Sight Word Recognition
SW
Band 1
DESCRIPTOR: Comments on print and words within the home and local area.
POSSIBLE TARGETS:

I am beginning to show an adult when I see words at home and on the street.
IDEAS FOR TEACHING AND LEARNING:

Create an environment rich in print where children can learn about words, e.g. using names, signs, posters.

Encourage children to add to their first-hand experience of the world through the use of books, other texts and
information, and information and communication technology (ICT).

When children can see the text, e.g. using big books model the language of print, such as letter, word, page,
beginning, end, first, last, middle.

Introduce children to books and other materials that provide information or instructions. Carry out activities using
instructions, such as reading a recipe to make a cake.

Games to develop matching of targeted words e.g. Pelmanism and Snap

Introduce words in meaningful situations e.g. on birthday cards/ role-play letters (HI: Use real objects rather than
pictures )

Use of ICT software –
Clicker 5 – Crick publications to create role play signs
WAVE 3 INTERVENTIONS
© Pupil and School Support / Birmingham City Council 2013
Sight Word Recognition
SW
Band 2
DESCRIPTOR: Knows and says some signs and symbols in the environment e.g. road signs and shop signs,
Matches objects to pictures or symbols.
POSSIBLE TARGETS:



I know what some signs around me mean e.g. shop and restaurant logos.
I can match objects to pictures.
I can match my photograph to my name
IDEAS FOR TEACHING AND LEARNING:

Provide pupils with name badges – and encourage them to match their name card/badge to their own
photograph. Encourage them to recognise that they have significance and point to them as you say their name

Play matching games – matching objects/photographs and pictures to initial letter sounds and then key words
cards

Use signs and labels in role play areas and through play e.g. shop/services signs and model the use of these –
pointing to the signs as you read them and encourage pupils to become aware of signs and labels in their
environment

Use signs and symbols in outdoor play including road signs – such as stop and go and encourage them to use
and talk about these in their play.

Play bingo and matching games – matching familiar signs and symbols to photographs of familiar
shops/services etc.

Games to develop matching of targeted words e.g. Pelmanism and Snap

LETTERS AND SOUNDS ACTIVITIES (HI: Consult with Hearing Impairment Team for adapted Letters and
Sounds training)

Use of ICT software –
Clicker 5 – Crick publications to create signs and matching games
WAVE 3 INTERVENTIONS
© Pupil and School Support / Birmingham City Council 2013
Sight Word Recognition
SW
Band 3
DESCRIPTOR: Can read on sight up to 5 words without the need to decode, is able to match letters and short
words and can identify their own name from a set of 3.
POSSIBLE TARGETS:



I can point to and say some words which are important to me e.g. my name, Mum, Dad
I can find my name card in a group of 3.
I can match letters and words to pictures
IDEAS FOR TEACHING AND LEARNING:

Give opportunity to see name in a variety of settings.

Introduce words in meaningful situations e.g. on birthday cards/ role-play letters (HI: Use real objects rather than
pictures )

Choose two words that are significantly different in shape and length. Draw attention to the length of the two
words and to the different shapes. Make large flash cards with the relevant words written on one side of each. If
possible stick an illustration or photograph on the reverse side. Ask child to find e.g. 'Mum' or 'Christopher' (HI:
Ensure that the words sound different)

Make card pockets with the two words written in large letters on the front. Ask the child to put the flash cards in
the right pocket encouraging him/her to look carefully at the words to match them.

Games to develop matching of targeted words e.g. Pelmanism and Snap

Footsteps with words on - child jumps on matching word/name words and collects

Match words from a hat

Match words to a boxed blank shape

Finding the targeted words in a text e.g. a sentence written by adult - dictated by child(HI: Ensure adult repeats
sentence; VI: Piece of text needs to be no more than 5 sentences, and enlarged as appropriate)

Make several copies of each word and put them round the room. Ask the child to find them and say what they
are.

Find targeted words in a text following a learned gestural prompt e.g. hands on head for ‘I’.

Blue tac several copies of the targeted words to the wall. Get the child to run to wall / find word/ collect it/ post it
in a box (HI: Only in 1:1 or very small group and in a quiet room)

Magnetic fishing game with lots of copies of the same two words for child to fish for and then read

Roamer - ICT- to travel to a certain word

Tracing hollow letters of word

Matching cut up letters to a completed word

LETTERS AND SOUNDS ACTIVITIES (HI: Consult with Hearing Impairment Team for adapted Letters and
Sounds training)

Use of ICT software –
Clicker 5 – Crick publications
Wordshark – WhiteSpace publications (HI: Hearing impaired pupil may not hear
computerised voice)
WAVE 3 INTERVENTIONS
Precision Teaching
Read Write Inc (HI: Child may required additional repetitions of sounds in a good listening
environment)
© Pupil and School Support / Birmingham City Council 2013
Sight Word Recognition
SW
Band 4
DESCRIPTOR: Can read on sight 6 - 15 words without the need to decode
POSSIBLE TARGETS:

I find it easy to read up to 15 words e.g. … (words to be specified)
IDEAS FOR TEACHING AND LEARNING:

Shared reading in context - Family book using photographs (digital or Polaroid) and captions and sentences e.g.
'This is me etc

Make own book using drawings or photographs - captions

Matching - word/word, picture/word

Jigsaw activity - using word and word outline

Guess the word - cover target word and slowly reveal word from top or side - children to say as soon as they
recognise it

Matching games e.g. Snap / Pelmanism

Board games with spinner, dice etc.

Lollipop game - 3 or 4 target word written on cards - each word repeated several times - approx. 12 cards in total
- plus draw a lollipop on 3 cards - children play in pairs - taking it in turns to read a card - if they get a lollipop
they get an extra go. The winner is the player with the most cards at the end

Use Breakthrough to Literacy approach ensuring use of targeted words

Language Master (Drake Educational) using photos / child's drawings on cards - to read and hear simple
sentences (HI: n/a)

Highlighting / circling target words in text

Tactile words - using glue and sand, tissue paper scrunched up and glued, materials, corrugated paper etc

Footsteps -words written on large, coloured footsteps shaped paper - shape placed on floor - child to read as
s/he walks by it

Action word activities - using target words (if appropriate) e.g. jump, hop, sit. Child to read the word and 'do' the
action

Jigsaw activity - using word and word outline

Guess the word - cover target word and slowly reveal word from top or side - children to say as soon as they
recognise it

LETTERS AND SOUNDS ACTIVITIES (HI: Consult with Hearing Impairment Team for adapted Letters and
Sounds training)

Use of ICT software –
Clicker 5 – Crick publications
Wordshark – WhiteSpace publications (HI: Hearing impaired pupil may not hear
computerised voice)
WAVE 3 INTERVENTIONS
Precision Teaching
Read Write Inc (HI: Child may required additional repetitions of sounds in a good listening
environment)
Structured Peer Tutoring / 6 pocket folder (HI: Consider environment and pairing of peers)
© Pupil and School Support / Birmingham City Council 2013
Sight Word Recognition
SW
Band 5
DESCRIPTOR: Can read on sight 16 - 30 words without the need to decode
POSSIBLE TARGETS:
 I find it easy to read up to 30 words e.g….(words to be specified)
IDEAS FOR TEACHING AND LEARNING:

Stepping Stones - cut footprints out of different coloured card - write target words on footprints. Start with 1 or 2
footprints for pupil to walk beside and read (or teacher to read) every day. Introduce more footprints as pupil
becomes more confident

Bingo (HI: Child needs to be sat near the person talking. The person talking needs to ensure clarity of speech
and repetition of word)

Word Wall

Dice games

Reveal the target word from behind a cover card. Pupils have to guess the word - looking at the shape of the
word - before the word is revealed

Highlight target words from texts - familiar / unfamiliar. Use of a timer to find 10 targeted words in a minute - to
promote fluency

Use of ICT software - Clicker 5 - Crick publications

Language Master (Drake Educational) (HI: n/a)

LETTERS AND SOUNDS ACTIVITIES (HI: Consult with Hearing Impairment Team for adapted Letters and
Sounds training)

Use of ICT software –
Clicker 5 – Crick publications
Wordshark – WhiteSpace publications (HI: Hearing impaired pupil may not hear
computerised voice)
WAVE 3 INTERVENTIONS
Precision Teaching
Read Write Inc (HI: Child may required additional repetitions of sounds in a good listening
environment)
Structured Peer Tutoring / 6 pocket folder (HI: Consider environment and pairing of peers)
© Pupil and School Support / Birmingham City Council 2013
Sight Word Recognition
SW
Band 6
DESCRIPTOR: Can read on sight 31 - 45 words without the need to decode
POSSIBLE TARGETS:

I find it easy to read up to 45 words e.g…. (words to be specified)
IDEAS FOR TEACHING AND LEARNING:
Note: as the pupil has to read these words in any context this means although some activities may be in isolation the
majority should be in the context of text.
Care should be taken to choose the targeted words for the individual pupil.

Widen the range of texts available to the pupils and the purpose for reading them e.g. retrieval of information,
index

Look and Say using e.g.
flash cards / Language master/ outline words (HI: Language Master n/a)

Use of high frequency reading material e.g. reading schemes / self made sheets from pupil's words

LETTERS AND SOUNDS ACTIVITIES (HI: Consult with Hearing Impairment Team for adapted Letters and
Sounds training)

Teaching in context - building on previously known words e.g.
Cut and stick workbooks (HI: Visual dictionary built by child)
Breakthrough to Literacy

Reinforcement activities e.g.
Board games
Bingo (HI: Child needs to be sat near the person talking. The person talking needs to ensure
clarity of speech and repetition of word)
Snap / Pelmanism
Word searches (see Word Search Factory)
Word searches through newspapers/magazines e.g. how many times can you find the word 'where'
in 5 minutes
Enlarged pieces of text
Finding words in letter chains
Word walls

Use of ICT software –
Clicker 5 – Crick publications
Wordshark – WhiteSpace publications (HI: Hearing impaired pupil may not hear
computerised voice)
WAVE 3 INTERVENTIONS
Precision Teaching
Read Write Inc (HI: Child may required additional repetitions of sounds in a good listening
environment)
Structured Peer Tutoring / 6 pocket folder (HI: Consider environment and pairing of peers)
© Pupil and School Support / Birmingham City Council 2013
Sight Word Recognition
SW
Band 7
DESCRIPTOR: Can read on sight 46 - 75 words without the need to decode
POSSIBLE TARGETS:

I find it easy to read up to 75 words e.g….. (words to be specified)
IDEAS FOR TEACHING AND LEARNING:

Look and Say work e.g.
-

Flash cards
Language masters
Cover and show
word walls
Peer tutoring (HI: Consider environment and pairing of peers)
Words laminated in sets and put on a key ring or in a credit card holder
Snap game
High frequency reading material e.g.
-
Range of reading schemes as appropriate
Self made sheets from pupils' words
NLS R/ NLS Y1 and 2 Activity sheets

Precision teaching e.g. Whizzwords

Teaching in context e.g.
-

Cut and stick workbooks
Breakthrough to Literacy
Targeted words used in a range of sentences
Further reinforcement activities e.g.
-
NLS Reception words
Word walls
Easylearn masters - Out of Sight/Further Out of Sight
Enlarged pieces of text and highlighters
Finding words in letter chains
Shape boxes
Model breakdown of words and rebuilding using plastic/magnetic letters/ tiles
Finger tracing - joined up for 'flow' of word.
Range of software linked to reading schemes
WAVE 3 INTERVENTIONS
Precision Teaching
Read Write Inc (HI: Child may required additional repetitions of sounds in a good listening
environment)
Structured Peer Tutoring / 6 pocket folder (HI: Consider environment and pairing of peers)
© Pupil and School Support / Birmingham City Council 2013
Sight Word Recognition
SW
Band 8
DESCRIPTOR: Can read on sight 76 - 110 words without the need to decode
POSSIBLE TARGETS:

I find it easy to read up to 110 words e.g. …. (words to be specified)
IDEAS FOR TEACHING AND LEARNING:

Visualising e.g. use of flashcards - clear bold, block print on a variety of backgrounds - train pupil to count the
number of letters/ look for ascenders or descenders and their position in the word i.e. beginning, middle, end

Match word to its 'shadow' on a baseboard (helps with sizing and spacing)

Reinforcement activities e.g.
o Games - snap/Pelmanism/ track games
o Word lists
o NLS Reception words activity sheets
o NLS Y1 and Y2 words activity sheets
o Newsprint / highlighter pen - give pupil 5 mins to find as many target words

Literacy Desk Prompt mats / credit card wallet

In modelled reading pupils clap hands when hear / see target word (HI: need to consider listening environment
and appropriate repetition of words)

Developing automaticity of learning e.g.
o Further Out of Sight / Completely Out of Sight - Easylearn
o Keyword Puzzles Book 1 / Book 2 Classmates
o Stepping stones / footprints.
o Whizzwords
o Precision Teaching
WAVE 3 INTERVENTIONS
Precision Teaching
Read Write Inc (HI: Child may required additional repetitions of sounds in a good listening
environment)
Structured Peer Tutoring / 6 pocket folder (HI: Consider environment and pairing of peers)
© Pupil and School Support / Birmingham City Council 2013
Sight Word Recognition
SW
Band 9
DESCRIPTOR: Can read on sight 111 - 150 words without the need to decode
POSSIBLE TARGETS:
 I find it easy to read up to 150 words e.g. …. (words to be specified)
IDEAS FOR TEACHING AND LEARNING:

Whizzwords

Encourage pupils to visualise clusters against coloured backgrounds or particular shapes, anchoring the word

ICT - Word Shark; Whitespace (HI: Hearing impaired pupil may not hear computerised voice)

Matching - e.g. Pelmanism / lotto / snap.

Word searches, word blocks, jumbled words (letter order), jig saw unknown words, shadow shapes of words

Reading in context using high frequency reading schemes, mini books from known words.

Language master - recording own voice reading words (HI: n/a)

Word recognition - Instant recognition of words, read words and have a 'guess' check list

Semantic cues - Cloze procedure

Breakthrough material -individual word folders

Any board game where targeted words have to be read as part of the game

Pupils have 10 target words. Teacher chooses 2 key words i.e. is/it. Teacher requests one word at a time to
make a pattern on a white board e.g. is it is
it Repeat orally as it is built. Teacher hides/rubs off any 1
or 2 words and pupil uses the pattern or auditory cue to guess words. This is good with a group (HI this would
need to be done in a quiet room)

Fishing game to read the words then the captured fish can be kept

Extend the game by the pupil having to match words to a bingo card or collect a set number of each word

Have words around the room and the pupils have to find them and write/read them over a couple of days (cheat!
put new words up during the week)
WAVE 3 INTERVENTIONS
Precision Teaching
Read Write Inc (HI: Child may required additional repetitions of sounds in a good listening
environment)
Structured Peer Tutoring / 6 pocket folder (HI: Consider environment and pairing of peers)
© Pupil and School Support / Birmingham City Council 2013
Sight Word Recognition
SW
Band 10
DESCRIPTOR: Can read on sight more than 150 words without the need to decode
POSSIBLE TARGETS:

I find it easy to read more than 150 words e.g. …. (words to be specified)
IDEAS FOR TEACHING AND LEARNING:














Word searches, word blocks, jumbled words (letter order), jig saw unknown words, shadow shapes of words
Reading in context using high frequency reading schemes, mini books from known words.
Word recognition - Instant recognition of words, read words and have a 'guess' check list
Semantic cues - Cloze procedure
‘Learning High Frequency Words Books 1 - 6 – Learning Materials
‘High frequency Y1/Y2 words
Crossbow – PLM Resource Book – Word Boxes etc
Current reading age appropriate texts – see Nasen A-Z
(High interest / low readability e.g. Ginn / Nelson Thornes / Heinemann)
NLS High Frequency Words
Quest materials (Dfes)
Proof-reading exercises
– ‘Further Out of Sight – Easylearn
– ‘Put it Right’ – Egon (HI: May need visual support with homophones)
– Prim-Ed materials
LCP resource Files for phonics and sight reading games (National Strategies) (HI: consider games carefully,
visual games would be appropriate but others may not)
Wordsearches
ICT
Wellington Square
Wordshark – Whitespace (HI: Hearing impaired pupil may not hear computerised voice)
WAVE 3 INTERVENTIONS
Precision Teaching
Read Write Inc (HI: Child may required additional repetitions of sounds in a good listening
environment)
Structured Peer Tutoring / 6 pocket folder (HI: Consider environment and pairing of peers)
© Pupil and School Support / Birmingham City Council 2013
Sight Word Recognition
SW
Band 11
DESCRIPTOR: Can read with fluency key subject specific words across the curriculum.
POSSIBLE TARGETS:

I find it easy to read specific key words in a variety of curriculum areas…. e.g. in science, geography etc.
IDEAS FOR TEACHING AND LEARNING:






Use of games at the beginning of lessons with curriculum related vocabulary (HI: child would need repetition,
visual reinforcers and a good listening environment)
Credit card wallets / keyrings
Crossbow – PLM Resource Book – Word Boxes etc
Pre-tutoring in curriculum areas
Glossaries
subject specific supported by pictures - Communicate in Print 2 – Widgit
Current reading age appropriate texts – see Nasen A-Z
(High interest / low readability e.g. Ginn / Nelson Thornes / Heinemann)
WAVE 3 INTERVENTIONS
Precision Teaching
Structured Peer Tutoring / 6 pocket folder (HI: Consider environment and pairing of peers)
Fresh Start – Ruth Miskin
© Pupil and School Support / Birmingham City Council 2013