Vocabulary-Sight+Word

**Vocabulary-Sight Word Strategy **

Rationale:
 I chose this strategy because I wanted my students to have a review on sight words and vocabulary words before we took our unit test. I also wanted them to activate their prior knowledge of the words to help them answer the questions.

Courses Implemented:
 This strategy was implemented in a second grade special education reading classroom that consists of three students ranging in reading ability. Two of the students have some memory difficulties.

Diverse Learners:
 The students love playing games and seem to be more engaged then just sitting there and talking about the words. Students who had difficulty were the students with memory problems because they couldn’t activate their prior knowledge of the words. They enjoyed the fact that they got to talk and move around the classroom. They used the material in the classroom for clues to give the students.

Procedure:
 
 * I told the students that we are going to review our sight words and vocabulary words from this past unit.
 * I told them that there is going to be a sight word or vocabulary word on one of their backs and the other students have to help and give them clues as to what the word is. When they know the word they shout it out.
 * <span style="font-size: 10pt; font-family: 'Courier New',Courier,monospace;">I modeled how this review is going to work with one of the other teachers in the room. The students then ask questions.
 * <span style="font-size: 10pt; font-family: 'Courier New',Courier,monospace;">We played the game. If a student cannot give a word we start giving more hints such as letters in word.

<span style="font-size: 10pt; font-family: 'Courier New',Courier,monospace;">Potential Issues:
<span style="font-size: 10pt; font-family: 'Courier New',Courier,monospace;"> <span style="font-family: 'Courier New',Courier,monospace; font-size: 10pt;">Students may not know how to give clues without telling them the answer. There should be a word bank of words from students to choose from or else it will be too difficult for this age level. Students may not be able to activate prior knowledge or remember the words which could become frustrating to them.

<span style="font-size: 10pt; font-family: 'Courier New',Courier,monospace;">References:
<span style="font-size: 10pt; font-family: 'Courier New',Courier,monospace;"> Harvey, S, & Goudvis, A (2007). //Strategies that work: Teaching comprehension for understanding and engagement//. Portland, ME: Stenhouse Publishers.