Word Recognition:
DAR Mastery Level 1-1
Introduction:
This strategy is designed to help students learn sight words—words that need to be recognized
immediately without the need for word analysis.
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Strategy: Repeated Reading of Words
Materials Needed:
TTS-WR-DAR 1-1-RR.pdf
Show the student the deck of ten Word Cards.
Say: Here are some new words. Before we learn to read some of them, I’d like to see how
many you already know. Read as many of these words as you can.
On the Student Record Form, record the student’s responses (beginning of lesson).
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For each word the student missed, place the card in front of the student. Point to the word.
Say: This word is ______. What is the word?
Repeat this procedure for each word the student missed, reading each word for the student and
asking the student to read each word after you. When you are finished,
Say: Now you point to the words and read them to me.
Give aid as needed. |
Pick up the cards and shuffle them. Place them in a row in front of the student.
Say: Now we’ll take turns. You’ll point to a word, and I’ll read it. Then I’ll point to a
word, and you’ll read it. Point to a word now for me to read.
Read the word indicated by the student. Then point to one of the remaining words.
Say: What is this word?
Give aid as needed. Continue taking turns pointing to words, reading them, and giving assistance
until all the words have been read at least twice. Mix up the cards and continue with the
procedure until the student seems to know the words. Then pick up the cards, mix them up, and
show them to the student one at a time. For each word,
Say: What is this word?
On the Student Record Form, record the student’s responses (end of lesson).
Interpreting and Using TTS Results:
Students need to be able to recognize sight words at a glance. Many high-frequency words
cannot be figured out phonetically and are difficult to learn. Many opportunities should be
provided to practice recognition of high-frequency words, both in isolation and in context, until
they become “sight words” for the student. Words learned with this strategy should be presented
in groups of six to ten at a time and reviewed frequently, along with new words being learned,
until they can be read at a glance. Word lists, flash cards, and simple games can be used for
practice with sight words in isolation. For practice with context, the student should be provided
interesting books at the appropriate level.
