Day 3: Improve Word Processing Speed with Activities
Students with special needs and learning disabilities often require extra support to boost processing speed. This specific sight word lesson plan is focused on improving processing speed through interactive games that challenge gross motor skills and producing from memory.
Day 3: Lesson
- Explore the sight words: many, jump, want & long.
- Processing information: receiving and producing.
- Improve gross motor skills, memory, and processing speed.
- Sight word rings created on previous day
- Laminated cards with sight words printed on the them
1. Give students their sight word rings and have them go over the words with a partner. Ask if 1-2 students would like to come to the front and share their sight word rings.
2. Clap, stomp, & sound out spelling activity (see Lesson #1)
3. Memory work:
- Write each word on the board. Have the students look at the words and then close their eyes. Erase one word and have the students open their eyes. Choose one student to come and fill in the word that is missing. Repeat.
- Write the words in a sequence and allow the students to look at the sequence for 10-20 seconds. Erase the sequence and have students rewrite the sequence of words, verbally reproduce the sequence, or correctly order their personal sight word cards. Repeat.
4. Tape laminated cards with words printed on them onto the floor as your game board. For a larger class, have several different “game boards.” Have students stand by the words and as you call out words, have the student jump on the correct word. Call out words as quickly or slowly as your students are able to jump.
Note: To make the activity more of a memory challenge, call out the words in a sequence first and then have the student jump to recreate the sequence.
Give students a small slip of paper with the words written out like this:
1. _____ many ________ jump _________want ________ long
2. _____ many ________ jump _________want ________ long
3. _____ many ________ jump _________want ________ long
Call out a sequence and have students write 1, 2, 3, or 4 next to each word according the order in which the words were given.
This lesson was all about processing the words and memorizing them. The class should be improving in their reaction times with identifying these words. Now you can move on to having the class work on applying their learning to written and verbal expression. Go to the next lesson.