Soaring into Sight Words

Currently I have first and second graders who are struggling to learn basic sight words. I thought creating a web quest would be a good way to get them interested and keep them interested in learning these oh so important words.  Soaring into Sight Words includes several activities that all have to do with sight words. You can spend anywhere from 20 minutes to an hour on any activity� it just depends on how well the students are enjoying a particular one. They will obviously like some better than others, and will want to spend more time on those that they really like. (My students love Kitten Hop, because they constantly try to beat their times). My students go back to these activities two or three times a week (but continuously ask for more time).

Standards

Common Core & Technology Standards:

KINDERGARTEN
CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters.

CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words.

CCSS.ELA-Literacy.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words.
CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words.
CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
CCSS.ELA-Literacy.RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Fluency
CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding.

FIRST GRADE
CCSS.ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
CCSS.ELA-Literacy.RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word Recognition
CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words.
CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.

Fluency
CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding.
CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

SECOND GRADE
CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
CCSS.ELA-Literacy.RF.2.3b Know spelling-sound correspondences for additional common vowel teams.
CCSS.ELA-Literacy.RF.2.3c Decode regularly spelled two-syllable words with long vowels.
CCSS.ELA-Literacy.RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Fluency
CCSS.ELA-Literacy.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and understanding.
CCSS.ELA-Literacy.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings

TECHNOLOGY STANDARDS (from iste.org/nets.S)
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
1. Apply existing knowledge to generate new ideas, products, or processes
2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
1. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.
1. Plan strategies to guide inquiry
2. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
1. Identify and define authentic problems and significant questions for investigation

5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
1. Advocate and practice safe, legal, and responsible use of information and technology
2. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
3. Demonstrate personal responsibility for lifelong learning

6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
1. Transfer current knowledge to learning of new technologies

Credits

Soaring into Sight Words was created using zunal.com. The idea for the overall quest came from my current students who are struggling with basic sight words. I did some searching and found several webquests relating to sight words. These gave me possibilities for what I could do, but most of the sites & activities I've used are sites that I am familiar with from previous classroom use.

Other

I hope your students have as much fun with this Soaring into Sight Words WebQuest as mine did!