofgoodphonicsprograms:http://www.thephonicspage.org/On%20Reading/phonicsandspelli.htmlDonPotter’slistofgoodphonicsprogramsandotherphonicsinformation:http://www.donpotter.net/education_pages/reading-instruction.htmlTheNationalRighttoReadfoundation’slistofrecommendedphonicsprograms:http://www.nrrf.org/resources/#featured-products
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52WeekSightWordTeachingPlanWeek1–4.Teachlettersounds.AneasywaytolearnthebasiclettersoundsistoplayLeapfrogsDVD“Talkingletterfactory”dailyforafewweeks.Youcanalsouse40L’sfreetoprintvowelandconsonantchartsandcards.9DonPotterhasagoodvideoshowinghowtolearnthesoundsusingaPhonovisualchart,achartsimilarto40L’sfreetoprintchart.10Week4–8.Workonoralblending,whenitismastered,startonawhiteboardoruse40L’scardsormagneticletterstosoundoutsimple2letterwordslistedforweek9.Watchthevideoson40L’sYouTubePre-ReadingSkillsPlaylistfororalblendingideasandfunwaystoteachblending.1140L’sBlendingPagehasmoreblendingideas.12
Week9.Learntoblendandreadthefollowing2letterwords.Theyareallshortbecausetheyendinaconsonant.Youcanwatch40L’svideo“KnowSightWords#1–ShortVowels”tohelpteachthesesounds.13an,am,atin,it,ifonup,usWeek10.Teachthese3lettershortvowelwords,19additionalwords.Theyareallshortbecausetheyendinaconsonant.had,can,ranyes,get,let,red,tenbig,did,him,sit,sixgot,hot,notrun,cut,but940L’svowelandconsonantchartsarefreetoprint:http://www.thephonicspage.org/On%20Reading/Resources/40LChartsCombined.pdf10DonPotter’sPhonovisualChartforKidsYouTubevideo:https://www.youtube.com/watch?v=OBdyTR-dqxw&feature=youtu.be1140L’sPre-ReadingSkillsYouTubeplaylist:https://www.youtube.com/playlist?list=PLJLxBWdK_5l3aBN-qowg2u8BdGYM64pTi1240L’sBlendingPage:http://www.thephonicspage.org/On%20Reading/blendingwords.html1340L’sYouTubevideoKnowSightWords#1–ShortVowels:https://www.youtube.com/watch?v=Eed_-elWl6k&t=6s&index=5&list=PLJLxBWdK_5l2AdSYtPS1d426P8rIv66eT
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Week11.Doubleconsonantffhasthesamesoundasasinglef.Reviewallshortvowelwords.offWeek12-13.Consonantswillblendtogether,see40L’sblendingpage(linkinfootnote12)forexplanationsofhowsoundscombinewhentheyblend.and,ask,fastwent,bestitsstop,longjump,just,mustWeek14.Thisweekyouwillteachshandendingckask.See40L’sSightwordpage,40L’s“SightWordsbySound”documentand40L’sKnowSightwordsYouTubeseriesforhelpteachingthesesounds.14(Theselinksalsocoverhowtoteachtheremainingsoundsforweeks15–52.)YoucanalsouseanygoodbeginningphonicsprogramsuchasDonPotter’sfreetoprintBlendPhonicsortheinexpensive“PhonicsPathways”byDeloresHiskestolearnhowtoteachusingphonicsandincorporateadditionalwordsinyourlessons.black,pickwishWeek15.Teachthesoundsofthandwh.that,thanthen,themthiswhenWeek16.Teachchandendingth.much,which,with
1440L’sSightWordpage:http://www.thephonicspage.org/On%20Reading/sightwords.html40L’s“SightWordsbySound,”freetoprint:http://www.thephonicspage.org/On%20Reading/Resources/Sight%20Words%20by%20Sound1.pdf40L’ssightwordYouTubevideos,includingthe“KnowSightWords”series:https://www.youtube.com/playlist?list=PLJLxBWdK_5l2AdSYtPS1d426P8rIv66eTDonPotter’sfreetoprintBlendPhonics:http://www.donpotter.net/education_pages/blend_phonics.html
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Weeks17–18.Wordsandsyllablesendinginavowelarelongandthevowelwillsayitsname.Alsoteachsh,th,andendingyasIinshortwords.(Whenyisavowel,itusuallyactsasanIexceptwhenitisinanunaccentedsyllableattheendofaword.Rulesforwhentheword“the”schwasshouldbetaughtlaterandareexplainedintheSightWordsbySounddocument.)abe,he,me,she,we,theIgo,so,nomy,try,why,by,flyWeeks19–21.Silentewords.Youmayhavetocompareandcontrastandunderlinetheeandthevowel,forexample,matvs.mate,capvs.cape,petvs.Pete,hopvs.hope,etc.Atthebeginningofworkonsilentewords,therecanbeaconfusionbetweentheseandtheshortvowelwords,youwillneedtoreviewshortvowelwordsandcompareandcontrastthetwo.Iwouldpersonallyalsoteachlongo,e,andusilentewords,addingafewsuchashope,note,Pete,cute,andcube.(Seesightwordsbysounddocumentforhowtoteachlongu,itcaneitherbeyoooroo.)ate,came,made,make,take,gavefive,like,ride,time,whiteWeek22.Theletterteameeishighlyregularandisusuallyveryeasytoteach.see,green,keep,sleepthreeWeek23.Theletterteameaasitsprimarysoundoflonge.eat,clean,each,read*(readcanalsobeshortedependingoncontext)Week24.Theletterteamsayandeyaslonga.Personally,Iwouldalsoteachaiandeiasinmailandveinandaddafewextrawords.say,may,day,way,playtheyWeek25.Theletterteamigh.ThisisnotasilentghbutaletterteamworkingtogethertokeeptheIlong.light,rightWeek26.Theletterteamowaslongo.grow,show,own,yellow
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Week27.Theletterteamsueandewaslongu.Iwouldpersonallyaddinafewwordssuchasfew,new,andglue.Youcanalsoteachuiaslonguasinfruit.blue,newWeek28.Thesearelcontrolledvowels.all,call,fall,smalltell,well,helpWeek29.Morelcontrolledvowels.willfull,pullWeek30.Thesoundofninngandnk.(Differentfromthenormalsoundofn.)sing,bring,goingdrink,thinkthankWeek31.Theletterteamsouandowas“ou.”out,found,roundhow,now,down,brownWeek32.Theletterteamaw.Youcouldalsoteach“au”asinautumnandfaun.saw,drawWeek33.Longandshortoo.good,looktoo,soonWeek34.Thesearercontrolledvowels.far,start,partor,for
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Week35.Morercontrolledvowels(Dividebetweentwoconsonants,syllablesendinginaconsonantareshort.Ifthesetwosyllablewordsaretoodifficult,adddashesasinaf-terandbet-terorsaveuntilthestudentisolder.)firstherhurtafter,better,underWeek36.MorercontrolledvowelsourhereWeek37.Thesehavewcontrol.want,wash,walkWeek38.Morewcontrol.Iwouldpersonallyaddafewmoreofeachtypesuchaswarpandworld.warmworkWeek39.Schwa,unaccentedsyllablesoftenschwa,especiallybeginningunaccenteda.again,about,around,away.Week40.Schwa,see40L’sSightWordsbySounddocumentforexplanation.come,some,done,fromWeek41.Schwa.whatotherWeek42.Thesehavesasz,“does”alsohasaschwa.Thisisbecausesandzareconsonantpairs.as,hasis,hisdoes
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Week43.Moresasz,wasandofschwaandhavetheirconsonantpairsubstation(Thelettersfandvarealsoconsonantpairs,thisiswhy“of”ispronounced“uv”andwhyleafchangestoleaves.)herswasofWeek44.Moresaszinending–se.please,thesethoseuseWeek45.Abittricky,alreadylearnedpatterns.alwaysgoesWeek46.Endingv.(Livecanbeeithershortorlongdependingoncontext.)havegive,live*Week47.Vowelchanges,oasoo.(Intodividesbetweentwoconsonants.)to,dointoWeek48.Vowelchanges.becausebeenWeek49.Vowelchanges.couldprettyWeek50.Vowelchanges.putsaidshallyou
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Week51.Vowelchanges.bothany,manyWeek52.LongvowelinwordswithIorOfollowedby2consonants.kind,findold,cold,holdToteachtheremaining220Dolchand100Frysightwordsnotyettaught(35words),see40L’sSightWordsbySounddocument(footnote14)foradetailedexplanationonhowtoteachthem,includingsyllabledivisionrules.Youcanalsoseehowtoteachthemallin40L’s“KnowSightWords:Summary”YouTubevideo.15
silent letters
r exceptions irregular
true sight 2 syllable other
open don't
would carry two one over know
buy once
*read
write four
myself eight your laugh
who
little
every
are
funny more their
before
today
there
together
people where
never
very
seven
upon
only
1540L’sKnowSightWordsSummarymovieavailableat:https://www.youtube.com/watch?v=8V1d_VmbFik&index=3&t=7s&list=PLJLxBWdK_5l2AdSYtPS1d426P8rIv66eT
