Set 4, Book 7

Lesson One

• Review sight words: A, a, to, so, O.K., into, was, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, we, toes, Ahh, Ohh, my, are, what, want, have, were, don't, head, your, good, rain, me, he, by, be, too, little, want
• Introduce new sight word: yellow
• Review appropriate sections in the binder.
• Read: Set 4, Book 7 ("Jumper and the Clown") pp. 1-3

I actually wrote "yellow" with blue ink, and then colored over it in a sort of rectangle shape with a yellow pencil. I don't usually use visual cues, but so many of our color words do not follow the more common rules, so I tried it. Because I don't use a lot of gimmicks, she thought it was fun.

Lesson Two

• Review sight words: A, a, to, so, O.K., into, was, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, we, toes, Ahh, Ohh, my, are, what, want, have, were, don't, head, your, good, rain, me, he, by, be, too, little, eyes, want, yellow
• Introduce new sight words: orange, purple, blue, green, borwn, black, red, hair
• Review appropriate sections in the binder.
• Read: Set 4, Book 7 ("Jumper and the Clown")  pp. 4-9

Obviously, red is not a sight word, but I put it on the list anyhow. I wrote each color using a colored pencil (purple was written in the color purple, is what I mean). Daughter A. not only caught on quickly this way, but it's been a few months now, and she still recognizes the words when she sees them, even though we don't use this crutch any longer.

That is the think with crutches: you gotta get rid of them eventually. No one wants to walk funny forever, even if it helps when you're injured.

Lesson Three

• Review sight words: A, a, to, so, O.K., into, was, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, we, toes, Ahh, Ohh, my, are, what, want, have, were, don't, head, your, good, rain, me, he, by, be, too, little, eyes, want, yellow, orange, purple, blue, green, borwn, black, red, hair
• Introduce new digraph: ay
• Introduce new sight words: their, old, another
• Review appropriate sections in the binder.
• Read: Set 4, Book 7 ("Jumper and the Clown") pp. 10-ff

Click here for tips on teaching the ay digraph.

Lesson Four

• Review sight words: A, a, to, so, O.K., into, was, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, we, toes, Ahh, Ohh, my, are, what, want, have, were, don't, head, your, good, rain, me, he, by, be, too, little, eyes, want, yellow, orange, purple, blue, green, borwn, black, red, hair, their, old, another
• Review appropriate sections in the binder.
• Introduce new sight word: almost
• Read: Set 4, Book 7 ("Jumper and the Clown")  pp. all

Digraph #7: ay

Today's sound is ay. "A Y says aaaaayyyyy," I say.

And here is the card for your binders:

ay

_______

day

way

say

play

This is a digraph that you can have some fun with, playing rhyming games and such. Don't be afraid to enjoy new words with your students.

First Grade Set, Book 6

Lesson One

• Review sight words: A, a, to, so, O.K., into, was, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, we, toes, Ahh, Ohh, my, are, what, want, have, were, don't, head, your, good, rain, me, he, by, be, too, little, want
• Review appropriate sections in the binder.
• Read: Set FG, Book 6 ("Come In") pp. all

Lesson Two

• Review sight words: A, a, to, so, O.K., into, was, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, we, toes, Ahh, Ohh, my, are, what, want, have, were, don't, head, your, good, rain, me, he, by, be, too, little, eyes, want
• Review appropriate sections in the binder.
• Read: Set FG, Book 6 ("Come In")  pp. all

On Sight Word Review

If you recall, when I first began this blog I wasn't using the same binder system that I am using now. What you see reflected in the current lessons is only slightly different, but it is designed for the new, improved binder system, which has been working really well for us for about a year-and-a-half now.

I'm never going back!

What I have struggled with over the past year is what to do with the sight words. Obviously, the way the lessons are written up, it looks like I have a separate sight words section in the binders. Which I did, with Daughter A. at least.

With Daughter Q., I decided to experiment once I set up her "real" binder system (which I don't do right at the beginning when they are only learning basic sounds) and began writing the sight words on cards, just like I did with the various sound combinations. Depending on how big I wrote, I'd usually end up with eight to twelve sight words per card. I began rotating those small lists through the binder system, just like I do the phonics sounds, and I'm really happy with the way it is working. Every once in a while, when we learn a sound rule that matches a sight word, we hunt down the card and cross it off, which has been a nice little ritual for us.

Anyhow, I'm not going to go back and rewrite all of the lessons, but I wanted you all to know what I'm actually doing. Daughter A. is still working off of the lists because I am too lazy to go through and redo her binder. Daughter Q. is using sight words written on cards. Both work fine, but I really like using the cards better.

What have you all been doing for your sight words?

First Grade Set, Book 5

Lesson One

• Review sight words: A, a, to, so, O.K., into, was, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, we, toes, Ahh, Ohh, my, are, what, want, have, were, don't, head, your, good, rain, me, he, by, be, too, little, want
• Review appropriate sections in the binder.
• Read: Set FG, Book 5 ("What is That?") pp. all

Lesson Two

• Review sight words: A, a, to, so, O.K., into, was, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, we, toes, Ahh, Ohh, my, are, what, want, have, were, don't, head, your, good, rain, me, he, by, be, too, little, eyes, want
• Review appropriate sections in the binder.
• Read: Set FG, Book 5 ("What is That?")  pp. all

If you are following the same order I've been using, chances are your student will find a number of the First Grade books to be a breeze. However, a lot of students find the Set 4 books to be difficult to get through. I find that alternating them--one harder, Set 4 book, one easier, First Grade book (or even two First Grade books)--is the most encouraging order for the student.

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