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306 SnapWords® Teaching Cards

SWAENC1

SnapWords cards are essential for children who:

  • Struggle to sound out words
  • Find reading tedious and slow
  • Can not remember words they have studied
  • Don't comprehend what they read

The images embedded into each word help children learn words as easily as a camera snapping a picture. On the reverse is the plain word, a body motion for the word, and a sentence for comprehension – necessary tools for:

  • Dyslexia, ADHD, Autism
  • Visual or right-brained learners
  • Kinesthetic and tactile learners


DETAILS:

Ability levels include Preschool through Third Grade and remedial.

The 306 SnapWords® Teaching Kit is a complete kit, which contains:

  • SnapWords® Lists A – E and Numbers, Colors, Days, Months, & Seasons, 342 words
  • SnapWords Mini-Lessons, a resource for lessons, activities, and games
  • Sight Words in Sentences, for reading sight words in context
  • 220 Dolch words, Fry and Fountas & Pinnel

How to use SnapWords® in an independent center:

  • Use SnapWords® Teaching Cards and SnapWords® Mini-Lessons to introduce each word
  • Use the SnapWords® Center Kit for hands-on practice, allowing children to practice with a partner
  • Train students to use the center and assign an activity card to each pair of students
  • Each pair of students will have a set of ringed cards on their level, an activity card, and a WhisperPhone®
  • Students will take turns reading the word or sentence while their partner listens
  • Students will peer review each other and set aside the words their partner does not know to review them again

 

My experience with SnapWords

Having “been there and done that,” I want to try and put into words the experience I had with SnapWords® in my classroom and the magic I saw unfolding before my eyes. I hope it inspires you!

- Sarah Major, M.Ed.

I used SnapWords® Teaching Cards to introduce a level of words at a time.

  • I put a whole level of cards at a time into a pocket chart which I had draped over a low easel.
  • I was seated in a low chair and my kids were on the rug in front of me.
  • We talked through the pictures embedded in the words (see how to do this in Mini-Lessons).
  • Intro work only took about 15 minutes each morning.

The real magic happened in the Independent Sight Word Centers where kids worked hands-on!

  • This center had smaller, laminated cards on book rings – one level at a time.
  • I had partnered my kiddos up carefully so the kids were close in terms of ability level, but making sure they would work well together.
  • I had assessed the kids ahead of time so I would know exactly where they were at their starting point.
  • Each pair of students had a card displayed letting them know the activity for the day.
  • They took turns listening and reading.
  • The reader held the WhisperPhone® which helped him/her remain focused on reading and listening to him/herself.
  • I could monitor from across the room, knowing that whoever had the Phone was the reader.
  • Using the Phones also made it very clear who’s turn it was to talk, thus keeping noise to a minimum.
  • Children would do their own pre-assessment (using Sight Words in Sentences) and report to me when they were seriously ready for me to assess them. This all saved me SO much time!
  • I kept a clipboard with check-off sheets, one per child, and when a child reported that his/her partner had successfully read a whole List of words, I could easily and quickly sit with the child to assess. I then moved them on officially to the next List of words.

What I found as a result of this method of sight word instruction:

  • Children were far more engaged as they were able to lead in their own learning
  • Children were engaged also because of the hands-on nature of the cards on rings
  • Children went far beyond my expectations as a rule
  • Children were more thorough about making sure they knew each word in a list
  • Children were very serious about being able to read Sight Words in Sentences; the words in context.
  • Children became very helpful and supportive to each other rather than competing. This prevented any child from becoming discouraged.
  • They made me look amazing because they blew grade level expectations completely out of the water!

Evidence base:

  • Kindergarteners learned all the words in our 306 Teaching Kit – all I had at the time.
  • 1st Graders learned all the words and more. Once they learned all the SnapWords® I had available to me, I created lists of 100 words at a time without images and most of the class were able to learn the plain words too! Top students in 1st grade could easily read 800 words, including very advanced academic words!
  • See more here

 

Helpful Links: 
Try before you buy
SnapWords® Lists
306 Kit Plain Word Wall Words
SnapWords® tracking charts
Achievement Certificates
Activities for teaching SnapWords® 
SnapWords® contents Dolch, Fry, Fountas & Pinnell

 

From a customer this week:

“I bought this set [SnapWords® List A] last week and wanted to give it a test run before I left feedback. It works! I work with a little boy in 1st grade who is dyslexic (along with a diagnosis of Childhood Apraxia of Speech). I picked a few cards this week that include his target speech sounds. We did them a few minutes each day this week, and he can identify and say two of them without the visual cues! He caught on quickly to the hand motions - I didn't think about it, but he uses his hands a lot already when he communicates. I made a page with lots of words all over it, and he can find the ones he knows and say them. He's so excited - I'M so excited! On his recent benchmark testing, he only knew the same two sight words he knew at the beginning of the year. He has a long way to go, but I really bragged on him for basically doubling his sight word inventory in one week! I love this product, and I will definitely be back for more sets once he masters List A!” - Karen P. commented on SnapWords Sight Word List A Pocket Chart Cards

We get this type of feedback on a regular basis; that children who have struggled to learn and retain sight words or other reading concepts were suddenly able to learn and remember when they were able to use the right-brained materials designed at Child1st Publications.

What makes the difference?

Here is a comparison between plain sight words and SnapWords® (sight word flash cards with pictures and body motions).

Plain sight words cards:

what plain sight words look like

 

Here are the same words - as SnapWords®

Note that these are the same words, but rather than looking like little black wires (symbols that carry no meaning), these words are rich in content and meaning. There is something for the visual cortex to grab hold of and remember.

 

The difference SnapWords make

Take a closer look:

Look more closely at the word WAS. This word falls into the category of difficult for some children because of the fact that the A sounds like “AH” and the S sounds like a Z. It is also not a noun and not an action verb, which makes the word harder to illustrate.

Here is the front of the SnapWords® card:

SnapWords WAS

 

Notice that the wings of the butterfly mimic the shape of the W while the S is the caterpillar.

Here is the back of the same card:

SnapWords backs of cards

 

How to teach the word:

After you tell the child that the colorful word on the front of the card says WAS, turn the card over and show him the back. Ask which part of the word was the butterfly and which was the caterpillar. He should identify the W with the WINGS of the butterfly and the S as the curly caterpillar.

Show the body motion and have the child copy what you do, and then say “The butterfly WAS a caterpillar.”

This experience with the SnapWords® card is a complete teaching experience with a visual that requires no memorization, a body motion that reflects the word, and then a sentence that draws attention to the meaning of the word.

Learning to rely on several parts of the brain for learning and recall:

If you let your child study the front of the card and comment on what she sees, next ask her to close her eyes and “see” the word and picture in her mind. Ask her what she “sees” first. When she’s gotten a good look at the word in her mind’s eye, let her open her eyes and write the word on paper or on a whiteboard with a dry erase marker. She might want to embellish it for herself. I am going to stick my neck out here and guarantee you that the few minutes it took to teach this word will have a far more lasting effect on her memory than if she had only the plain sight word flash card for WAS at her disposal.

See what makes SnapWords different, example cards, who most benefits from using SnapWords, and how everything in the kit works together:

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