If you're like me, your prep time is non-existent, so you are going to love this Kit! Open the box and stash your Snapwords® cards in a file box within easy reach. When it is time to teach, grab your SnapWords® Mini-Lessons book (included in the kit) and just do what it says. The work is done for you! SnapWords® Kits are designed first of all to bring success in reading to all types of learners, but they are also designed to do most of the work for the teacher or parent! SnapWords® Cards have a track record of bringing success to children with dyslexia, autism, ADHD, those who are visual learners, and brand new learners. Obstacles to learning can include the inability to sound out words, sounding out words just fine but not remembering the word later, slow, halting reading, and lack of reading comprehension.
This complete set contains 643 high-frequency sight words, including all 220 Dolch words, 500 Fountas & Pinnell most frequently recurring words, 300 Fry instant words and some extra high-frequency words.
This kit is a combination of 306 SnapWords® and 301 SnapWords® Kits. Cards are 5.5" x 4.25"
Lists A-G, Numbers, Colors, Days, Months & Seasons, Verbs, Nouns List 1, Nouns List 2.
The Complete Sight Words in Sentences (for practice in reading sight words in context).
Ability levels include Preschool through Third Grade and remedial.
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.
- 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!
- 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
How to Teach SnapWords® Most Effectively
You’ve opened your Kit and have all those lovely, colorful words ready to introduce to your students! Now what? What is the very best way to teach SnapWords® efficiently and effectively?
Let’s review some background about teaching/learning visually first:
Visual Learning is Instant: Remember that when learning visually, children’s brains will snap a picture of the SnapWords® and store it in memory. The significance of this is that children won’t need many exposures to the stylized word. One to three exposures will usually do the job!
Teach with the Goal in Mind: The goal when teaching SnapWords® is to get children to plain words as soon as possible. The significance of this is that children will need to see SnapWords® pictures 1-3 times and then you will turn the cards over so they can read plain words. If you follow these steps, use of stylized words is very temporary.
Steps to Follow When Teaching SnapWords®
Find your book, SnapWords® Mini-Lessons and turn to Section A – page 5.
Start with Level 1 You can find these words by leafing through Set A and finding the green dots that have the number 1 in them. These words are all very small and most have short vowel sounds.
Setting. Gather the whole class to a rug and sit on a chair in front of them. Use a pocket chart hanging at their eye level and arrange all 12 words in the chart. The significance of grouping the whole class near you is that their focus will increase. Children who are far away from the teacher will have many opportunities for distraction. When they are close to you and what they are learning, their focus will improve and you will be able to track efficiently who is with you and who has possibly tuned out. Children who need more support should be sitting right in front, very close to you.
On day one, introduce the words by pointing to one word at a time telling the class what the words say. Talk briefly about what the pictures show and give the children time to study the details in the pictures, but keep the process moving. For instance, you would point to BY and say, “This word says BY. Notice that the girl is standing right BY the blue door.” At this point, information is going from teacher to students. You will scan the “crowd” noticing who is with you and moving children who are distracted to the front or engaging them by asking what they notice. Keep the pace going.
Day two, go through the words again, reading each word together. This time, read the sentence on the back of the cards and do the body motions together, one word at a time. At this point, learning is a joint effort involving both teacher and students. (If you have the time, go on to do the activity for Day Three, which follows.)
Day three, play the game “Pop Up” from page 162. This game will give each child a chance to identify words. If you have time, you could pay “Where’s Word-O?” or “Which is Which?” on page 163. The purpose of these games is to shift the learning piece to students – to pull out or stimulate them to think about what they know. Information is flowing from students to teacher.
Day four, go to activity 9, “Word Flip” on page 166. This day is super important! You are transitioning the children smoothly, at their pace, from picture words to plain words. It is so important to follow this procedure in order to finish the learning cycle for your kiddos. It is important to have a close relationship between the picture word and the plain word – showing the picture then the plain word so they are closely related in the child’s mind. Once you have turned all the words over, if a child hesitates reading a word, simply do the body motion for the word without saying anything. If he/she still hesitates, flash the image side again.
Teach the words: Once children can read the group of words pretty well, start going through the Mini-Lessons, teaching each word or pairs of words. For instance, on page 7, A and AT could be taught in tandem just fine. All of this depends on your own class and their ability to focus for 15 minutes or so. The lessons are short, should keep moving, and are effective at teaching reading, writing, spelling, comprehension, and phonics.
After teaching Level 1, post that group of words on the word wall in ABC order and start with Level 2.
Try before you buy
607 Kit Plain Word Wall Words
SnapWords® tracking charts
Activities for teaching SnapWords®
SnapWords® contents Dolch, Fry, Fountas & Pinnell
Note from the designer:
"When I was in the classroom, I used SnapWords® for ALL my students. I did not reserve them for use with only those children who struggled to learn to read or for whom reading was tedious. I also taught ALL the words to ALL the students, not feeling I had to limit the children to the required list of words. What I found was that using SnapWords® with the whole class saved a lot of teaching time, brought the children together as peers, helped them quickly learn to help each other, and for those children who would have learned to read easily, SnapWords® made learning to read engaging and helped them with comprehension."
- Sarah K Major, M.Ed.
"I love the 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!"
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