Imagine your child actually enjoying learning sight words! Better yet, imagine hearing him read those words happily in books.
SnapWords® are designed especially for children who can't sound out words, who can't remember words they have studied, who find reading too hard, or who don't comprehend what they have read. SnapWords® make it easy for children to recognize words instantly and help them comprehend what they read. The images embedded into each word help children learn words as easily as a camera snapping a picture.
The reverse of each card displays the plain word without a visual and describes a body motion for the word – a necessary tool for many kinesthetic learners and children with dyslexia. In addition, a sentence using the word and coordinating with the visual on the front of the card focuses children’s attention on the meaning of the word and how it is used in everyday communication.
This Kit contains 342 high-frequency sight words, including all 220 Dolch words and other high-frequency words taken from Fry Lists of Words.
SnapWords® are 2.75" x 4.25".
Ability levels include Preschool through Third Grade and remedial. Start today and help your child love learning!
Try before you buy
306 Kit Plain Word Wall Words
SnapWords® tracking charts
Activities for teaching SnapWords®
SnapWords® contents Dolch, Fry, Fountas & Pinnell
"I am pleased to say that my son for the first time said the other day that he actually is liking to read. He had struggled with his sight words since beginning to read. He heavily uses his phonetics and can read very large words, but has always had a problem with the sight words. Since getting the sight words and sentence book over Christmas break, we started to use the cards when we started back to school in Jan. He is reading so well and we are on list C already and almost done with it. He is reading much more fluently. Thank you so much, this has truly been a blessing for all of us."
"I love the sight word flash cards and my 5 year old daughter has learned very quickly. She wasn't with regular flash cards and I was told her attention span was too short. Not the case. Not only is my daughter learning but with your flash cards she went from not being able to recognize words such as "is" and "an" but in just 3 weeks she is now recognizing all of the level A words and is working on the level B words. She is also spelling without looking at her flash cards 30 of those words!"
"Your snapwords cards have CHANGED my daughter's life. She could not read anything before we started with them, now she can recognize and spell most of set A on her own and is working through set B now. Thank you!!!!"
I can still remember when educators were beginning to talk about using movement in lessons as a way of enhancing learning for active children.
1. The first night of graduate class, as a way of introducing ourselves, we went into the hallway and bounced a ball to one another as we said our names and later the names of those we were passing the ball to. This was meant to show the value of using movement when learning new material.
2. Another activity was aimed at showing us how movement can help active learners learn from high-frequency words. A student laboriously cut out a stack of footprints from construction paper and wrote a sight word on each paper foot. Then she arranged the feet into a long path down the corridor. The game was played by asking a child to hop on each paper foot and simultaneously say each word as he hopped on it.
3. In many classrooms, active children are encouraged to bounce quietly on big balls while studying or are allowed to swing their feet while doing their seatwork.
Is all movement created equal when it comes to learning?
We do understand that movement is helpful to many children but is it just moving that helps? Or is it most helpful when the movement is specific to the material being learned?
What the activities described above have in common is that the body movement for each part of the lesson is exactly the same. When we bounced the ball during our learning-each-other's-names activity, the bounces were identical. In hopping-on-paper-feet, each word received a similar hop. I believe movement is most successful in enhancing learning, when the movement is unique and ties directly to the what they are learning.
Students will gain far more if they are encouraged to mimic their learning with body movement. When learning the word JUMP, for instance, if the child sees the word and jumps as she reads it, she is reinforcing the meaning of the word with her whole body.
Later, when she sees the word JUMP, she will likely make a little hop in place, and most certainly she will remember not only what the word says, but what it means. She will have absorbed the meaning of the word in her body in multiple regions: eyes, ears, and whole body. Gesture or body movement that reflects the concept being learned will deepen the meaning for the child, show that he understands the concept, and become a means of recalling that concept later.
The words HELP and LITTLE are other examples of easy-to-mimic words. The word HELP looks like someone throwing up their arms and yelling "help!" While the word LITTLE takes the thumb and index finger to show how small something is.
Children are so great at coming up with creative movements to enhance learning; just recruit them. Explain that you need to use body motion to help them learn and remember, give them some examples such as the ones in this post, then encourage them to attach motion to any concept they are learning. It;s great to see what they come up with, and engaging them in helping themselves works wonders and helps them love learning!