SnapWords® Spelling Dictionary, 2nd Edition
This new edition of SnapWords® Spelling Dictionary is packed with all the images, body motions and sentences from the SnapWords® cards, alphabetized for ease of use. This edition includes all of our SnapWords®, including Lists A-G, Numbers & Colors, Nouns 1, Nouns 2, and Verbs.
SnapWords® Spelling Dictionary is designed to be used as a reference or for review after students have been introduced to the sight words using the stylized SnapWords® cards.
Because the goal is that students move quickly from learning stylized words to reading the unadorned words found on the backs of the SnapWords® cards and in print, the SnapWords® Spelling Dictionary is not recommended for initial teaching of sight words.
Recommended uses for the SnapWords® Spelling Dictionary include:
• placement in a writing center for spelling reference
• inclusion in a classroom lending library for review at home
• accommodation for special education students during testing
• reference for teachers as they prepare and teach lessons
• resource for older non-readers
• resource for ELL
This new edition of SnapWords® Spelling Dictionary has 132 pages, is 5.5" x 8.5" and contains 607 high-frequency words from Dolch, Fountas & Pinnell, Fry and more.
How to Use the SnapWords® Spelling Dictionary at Home
For TEACHERS – Teach SnapWords® in the classroom following the groups of words as outlined in SnapWords® Mini-Lessons. Each time you introduce a group of words, send the list of words home with your students so their parents can use the SnapWords® Spelling Dictionary to help them review.
For PARENTS – When your child’s teacher sends home a list of 10-12 SnapWords® they are working on in the classroom, use the SnapWords® Spelling Dictionary to support your child at home. If you are using the Dictionary independently, just choose 10-12 words on your own and follow the suggested activities below. Our recommended groups of words can be found here.
ACTIVITY 1 – Introduce the words
- Locate each word from the list in the Dictionary and tell your child what it says
- Talk about what the picture shows, allowing enough time for your child to study the picture well
- Do the hand motions as you say the word together
- Read the sentence and have your child repeat it
ACTIVITY 2 – Review the words
- Find each word in the Dictionary one at a time, asking your child what each word is. If he/she hesitates at all, say the word yourself – don’t let your child guess wrong.
- Do the body motion as you repeat the word
- Say the sentence together
ACTIVITY 3 – Transition to plain print
- When the child can easily read all of the words in the group, write the words on little cards and spread them out on the table
- Show your child one word at a time, asking him/her to find the same word on a card from the table
ACTIVITY 4 – Review plain print
- Once your child can quickly identify the correct plain words to match the picture words, set the Dictionary aside and just call out one word at a time for him/her to find on the table
- If your child is not sure about a word, find it in the Dictionary and show him/her the picture again
- Take turns calling out words for your child to find and letting him/her call out words for you to find
- When your child can easily read all the words from the plain cards, put that group of cards in a baggie or box and start with another group of 10-12 picture words, repeating activities 1-4
"I found this resource provides an effective alternative way to teach sight words that works well for all students, but especially low progress readers who struggle with learning and applying these words to their reading and writing. The picture-cues attached to the sight words, action and sentence/story context make them so much more memorable for students than the usual practice exercises. They actually enjoy learning this way and motivation is so important. I also use the sight word cards for lessons and the word wall that are in this series from Child1st Publications. Students can also use the picture cued examples as a model for making their own word banks."