As I said in this post, I am starting to use the Orton Gillingham approach to help my struggling readers.
A big issue with my students is sight words. They just can’t get them down.
When I introduce a new sight word, I color code it either green, yellow, or red.
Green words can be sounded out (cat)
In Yellow words the students should be able to find a chunk of a shorter word they already know (“fun” in funny)
Red words are words that have to be memorized because they are non-phonetic (to, of)
After I introduce the new sight word (color-coded) and we do some practice activities with it (foldables/multi-sensory activities), I have the students write it down on either a green, yellow, or red notecard. We punch a hole in the card and add it to their learned word ring.
Atleast every other day, I will “quiz” the students on their learned word rings.
If they get a word correct, they get a line on the left. If they are incorrect they get a dot on the right. The goal is to get 4 consecutive lines and a slash (5 total). Once they do this, they can remove the word from their ring, dated, and filed away. Every once in a while, I will take out the filed words and quiz the students. Any they get incorrect go directly back on the ring.
This system seems to really help my students because it takes out the frustration of determining whether or not they should attempt to sound the word out or whether they need to just memorize it. They love their rings, especially when they get to take a word off!