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LESSON

5 Development of Sight Vocabulary

OBJECTIVES:
By the end of this Module, the teachers are expected to:
Identify the different strategies in developing sight vocabulary among beginning readers;
Collaborate with colleagues to analyze the strategies used in the development of sight vocabulary amo
Fill-out a Sight Vocabulary strategy bank as to the actual usage of the strategy and learned strategies.
Craft lesson exemplar.

RECOGNIZE

Good morning class! Today, we

are going to read the following
words written on the board.
Good morning Ms. Kate. I am
excited to learn new words.

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The teacher will present and read the new words on the board. The class reads the word after the teacher.

after, again, what, they, with…

aafftteerr,, aaggaaiinn,, whhaatt,,

after, again, what, they, with… tthheeyy,, wiitthh…

John, can you please read the words on the board again? These are the words that we have read yesterday.
On the next day,
Aaaaffff???????? …… mmmm… Ma’am I cannot read the word?

After class. What strategies can I use to help them master/remember and fluently read these sight vo

My pupils seem to have not developed a mastery on reading the sight vocabulary I have presented yesterday.

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As a teacher what are the other problems or struggles have you encountered in teac

ELABORATE

Today, we will be learning about the different strategies in teaching sight

vocabulary. Before we dig deeper into the different strategies into teaching the sight

vocabulary, let us go back to the different phases on how students develop reading

skills.

According to the study of Linnea Ehri (2004) entitled Development of Sight

Word Reading: Phases and Findings, there are phases in which children develop their

ability to read. Teachers need to understand these phases as to be able to help children

develop their reading skill. These phases include:

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Phase 1: Pre-Alphabetic Phase

In this stage, children have little or no knowledge of the alphabet. The children in
this stage use picture cues, guessing and other context cues to identify the word.
However, they do not really read in this phase.

Phase 2: Partial Alphabetic Phase

In this stage, children already use letter-sound connection to identify or read the
word. Children at this stage often use the sound of the first letter of the word to
identify the word. In this level, teacher should reinforce letter-sound knowledge.

Phase 3: Full Alphabetic Phase

In this stage, children employ the letter and sound correspondence.
Children already have decoding skills to read unfamiliar words. teachers should
take note that at this stage, children can already read but tends to read the words
slowly.

Phase 4: Consolidated Alphabetic Phase

In this stage, children already use blends and digraphs and syllables in order to
read words. They do not primarily focus on the individual sounds of each letter.

Phase 5: Automatic Phase

In this stage, children develop fluency in reading. Most of the words are considered
sight words and the children already developed different reading strategies to read
the words with fluency and automaticity.

Reference: https://education.ufl.edu/ufli/files/2020/03/EhriPhases.pdf

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Now that we have already reviewed the different phases on how children read
words, let us now unravel the different strategies on how to teach children develop
sight vocabularies.

What is sight vocabulary?

Sight Vocabulary - words that children can read automatically. The child can readily identify
reading and comprehension becomes easier.

Are you aware of the different teaching strategies that are used in teaching and developing sight vocab
Yes, I already know and use strategies to help my pupils develop sight vocabulary. These include:
_
_
_

I am willing to learn new teaching strategies to help my pupils develop sight vocabulary.

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Sight Words Teaching Strategy

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STRATEGY PICTURE CLUES DESCRIPTION

A child sees the word on
the flash card and says the
A. SEE & SAY word while underlining it
with her
finger.
The child says the word
and spells out the letters,
B. SPELL READING then reads the word again.

The child says the word

and then spells out the
C. ARM TAPPING letters while tapping them
on her arm.

A child says the word,

then writes the letters in
A. AIR WRITING the air in front of the flash
card.

A child writes the letters

on a table, first looking at
B. TABLE WRITING and then not looking at
the flash card.

1. Teacher will identify

28 words that the learner
cannot read with
automaticity or fluency.
Reading Racetrack 2. The teacher will write
Instructions each sight word on a ½
(Rinalidi, Sells, & McLaughlin, 1997;
Sullivan, Konrad, Joseph, & Luu, 2013)
sheet of paper.
3. The teacher will
prepare 5 sets of
racetracks.
4. The teacher will
assign seven sight

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words to each of four

racetracks. The
fifth
racetrack is a review
racetrack.
5. On one racetrack, write
the first set of seven
words in each cell. The
selected seven words will
appear four times in
random order to fill the 28
cells of the racetrack.
Repeat this with three
other racetracks, using
seven different words
from the list of 28 total
words on each racetrack
until all
words have been used.

The following are additional tips for teaching sight words:

Introduce new sight words in isolation (i.e., the sight word by itself), but immediately follow this with repeate
Do not introduce two sight words that are similar or easily confused at the same time. For instance, “will” and
Provide brief (i.e., less than 10 minutes per session) but frequent sight word instruction, especially for beginn
Offer students numerous opportunities to practice and receive immediate, specific feedback. For example, if a

Other topics to work on and include are:

Games that can be used to reinforce newly learned sight vocabularies.
How to correct mistakes in reading sight vocabulary
Will include video materials/link that show teaching strategies in the development of sight vocabulary

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APPLY

How can I apply my learning on the development of sight vocabulary to help my stude

ACTIVITY 1

Think of a pupil that needs remediation on reading sight vocabulary. Make a lesson exemplar using th

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RO 10, s. 2020

I. Objectives
a. Most Essential Learning Competencies (MELC)
b. Enabling Competencies
II. Content
III. Learning Resources
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
d. Additional Materials from Learning Resource
B. List of Learning Resources for Development and
Engagement Activities
IV. Procedures
a. Introduction
How will you present the lesson to all types of learners?
b. Development
How will you develop the content as part of the enabling and
foundation skills? How will you develop learners’ mastery of the
given competency?
c. Engagement
What appropriate pedagogical or real-word tasks and learning
opportunities will be presented and implemented for all learners to
learn?
d. Assimilation
What are the ideas or contexts that will be assessed and processed
so that learners can assimilate and refine their knowledge, skills and
attitude/ values?

V. Reflection
I understand that .
I realize that .

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DEPLOY
During Community the Professional Learning
experiences teachersshare your
in the use of the different
strategies in the development of sight vocabulary with your learne
ACTIVITY 1: sharing your experiences.

1. What is/are the strategy/ies you used in the lesson?

2. What was your reason in choosing the said strategy?

3. What was the outcome in Using the strategy with

4. What was your pupil’s

feedback? Did he/she learn?
How does he/ she feel after
the lesson? Did he/she enjoy the lesson?

5. What are your experiences in using this strategy? Sh

struggles and your realizations.

6. Having watched the strategies used by your colleagues

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SIGHT VOCABULARY STRATEGY BANK

What are the sight What are the sight

vocabulary teaching vocabulary teaching
strategies that I am already strategies that I learned
using as a teacher? from my colleagues during
the conduct of the
professional learning
community?

What are the new sight vocabulary teaching strategies that I have
learned from this module?

REFERENCES

https://education.ufl.edu/ufli/files/2020/03/EhriPhases.pdf

https://iowareadingresearch.org/blog/teaching-sight-words

Module C | Lesson 5: Development of Sight Vocabulary