How to use orthographic mapping to teach sight words
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- čas přidán 24. 08. 2021
- Did you know that kids don’t learn sight words just by memorizing what they look like? They go through the process of orthographic mapping - and we can help speed up that process through our teaching!
In this video, I demonstrate an instructional strategy that uses orthographic mapping to really make sight words stick!
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I should also add that orthographic mapping = the process in the brain! What I demonstrated was just one strategy to help reinforce and speed that process along 🙂
How do you teach the word "one?"
Memorize. Thank you for this video. It is so important to use orthographic mapping with the primary students.
It looks great! Thank you so much. I will do it in my English class.
Memorize,Really like your video.I will teach my children this,Thanks
After teaching PreK for many years, I am now a brand new first-year teacher all over again! I’m teaching kindergarten this year and feel so lost much of the time. Your videos help me so much. Thank you.
I'm so glad this helps! A long time ago, I transitioned from Pre-K to K and it truly was like learning a new world!
Love the examples and explanations! Thanks!
Glad it was helpful!!
Thank you for your video! Just to note, high frequency words and sight words are not the same. High frequency words are words that appear often in written text, where as sight words are words that we instantly recognize. High frequency words are not always sight words.
Yes, Sarah - that is accurate!
I am currently teaching kindergarten for the first time in my life. Thank you so much your videos are very helpful I am so happy that I found your channel
Glad you found them, too!
Thanks for sharing these helpful strategies!
You're so welcome! I'm glad they're helpful!
Very helpful video. I’m a mom of a first grader.
Thank you ma'am, I really need this information right now💖
You’re welcome 😊
When you first learned to teach sight words, were you taught to have kids memorize them? (Type “memorize” in a comment if so)
I really like the tips! I homeschool my grandson
Very Good!
Love this.
I earned my teaching degree in the early 1990's. The BIG PUSH was whole language... memorize everything. Which worked for maybe 20% of my class. Ridiculous. People are not cookies... people are different and learn differently!
So much research has been done over the past few years (and decades!)
Would you tell me where you got the vowel digraph cards on your board? I love them. Thanks!
Hi Aimee! Those are part of my From Sounds to Spelling phonics program. That resource can be found here: www.fromsoundstospelling.com/?_gl=1*aj5oxc*_ga*MTQxNTkyOTcwMy4xNjI3NjUyNzE4*_ga_DBCERQ4KHL*MTY0NDM1ODg4MC4xNjIuMS4xNjQ0MzU4OTM1LjU.&_ga=2.260562053.923489083.1644255178-1415929703.1627652718
It is as if English was developed by someone suffering from dyslexia.
In dutch language, very related to English, we are much more logical - and that's why written English is so difficult. The example: "Like", in flemish, would be written "Leik" and "Lik" = from "Licking", as in "I lick the postage stamp" = "Ik lik de post zegel (seal)".
Hello, I have a question about tapping words out. I always thought I was suppose to go from the pointer finger to towards the pinky. You did it in reverse. Is there a correct way? Thank you!
Hey Shannon! It depends who the tapping is for :) I often start with the pinky so that if I'm modeling for students, they see it from left to right, to mimic how you would eventually write the sounds --> letters.
Thank you for your video. I am wondering if this works for spelling, as well?
This is a great building block for spelling, yes!
once they map one word, they can then look at word families. So yes, it helps with spelling: map "my" and then look at why, shy, fly, etc...
ELLs confusing decoding skills (for CVC) (where vowels are *always* short) with reading HFWs. So automaticity is not happening yet. (Vowel sounds tough for ELLs as it is.) Suggestions?
Hey Heather! I think it's important to separate CVC words with HFWs, especially when those HFW don't follow traditional words! Having students see the HFWs in context (reading) and use them in context (writing) is key, too! And then just really pointing out "This DOES NOT follow the normal sound!" so that they are aware.
sound wall and mouth shape. It helps the ELLs (and all kids in general) . Also a mirror in the classroom next to the sound wall so they can mimic the mouth shape photos when making the vowel sounds.
Doesn't "Orthographic mapping" also explains why our brains can read quicker than we can speak: it just takes less time for the brain to emerge the concept chair from the word than from a drawing of a chair. Strange there's no wikipedia article yet on orthographic mapping: en.wikipedia.org/w/index.php?title=Orthographic_mapping
High frequency words are not sight words. High frequency words are words that appear often in text ("the", "is", "a", etc.). Sight words are words you know automatically. Many sight words are high frequency words, but every person's sight word lexicon is different. Whereas, experts have made lists of high frequency words. It is a common misconception that these words are interchangable, but they are not. For many adults, all high frequency words are sight words, but not all sight words are high frequency words.
Yes, thank you for this distinction! I explain this in my phonics program From Sounds to Spelling in a similar way!
I was one of these teachers who were taught to just introduce the sight word, called a "red word," and with enough practice and use it, they'd learn it. I wonder how we can teach reading and graduate from college when we weren't taught the "new" way? I get that there is new research to tell us a better way, but I'm wondering if the old model is one of the reasons why we have so many students who aren't at grade level?
Agreed, Tracy!
Can you please explain the difference between magic e and silent e?
Hi Marisa! They are the same thing - just the "e" at the end of CVCe words. Some people call them "magic e" or "silent e" or "sneaky e." Lots of names, but they are all referring to the same thing!
Why would you separate the gr in green? It would seem more plausible to ( gr-een).
Great question! The "g" and "r" in green represent their own unique sounds. One sound per box. Of course, if a child is reading and can put those sounds together, that's great!
Can you suggest a mapping for the words here and there?
here would be /h/ /ere/ - the "ere" is r-controlled. there would be /th/ /ere/ - "th" is a digraph and "ere" is r-controlled
Good question!!
@@learningattheprimarypond Thanks so much!
Memorize!
How would you do this for one and swing
Good question! "One" is such a tricky one. I'd probably have students just "push the sounds" into boxes for "one" and have them take note of how many sounds (3). But then we'd talk about how there are some surprising things going on - there's a /w/ sound and also the "o" isn't a long vowel, even though there's a silent e at the end of the word. Sometimes, part of orthographic mapping is also having the discussion about how certain words just don't follow the rules!
With "swing," it's /s/ /w/ /ing/
How would you map the word "all?"
I'd map it out as a/ll but talk about how the "a" makes a different sound here - more like an "aw." And then also talk about the double final consonant "ll."
How do you map the word “could”?
Hey Sandra! For "could" it would be c-oul-d; this is of course an irregular word as the "oul" isn't normally a sound you see grouped!
How would you map "eye"?
Hey Heather! This is a tough one!! I'm not sure I would necessarily use orthographic mapping on this word. Sometimes, there are just exceptions that don't quite fit. "ey" of course can be a vowel team/digraph, but the sound is different in this case. You still hear the /y/ sound in the word, so that could be pointed out.
@@learningattheprimarypond apparently "eye" is a trigraph. Did some research. So, in this case, we just memorize the "trigraph"/word. 🤷🏽♀️
What about have?
"Have" would be h-a-ve and then you would talk about how the "a" makes an irregular sound (it doesn't follow the silent e rule here.)
@@learningattheprimarypond I LOVE your resources and I’m so excited that I found your YT channel!🙌🏾Your expertise has been so helpful with my second graders.
Silent/magical e has 7 different jobs…in this case the job of the e is so the word
h a v e doesn’t end with a v…words in the English language do not end with
v j (soft g) i or u. An e is place at the end because of this…
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Memorize.
People who think common core doesn't make any sense, haven't seen this yet.
Memorize 😢
Sounds like a marketing gimmick...basically its phonics and then you just recognize it after knowing how to sound it out. I don't get what the difference is. Like why are you saying attaching sounds to the letter like its something new when that is what phonics is. Learning how to sound out each letter. You underestimate Kinder like so many. Trust me they are able to learn spelling rules like silent e which is the easiest of them all. You tell them the rules and they memorize it.
Completely agree that Kinders can learn things like the silent e rule! I prefer to teach it in a sequence of skills. Orthographic mapping falls under phonics, but there is so much more to it too.
You all are taking phonics and trying to dress it up by putting a different name on it.
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