Sight Word Flash — Primer — Spelling
Literacy · Grades K–2 · 52 cards
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
Sort into decodable and irregular before building anything. At, am, but, get and did can be segmented and spelled; are, do, four, came and good cannot be worked out and have to be seen and remembered. Telling a child which group a word is in saves them a lot of wasted effort. Work in sets of eight rather than fifty-two.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentShow the word and wait 3 seconds for the student to read it.Log as correct
- First soundCover all but the first letter and let them try again.Log as cued
- Two choicesSay two words and let the student pick the one on the card.Log as cued
- ModelRead the word; the student reads it after you and traces it once.Log as cued
Adjust it
Work on 5 words at a time, mixing 3 known with 2 new.
Read the words in short sentences, or spell them from memory.
Matching IEP goal
Given sight word cards, such as 'all' and 'are', Student will read the words in 8 of 10 opportunities within 3 seconds each, across 3 consecutive sessions.
Send it home through the parent portal →About this activity
Fifty-two Dolch primer words — all, am, are, at, ate, be, black, brown, but, came, did, do, eat, four, get, good and the rest — as a spelling task. Derived from the flashcard deck. The primer list is where irregular spellings start to dominate, which makes spelling considerably harder than reading for this set.
What to listen for
Watch the phonetically reasonable errors. Four spelled for, do spelled dew, are spelled ar — all of them are good phonics applied to words that do not cooperate, and they should be corrected as exceptions rather than as mistakes. Notice good and four, where a vowel team spells a sound the child would write with a single letter.
Carrying it home
Writing three or four sight words is more useful than saying them, because the irregular ones have to be seen to be remembered. A minute a day beats a long weekly session.
What's in this activity
- all
- am
- are
- at
- ate
- be
- black
- brown
- but
- came
- did
- do
- eat
- four
- get
- good
- have
- he
- into
- like
- must
- new
- no
- now
- on
- our
- out
- please
- pretty
- ran
- ride
- saw
- say
- she
- so
- soon
- that
- there
- they
- this
- too
- under
- want
- was
- well
- went
- what
- white
- who
- will
- with
- yes
Questions
- How is this different from the flashcards?
- Same fifty-two words, built from letters. Spelling is much harder than recognition for this list because so many of the words are irregular.
- Do I need to sign in?
- No, it plays free with no account.
- My student spells 'four' as 'for'. What now?
- That is a homophone problem rather than a phonics one — both spellings are reasonable for the sound. It needs meaning attached: four is the number, for is the preposition.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.