Học tiếng anh qua SIGHT WORDS những từ thông dụng, thường gặp nhất trong tiếng Anh Đây cũng là cách mà người bản ngữ rất chú trọng trong quá trình dậy cho trẻ thuần thục sớm. Nhận Diện được SIGHT WORDS sẽ giúp trẻ học, đọc nhanh hơn và hiểu rõ hơn những gì mình đang học, đọc.Với bộ sách này ngay cả ba mẹ không biết tý gì về tiếng anh cũng có thể đồng hành cùng con mỗi ngày
by Lisa Cestnik and Jay Cestnik NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY MEXICO CITY • NEW DELHI • HONG KONG • BUENOS AIRES 100 Sight Word Mini-Books © Cestnick & Cestnick, Scholastic Teaching Resources to Jay’s mother, Frances Cestnik, for her generous spirit Acknowledgments Foremost, we thank Professor Dale Willows, who saw the first versions of these mini-books in 1999 and encouraged us as we developed one hundred We thank the students and teachers in Toronto schools who helped to field-test this resource and the Ontario school boards that adopted early editions We thank family and friends for their assistance, particularly our sisters, Mary and Stephanie We thank Liza Charlesworth and Scholastic for selecting our manuscript, and our editor, Kama Einhorn, for her contribution Scholastic Inc grants teachers permission to photocopy the reproducible pages from this book for classroom use No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012 Cover and interior design by Holly Grundon Cover and interior illustration by Jay Vincent Cestnik ISBN: 0-439-38780-9 Copyright © 2005 by Lisa Cestnik and Jay Cestnik Published by Scholastic Inc All rights reserved Printed in the U.S.A 10 40 14 13 12 11 10 09 08 07 06 05 100 Sight Word Mini-Books © Cestnick & Cestnick, Scholastic Teaching Resources Contents Introduction Using This Book Level a 13 the 14 I 15 am 16 and 17 my 18 me 19 how 20 can 21 you 22 see 23 we 24 he 25 she 26 it 27 is 28 to 29 in 30 this 31 that 32 of 33 her 34 his 35 they 36 all 37 Level are 38 at 39 be 40 by 41 42 eat 43 for 44 get 45 go 46 it’s 47 keep 48 like 49 make 50 no 51 off 52 or 53 put 54 read 55 saw 56 so 57 take 58 us 59 very 60 was 61 your 62 The Sight Words Activities & Extensions 10 Level an 63 as 64 come 65 did 66 found 67 from 68 had 69 has 70 into 71 know 72 look 73 made 74 not 75 now 76 one 77 our 78 said 79 some 80 two 81 use 82 want 83 went 84 what 85 will 86 with 87 Level about 88 after 89 because 90 before 91 does 92 don’t 93 give 94 goes 95 have 96 here 97 if 98 its 99 just 100 than 101 their 102 them 103 then 104 there 105 too 106 were 107 when 108 where 109 who 110 why 111 would 112 100 Sight Word Mini-Books © Cestnick & Cestnick, Scholastic Teaching Resources Welcome to 100 Sight Word Mini-Books! A n experience I had teaching led me to realize the need for a resource that teaches high-frequency words in a visual manner It happened like this: One day, a first grader asked me to print the word rain in his personal dictionary Just as I was about to write it in, there it was, on the page already! If there had been a picture beside the word, I thought, he would not have asked how to spell rain a second time It made me wonder why children didn’t use picture dictionaries more often I began studying picture dictionaries, old and new Most of them were collections of concrete nouns Some contained a few verbs and adjectives But rarely did they illustrate challenging words such as of, too, why, was, or who Before word walls started to appear, it was a common practice, in classrooms that I visited, for teachers to post lists of words like these My research led me to the Dolch list of sight words and several subsequent variations (There seemed to be more agreement on which words to include on a list than on what to call them: sight words, high-frequency words, primer words, instant words, core words, tricky words, puzzle words.) According to many reading experts, one hundred of these words constitute 50 percent of what children read and write in the early years Experts also recommend that these abstract words be taught in context Many have irregular spelling and multiple uses, which make them difficult to learn They are generally considered “unpicturable.” That’s why they weren’t in the picture dictionaries! At this point, I enlisted my husband, an illustrator, to help me design a series of worksheets We started by portraying sight words alphabetically in brief, common phrases and sentences Then, I thought about composing four-line verses so that children could recite the sight words in a chant, for example, “See that hamster? See that dog? See that fish? See that frog?” The repetition, rhythm and rhyme, together with the pictures, would make the lessons fun and more memorable In 1998, I noticed teachers adding word walls to their classrooms Word walls are valuable tools because they give children exposure to sight words But some children require more support than letters alone can provide Like training wheels 100 Sight Word Mini-Books © Cestnick & Cestnick, Scholastic Teaching Resources on a bike or water wings in a pool, picture cues can help children until they are ready to ride off to, or dive into, literacy We decided to format the illustrated verses as reproducible booklets Our goal was to produce a series of one hundred lessons I took these mini-books into several primary classrooms and got an enthusiastic response Even children with reading difficulties felt successful because the booklets were only four lines long, highly repetitive, and had close picture-text match So, here are our 100 mini-books! You will find instructions for assembling the books below, and on pages 6–11, teaching tips for introducing them to children, as well as activities and ideas to extend learning May these lessons be the keys your children use to unlock the English language and a lifetime of learning! Using This Book Mini-Book Tips ● books to your class the first few Making the Mini-Books: times, distribute them already folded At the next stage, try Make a single-sided photocopy of the four-panel mini-book page for each child (Enlarge the pages, if desired.) pre-creasing the pages, and then distribute them flat This will give Fold each photocopy into a four-page book so that the large focus sight word and write-on lines are on the front cover and the word search is on the back children a model until they are able to fold the books on their own ● Also prepare an enlarged version of one of the books to use as a teaching aid when introducing the mini-books to your class Enlarge each of the mini-book pages by 200% Use a glue stick to affix the cover and the first page back to back Repeat with the second page and the back cover Place the pages together and glue or staple along the left-hand side Trace or print the focus sight word on the second, third, and fourth lines of the verse When you introduce the mini- Let each child make two copies of each book -one for school and the other for home! Give each child a resealable plastic bag or square tissue box for storing their books 100 Sight Word Mini-Books © Cestnick & Cestnick, Scholastic Teaching Resources Introducing the Mini-Books: Display the cover of the enlarged book (see Making the Mini-Books page 5), for example, the “are” book on page 38 Say, Today we are going to talk about the word “are.” What letters are in this word? Let’s think of some ways we can use this word How might you use it in a sentence? Look at and discuss the pictures Point out how one letter is printed on each dash (a r e) Talk about the directionality of the text (left side, top to bottom, right side, top to bottom) Read the phrases or sentences aloud as children follow along Then invite a pair of children to read the four lines of the verse aloud Lead the class in a chant: Read the word (are) Spell the word (a-r-e) Point to and read the word in each line (are are are are) Read the verse (They are worms They are bugs They are butterflies They are slugs.) Read the word again (ARE!) Invite children to use their finger to “write” the sight word in the air Tell children to write their name on the cover of their book Ask them to read aloud with you the large sight word on the cover Then invite children to color the word creatively or according to a pattern For example, they might color vowels red and consonants blue, or long vowels red and short vowels yellow Silent letters might remain uncolored 100 Sight Word Mini-Books © Cestnick & Cestnick, Scholastic Teaching Resources Direct children to use a pencil to trace the sight word printed near the bottom of the cover (For extra practice, children might write the word a few times using different-colored pencils, crayons, or thin markers.) Ask children to open their mini-book to the first line of the verse Invite them to read the sight word printed on the dashed lines Then direct them to use a pencil to trace the sight word printed on the dashed lines in the second line Finally, have them print the letters of the sight word on each of the dashed lines in the third and fourth lines of the verse Teaching Tip As an extra challenge, tell children to unfold their minibook to the blank side Invite them to think of a picture to draw that they can describe using the sight word Help them write a new phrase or sentence using the word Read aloud the verse, then invite children to join in as you read it again Encourage children to use the pictures to help them read the words 10 Have children turn to the word search on the back cover Ask them to study the letters carefully Then say, How many times can you find the sight word are? Challenge children to circle the word each time they find it For Level One and Two words, tell them that they should circle the word only if it is printed left to right and top to bottom This reinforces directionality of text Levels Three and Four include words printed on the diagonal, beginning with the word search for “found” on page 67, to give students who are ready an extra challenge About the Word Searches In each Level One word search, the sight word is hidden four times It is hidden six times in Level Two, eight times in Level Three, and ten times in Level Four books 11 Invite children to use colored pencils or thin markers to color the pictures in their mini-book, if they like Encourage them to reread their mini-books often, at school and at home, to family members and friends 100 Sight Word Mini-Books © Cestnick & Cestnick, Scholastic Teaching Resources The Sight Words W e compared several lists of high-frequency and sight words (Dolch; Edward Fry; Otto & Stallard; Ves Thomas; Clay & Watson; Bodrova, Leong & Semenov; and others) Some of these lists are based on general usage Some focus on usage by children or by authors of children’s reading material Others are organized for instruction according to reading ability The most important words appear prominently on all lists, though the ranking varies We selected and sorted one hundred of these words into four levels depending upon difficulty of spelling or usage Except for one and two, we did not choose nouns, colors, or numbers for our list Most of those words are easy to represent Many appear in our verses as content words To compose verses, we matched the sight words with common word families that were ranked according to complexity (short vowels, long vowels, blends, irregulars) The first level, for early emergent readers, features lessons in a specific order for 25 of the most useful high-frequency words Most of these are used in phrases or sentences of just two or three words The remaining 75 mini-books are divided into three progressive sections The books in these three levels are organized alphabetically Lessons are intended to be taught one level at a time because they incorporate vocabulary and word families previously learned Nonetheless, you can introduce words in an order that supplements your reading program Level a my see is of the me we to her I how he in his am can she this they and you it that all 100 Sight Word Mini-Books © Cestnick & Cestnick, Scholastic Teaching Resources Level are eat keep or take at for like put us be get make read very by go no saw was it’s off so your Level an from look our want as had made said went come has not some what did into now two will found know one use with Level about don’t if them when after give its then where because goes just there who before have than too why does here their were would 100 Sight Word Mini-Books © Cestnick & Cestnick, Scholastic Teaching Resources if What _ _ I had a crane? What I had a plane? What _ _ I had a rocket? What I had a boat? n m f z q c w y e i e y a u i d r f t r i f i f i f a o i z r g i k n v c f n o e f l i x I found if i d i f n t a c t © Cestnick & Cestnick l i v c o i j s f times (number) page 98 v t i e i f i f s Scholastic Teaching Resources j u h j s v g u o 100 Sight Word Mini-Books if o s p i t i l h f if Word Search ’s book f s k r s s l i f times r k t s t n j t s i t s i i i i e k s t i c b t n t i l s l i t s s s s i i t s r t x i t page 99 k t s t l t u w i Scholastic Teaching Resources t i i s a h t s k 100 Sight Word Mini-Books i l i t s l i t s book © Cestnick & Cestnick ’s i ts (number) I found its q c t l i a m h a its Word Search Poor thing, _ _ _ eyes are puffy Poor thing, _ _ _ nose is stuffy Poor thing, _ _ _ tooth hurts Poor thing, _ _ _ throat is sore its times d s u f t s a t f j u s t j u s t w a u t e r u p u y g f s g s t s e s j y u t t o j t o page 100 u o j u s t s g a Scholastic Teaching Resources t f n n u u g t t 100 Sight Word Mini-Books s t o a j r n s c book © Cestnick & Cestnick j us t j u b j u e u u i ’s You _ _ _ _ (number) I found just i j u s t j m y r just Word Search You _ _ _ _ mix You _ _ _ _ wait You _ _ _ _ for a minute add milk just for an hour add flour c t a t n t n t u a h u n t a h h a times t c s t u h n a s h n c h h s a n n a t h a n a t n n u n a n h a n n n page 101 n h n a s n v n t Scholastic Teaching Resources t n h v a u c t s 100 Sight Word Mini-Books h t a h t t h a n book © Cestnick & Cestnick ’s t n (number) I found than n u t a h n t u t than Word Search She took fewer coats She took fewer dresses _ _ _ _ vests _ _ _ _ shorts She took more sweaters She took more pants t han _ _ _ _ shirts _ _ _ _ skirts h e f c e r h n r t r i t t i e s t times e h s r h r r o h i e e t e e c t e r i r i i t i h i t h e i r h e r r page 102 t e i h i i t i e Scholastic Teaching Resources r h t e r e e r o 100 Sight Word Mini-Books i t h n t h e i r book © Cestnick & Cestnick ’s t he i r (number) I found their e t s i t t i h f their Word Search This is _ _ _ _ _ cow This is _ _ _ _ _ plow This is _ _ _ _ _ barn This is _ _ _ _ _ farm t he i r t hem Put _ _ _ on to boil Wrap _ _ _ in some foil t hem a t f h h h h t e me t t h u h e t e em m s m e t o emh cm t h t e I found them times (number) Scholastic Teaching Resources m t h e h e me e um t m t t mh e e e t ems n mm 100 Sight Word Mini-Books e s h e e t h h c page 103 © Cestnick & Cestnick Fry _ _ _ in some oil them t k em t t mh t b h t e f w t t h Take _ _ _ from the soil Word Search ’s book t hen And _ _ _ _ you make two loops First you cross the laces n e h t t h e r h t h n h e n e e t n e n m t t m f e e t e n e t h e n t h e n n e h f s h m n t t n e e t e u t h n h n e n r n h e n n e n e I found then t h u n t h e n n times (number) Scholastic Teaching Resources e t h e n t h e t 100 Sight Word Mini-Books then page 104 © Cestnick & Cestnick And _ _ _ _ you tie your shoe! And _ _ _ _ you pull one through Word Search ’s book e h s r t t c t s times h c e o e h n e t t h e r h e e s h e s t h e r e r a r o n e d e t n e page 105 t e e n t h e r e Scholastic Teaching Resources r h r h o r d r n 100 Sight Word Mini-Books t h e r e t e c t book © Cestnick & Cestnick t he re e s h h s h n e r ’s Look, _ _ _ _ _ is your cabin (number) I found there r e t c t e t h e there Word Search In _ _ _ _ _ is your pillow t h e re Down _ _ _ _ _ is your bunk Under _ _ _ _ _ is your trunk t oo It is _ _ _ bright It is _ _ _ light It is _ _ _ dark It is _ _ _ heavy t t t o t c t o o t a e t o o e t a t o o f c t e f t t t t o t c t o o t e a t o o e t a I found too © Cestnick & Cestnick t o o f c t e f t t a e o t c t o o times (number) page 106 t o o f c t e f t Scholastic Teaching Resources t a e t o o e t a 100 Sight Word Mini-Books too t e a o t c t o o t oo Word Search ’s book we re They _ _ _ _ amazed! They _ _ _ _ dazed They _ _ _ _ dizzy They _ _ _ _ happy I found were (number) page 107 © Cestnick & Cestnick times Scholastic Teaching Resources ew ewew e r e e r e s r w r w r ow e r e c v e wc r e c e r wew sw e r s e r a v ewa c e r s r e 100 Sight Word Mini-Books were ew e w w r e w s e r e ew c w we r e a r w r we r e e c e w r e w e we re Word Search ’s book when This is _ _ _ _ we biked This is _ _ _ _ we hiked This is _ _ _ _ we swam This is _ _ _ _ we camped I found when © Cestnick & Cestnick times (number) page 108 wh e r w v k e b e h r e n w r e n n s h h nw e h ewe h nw n h e n h e h a r e t w n e h n ew h e nw Scholastic Teaching Resources n n e n n e v n h 100 Sight Word Mini-Books when hw e we h a h o wh e h aw ew h n o c s h e w c r w he n Word Search ’s book (number) times page 109 h e r c n s h a e Scholastic Teaching Resources wo r e w h n e r o e r e kw r r mw h ew e h e e k h e r wh e r e e t we h e v h s r 100 Sight Word Mini-Books c h h v r r t r r book © Cestnick & Cestnick ’s w he r e I found where wh w we f n h w a s e ww u wh e h e e c r w we h where Word Search Honey, _ _ _ _ _ are your classes? whe re Honey, _ _ _ _ _ are your gloves? Honey, _ _ _ _ _ are your shoes? Honey, _ _ _ _ _ are your glasses? who Okay, _ _ _ can find it? Okay, _ _ _ will mind it? Okay, _ _ _ let it out? Okay, _ _ _ likes gerbils? (number) page 110 © Cestnick & Cestnick times Scholastic Teaching Resources h o owh e d h o o s t wo v c t awh aw h o l k owh o v k o n xw e r o s wo c h wh o y e b k n w e s omawa ow h o ng awh o s t o c r o ow e v h o uw h e t a 100 Sight Word Mini-Books who I found who who Word Search ’s book wh y I wonder _ _ _ rhinos have horns I wonder _ _ _ roses have thorns I wonder _ _ _ mosquitoes bite I wonder _ _ _ bees make honey (number) page 111 © Cestnick & Cestnick times Scholastic Teaching Resources r w h ew l y hwn wb y w k h i wh y h l wd l v y h l w w k w h ywb ywp nw y h up hw i y e pw l yw h y zw k y h wbh pwe n wh y l h i v pwy dwo r wy wh p c 100 Sight Word Mini-Books why I found why why Word Search ’s book wo u l d I _ _ _ _ _ like to switch I _ _ _ _ _ like to pitch I _ _ _ _ _ like to catch I _ _ _ _ _ like to play © Cestnick & Cestnick would p u h a u e d u d I found would page 112 w o u l d l l l n Scholastic Teaching Resources n d o n u j u c l times (number) 100 Sight Word Mini-Books d l o u wd o l w u wou l u n o v ewb owo u l d o ww o d l ww h o c u nd o a u u b l wo c l w l ud n s d o u d wou l d Word Search ’s book