Sight Words in Sentences

Objective: Read as sight words the words introduced in the oral language
lessons.

Materials:
    Name flash cards from "Roll Call" lesson.
    Tagboard sentence strip with a sentence or tow which have already been
    learned in oral language class, e.g. My name is Maria Gomez.
    Tagboard word strips with additional words for each sentence, e.g. his, her.

    Pocket chart.
Procedures:
    Put the sentence strip "My name is Maria Gomez" up on the pocket chart and
    say, "The chart says 'My name is Maria Gomez.' Please read with me, 'My name
    is Maria Gomez.'" (The teacher points at each word as it is read.)
    Say, "Who can show me the wordMaria ?Good!
                Gomez ?Good!
                my ?Good!
                name ?Good!
                is ?Good!

    Say, "Now let's read it again. 'My name is Maria Gomez.'" Have your class
    read it in chorus and then have individuals read it.

    Cut off Maria Gomez and ask, "What does this say?" First have the group then
    individuals read it.

    Take the name flash cards for each of the other students and place them one
    at a time in the slot where Maria Gomez was. Have the students read the
    sentence with different names in it.

    Cut off the word my and ask who can read it. Have the group read it and then
    individuals read it.

    Take the name flash cards for each of the other students and place them one
    at a time in the slot where Maria Gomez was. Have the students read the
    sentence with different names in it.

    Write the word her on a piece of tagboard and put it in the slot where my
    was. Say, "This says, Her name is Maria Gomez." Have students read the
    sentence together and alone. Substitute the two words back and forth a few
    times, each time calling on a different student.

    Repeat steps 5 and 8 with his plus a man's name.

    Hold up the word is and have the students read it.

    Select the words My name is Maria Gomez, mix them up and have a student
    place them in proper sequence on the pocket chart. Have the class read it.
    Repeat step 11 with other combinations of words.

    If students have already had the introductory writing lessons, dictate
    sentences including various combinations of the words taught. Have the
    students write the sentence on the board after each dictation so students
    can check their work.