Sight Word Recognition for Students with Intellectual Disability and ASD

IEP-ALIGNED INTERVENTION LESSON: Basic Sight Word Recognition
Grade 2 | Duration: 25 minutes | Group: 2 students | Setting: Small group

IEP GOAL CONNECTION:
By [IEP date], Student will read 20 high-frequency sight words with 80% accuracy across 3 consecutive trials when presented with visual supports and extended processing time.

TARGET SKILL:
Recognize and read 5 basic high-frequency sight words (the, and, is, see, I) using multi-sensory pathways

LEARNING BARRIER:

• Abstract symbolic processing (difficulty connecting arbitrary letter sequences to meaning)
• Attention regulation (difficulty sustaining focus on print-based tasks)
• Working memory (difficulty holding visual sequence in mind long enough to blend/recognize)

DISABILITY CONSIDERATIONS:

• Intellectual Disability (ID): Requires extensive concrete experiences, repetition, and connection to real-world meaning before abstract word recognition
• Autism Spectrum Disorder (ASD): Benefits from predictable structure, visual schedules, explicit social praise parameters, reduced linguistic processing demands
• Both: Need extended processing time (5-7 second wait time), minimal verbal directions, high visual support, movement integration

REQUIRED ACCOMMODATIONS:

• Extended processing time (5-7 seconds after each prompt)
• Visual supports (picture cues, color-coding, reference charts)
• Reduced number of items (5 sight words instead of standard 10-15)
• Concrete manipulatives and multi-sensory engagement
• Chunked directions (one step at a time with visual task completion indicators)
• Frequent movement breaks and sensory regulation opportunities

MATERIALS NEEDED:

• 5 large sight word cards (8x10”) with high-contrast print: “the”, “and”, “is”, “see”, “I”
• 5 corresponding picture cards showing simple, concrete representations (the = pointing arrow, and = plus sign, is = equals sign, see = eye, I = person)
• Sand tray or textured surface (sandpaper letters, shaving cream tray, play-doh)
• Student personal word ring with word/picture pairs (take-home)
• Sight word treasure hunt cards hidden around table area
• Visual schedule showing lesson sequence (4 picture icons)
• Success token board (5 spaces for collecting tokens throughout lesson)
• Movement cards (stand up, wiggle, march in place)

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HOOK & ACTIVATE (2 minutes): Sight Word Treasure Hunt Preview

“Today we’re going on a treasure hunt for FIVE special words! These words are everywhere - in your favorite books, on signs, and in messages.”

Show visual schedule with 4 icons: 1) Treasure map, 2) Sand tray, 3) Hunt around table, 4) Show what you know.

Multi-sensory preview:
Hold up first word card “the” with picture arrow. Say: “This says ‘the’ - it points to something special.” Trace the word in the air with large arm movements. Students mirror.

PRE-ASSESSMENT:
Place all 5 word cards face up. Point to “I” and wait 7 seconds. If no response, model: “This word is ‘I’ - it means ME!” Note which (if any) words students attempt to identify without support.

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DIRECT INSTRUCTION WITH MODELING (6 minutes): Multi-Sensory Word Introduction

“I DO” (Teacher Model with Think-Aloud):

Word 1 - “I”:
“Watch me learn this word with my whole body. This word is ‘I’ [point to self]. It means ME!”

• See: Hold large card with word “I” and picture of person
• Hear: “I, I, I” [exaggerated clear pronunciation]
• Touch: Trace “I” in sand tray with index finger
• Move: Point to self while saying “I”

Repeat 3 times with students watching.

Word 2 - “see”:
“This word is ‘see’ - like when my EYES look at something.”

• See: Word card + picture of eye
• Hear: “see, see, see” [hold ‘s’ sound: “sssssee”]
• Touch: Trace in sand with two fingers (s-e-e)
• Move: Point to own eyes then outward

Repeat 3 times.

[Continue same structure for “the”, “and”, “is” - 3-4 minutes total]

Multi-sensory supports in use:

• Visual: Large high-contrast cards, picture cues, watch teacher’s mouth movements
• Auditory: Slow, exaggerated pronunciation, sound stretching, rhythmic repetition
• Kinesthetic: Large arm movements tracing in air, full-body gestures
• Tactile: Sand tracing, feeling textured letters

Accommodation implementation:

• Extended time: 5-second pause between each word introduction
• Visual supports: Word never shown without picture cue during instruction
• Reduced items: Only 5 words instead of 10
• Chunked directions: “Watch me” - [model] - “Now your turn” (one step at a time)

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GUIDED PRACTICE WITH SCAFFOLDING (8 minutes): “WE DO” Multi-Sensory Word Building

Activity 1: Sand Tray Tracing (3 minutes)

“Now we write the words together!”

Teacher says word - shows card with picture - both trace in sand together - student traces independently.

Order: Start with “I” (easiest - one letter), then “see”, “is”, “the”, “and”.

Scaffolding prompts:

• Full support: Hand-over-hand tracing while saying word aloud
• Moderate support: Point to each letter in sequence, say word, student traces
• Minimal support: Show picture cue, student traces and says word

After each word: Give 7-second processing time, then place word card on “done” side of table. Celebrate with high-five or success token.

Movement break (1 minute): Draw movement card - all stand and do action (10 seconds).

Activity 2: Word-Picture Matching (4 minutes)

Place 5 picture cards in row. Hold up word card “see”.

Teacher model: “This says ‘see’. Which picture matches? The eye! Because we SEE with our eyes.” Place word on picture.

Mix up remaining 4 pictures and word cards.

“Your turn! Pick a word card.” [Hand card to Student 1]
Wait 7 seconds. If no response: “Let’s read it together.” Point to first letter, make sound, stretch word.

After reading word together: “Now find the picture that matches!”

Repeat until all 5 words matched. Student 2 gets 2-3 turns, depending on pace.

Error correction protocol:

• No “That’s wrong” statements
• Redirect: “Let’s look at this word together. This letter makes the sound…”
• Model: “Watch me match this one. [demonstrate] Now you try the next one.”
• Provide immediate correct model, then give student another chance with same word
• Celebrate attempt: “I love how you tried! Let’s do it together.”

CHECK FOR UNDERSTANDING:
Hold up “I” word card. Point to self and wait 7 seconds. Both students should point to themselves or say “I.”
Hold up “see” word card. Point to eyes and wait 7 seconds. Both students should point to eyes or say “see.”

If student does not respond: Use full scaffolding sequence again with that word.

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MODIFIED INDEPENDENT PRACTICE (6 minutes):

Level 1 (High Support - Concrete): Treasure Hunt with Picture Cues

Hide 5 word cards around table area (under placemat, behind pencil cup, next to basket, etc.). Each card has word + picture.

“Find the treasure words! When you find one, bring it to me and we’ll read it together.”

Student finds card - Teacher points to picture - “What do you see in the picture?” - Connect to word - Read together with 7-second wait time.

Success criteria: Student retrieves all 5 cards and participates in reading (approximation is success - “sss” for “see” counts).

Level 2 (Moderate Support - Semi-Concrete): Word Ring Building

Students have personal word ring (like a keychain ring with index cards).

Teacher holds up “I” card. “Can you find the word ‘I’ in your pile?” [5 cards laid out, 3 are target words, 2 are distractors like “a”, “to”]

Wait 7 seconds. Point to picture cue if needed. When found: “Great! Now put it on your ring!”

Repeat for remaining 4 target words.

Success criteria: Student matches 3 out of 5 words to picture cue with pointing support.

Level 3 (Lower Support - Moving Toward Abstract): Quick Flash

Teacher quickly shows word card (2 seconds), hides it. “What word did you see?”

If student names ANY letter or makes ANY sound approximation: “Yes! Let’s check!” [reveal card and read together]

Try all 5 words. Only expect success on 1-2 words at this level for these students at this stage.

Success criteria: Student attempts to identify word or names a letter in the word.

[Adjust levels based on student performance - may stay at Level 1 for entire practice time]

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PROGRESS MONITORING CHECK (3 minutes):

Assessment:

Present 5 word cards one at a time in random order. Say: “Read this word.” Wait 7 seconds.

Trial 1: “the” [show card with NO picture]
Trial 2: “see” [show card with NO picture]
Trial 3: “I” [show card with NO picture]

Accommodation provided:

• Extended wait time: 7 seconds per trial
• If no response after 7 seconds, show picture cue and re-test as “with visual support”
• Reduced items: Only 3 trials instead of 5 to prevent fatigue

Data collection:
Record: I = Independent (no cues), V = Visual support needed (picture cue), P = Physical prompt (pointing), NR = No response

DATA SHEET:

Trial	Word	Correct	Prompt Level	Notes
1	the
2	see
3	I

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ADDRESSING THE LEARNING BARRIER:

Barrier identified:

• Abstract symbolic processing (print is meaningless without concrete anchor)
• Attention regulation (difficulty sustaining focus on decontextualized print)
• Working memory (can’t hold letter sequence long enough to process)

How this lesson removes/reduces barrier:

1. Abstract processing - Concrete anchors: Every word paired with tangible picture/gesture. “See” isn’t arbitrary letters - it’s THE EYE PICTURE. Builds concrete-to-abstract bridge.

2. Attention regulation - Movement integration: Sand tracing, treasure hunt, physical gestures prevent static, print-only tasks. Movement every 2-3 minutes maintains regulation. Visual schedule shows “almost done” progress.

3. Working memory - Reduced load + multi-sensory redundancy: Only 5 words (vs 10-15). Every word encountered 10+ times through different modalities (tracing, matching, hunting, building ring). Repetition with variety = reduced memory demand.

4. Extended processing time: 7-second wait honors slower processing speed. Prevents anxiety, allows neural pathways time to activate.

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ACCOMMODATION IMPLEMENTATION GUIDE:

Extended processing time (5-7 seconds):
How implemented: Built into every teacher question/prompt. Count silently to 7 before providing any additional support. Use visual timer if needed.
When used: ALL sections - pre-assessment, modeling, guided practice, independent practice, progress monitoring.

Visual supports (picture cues, color-coding):
How implemented: Every word card has corresponding picture. Pictures developmentally appropriate (simple, clear, high-contrast). Word never presented without visual access.
When used: Throughout entire lesson. Only removed during final progress monitoring check (and re-added if student needs support).

Reduced number of items (5 words):
How implemented: Typical sight word lesson covers 10-15 words. This lesson focuses on 5 with deep, multi-sensory practice. Quality over quantity.
When used: Entire lesson scope. Do NOT add additional words even if students seem ready - mastery of 5 is the goal.

Concrete manipulatives:
How implemented: Sand tray for tactile tracing, physical word/picture cards to manipulate, word ring to build. Nothing abstract-only.
When used: Direct instruction (sand tray), guided practice (matching cards), independent practice (treasure hunt, ring building).

Chunked directions (one step at a time):
How implemented: Visual schedule shows 4 major steps. Within each step, only one direction given. “Find a word” - [wait for completion] - “Bring it here” - [wait] - “Let’s read it.”
When used: All sections. Never give multi-step verbal directions like “Find the word, bring it here, and we’ll read it together” - too much language processing demand.

Movement breaks:
How implemented: Movement cards available. Natural movement integrated into lesson (treasure hunt, walking to table, gestures). Plan for 1 structured break at midpoint.
When used: After Activity 1 of guided practice (minute 9). Additional breaks as needed if attention wanes.

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DIFFERENTIATION BY DISABILITY:

For students with Intellectual Disability (ID):

• Prioritize functional sight words with immediate real-world application (“I”, “see” appear in daily communication)
• Use even MORE repetition - expect 15-20 exposures before recognition
• Celebrate approximations (saying “sss” for “see” is progress)
• Consider using student’s actual photo for “I” picture cue instead of generic person
• May need to reduce to 3 words instead of 5 if cognitive demand too high
• Connect every word to concrete daily routine (“I see the bus”, “I see snack”)

For students with Autism Spectrum Disorder (ASD):

• Provide explicit visual schedule - show progress through lesson to reduce anxiety about “what’s next”
• Use consistent, predictable praise (“Nice job reading ‘the’” vs. varied/exuberant social praise which may be overstimulating)
• Minimize auditory distractions - work in quiet space if possible
• Offer sensory choice (sand tray vs. shaving cream vs. play-doh for tracing)
• Give advance warning before transitions (“One more word, then treasure hunt”)
• Avoid figurative language (“treasure hunt” might be confusing - show what you mean with pictures)
• Allow parallel play if student is uncomfortable with direct turn-taking - both students can hunt simultaneously

For students with co-occurring ID + ASD:

• Combine strategies from both: high repetition + high visual structure
• Use First-Then boards (“First sand tray, then treasure hunt”)
• Provide sensory regulation tools throughout (fidget, weighted lap pad, chew tool)
• Build in extra wait time for processing both cognitive and sensory information
• Consider teaching words in isolation first (1-2 weeks on “I” alone) before adding complexity
• Watch for sensory overwhelm - sand texture, social proximity, verbal demands may accumulate

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PARAPROFESSIONAL SUPPORT NOTES:

Before lesson:

• Prepare sand tray (smooth sand, have damp paper towel ready for hand cleaning)
• Hide 5 treasure hunt word cards around table area - make them findable but not immediately visible
• Set out visual schedule where both students can see
• Have movement cards ready in small basket
• Prepare two identical word rings with cards

During lesson:

• Sit alongside students, not across - allows you to point to materials from their visual perspective
• During “I do”: Students should just watch, not participate yet. Your job is to help them attend (gentle shoulder tap if looking away, redirect to teacher with pointing)
• During “We do”: Provide hand-over-hand support for tracing if student isn’t initiating. Say word aloud while tracing together.
• During treasure hunt: If student is stuck, point to general area (“Look by the basket”). Celebrate finding (“You found it!”) before reading demand.
• Give tokens/stickers after each section of visual schedule complete

How to prompt (Hierarchy - most to least intrusive):

1. Full physical: Hand-over-hand tracing/pointing
2. Partial physical: Touch student’s elbow to initiate movement
3. Gestural: Point to correct answer/location
4. Verbal: “It starts with ‘s’ - sssss”
5. Indirect verbal: “Let’s try this one”
6. Independent: Student responds with no prompts (wait 7 seconds first!)

Always try least intrusive first, wait 7 seconds, then move up hierarchy if needed.

What to record:

• Which words student needed visual support for during progress monitoring check
• Approximate number of times student needed hand-over-hand vs. independent tracing
• Any sensory reactions (avoided sand, needed break, etc.)
• Social engagement (made eye contact, smiled, initiated showing you something)

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SUCCESS CRITERIA:

By end of intervention, students should be able to:

• Trace each of the 5 sight words in sand with minimal physical prompting (gestural or verbal cue only)
• Match 3 out of 5 word cards to corresponding picture cards with 7-second processing time
• Identify “I” independently (no visual support) when presented on card
• Demonstrate understanding of at least 1-2 additional words through gesture (pointing to eyes for “see”) or vocal approximation even if not reading accurately

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BEHAVIOR & ENGAGEMENT SUPPORTS:

Attention supports:

• Visual schedule shows predictable sequence and endpoint
• Frequent modality changes (trace - match - hunt - build) prevent boredom
• Movement integrated every 3 minutes maximum
• Success tokens provide visual feedback of progress
• Materials are high-interest (treasure hunt theme, tactile sand)

Motivation strategies:

• Treasure hunt framing makes sight word practice a game
• Personal word ring to keep (“These are YOUR words!”)
• Celebrate every attempt, not just correct answers
• Choice embedded: “Which word should we hide first?” “Sand or shaving cream?”
• Progress visible on token board

Self-regulation supports:

• Predictable structure reduces anxiety
• Extended wait time removes pressure/urgency
• Sensory input through sand/texture supports regulation
• Movement breaks before dysregulation occurs
• Option to squeeze stress ball or hold fidget during listening portions

Reinforcement plan:

• Specific behavior praise: “I love how you traced every letter!” (not generic “good job”)
• Immediate: Praise within 2 seconds of target behavior
• Token after each major section (4 tokens possible by end)
• Natural reinforcement: Getting to keep personal word ring, being the “finder” during treasure hunt
• Social reinforcement calibrated to student: High-five for one student, thumbs-up for student who prefers less touch

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NEXT STEPS & IEP CONSIDERATIONS:

If student meets success criteria (3/5 words matched, “I” identified independently):

• Continue same 5 words for 3-5 more sessions before adding new words (ID students need extensive practice for retention)
• Begin fading picture cues: show word alone first, wait 7 seconds, then reveal picture if needed
• Introduce words in simple sentence context: “I see the ___” fill-in-blank with picture choices
• Add words to classroom environmental print (labels, schedules) for naturalistic practice

If student does not meet criteria:

• Reduce to 3 words: “I”, “see”, “the” (most frequent and concrete)
• Increase number of sessions on same words before progress monitoring (may need 8-10 sessions for mastery vs. typical 3-5)
• Add even MORE sensory input: wikki stix letters, play-doh letter building, finger paint words
• Consider 1-on-1 pre-teaching before small group to reduce cognitive load
• Check for vision concerns (can student actually see print clearly?) - refer to school nurse
• Consult with OT about sensory processing or fine motor issues affecting tracing
• Possible prerequisite skill gap: student may need letter-sound correspondence work before whole word recognition

When to consider IEP goal modification:

• After 6-8 weeks (12-16 intervention sessions) with intensive support, if student shows no progress on ANY of the 5 words
• If student is making progress on 1-2 words but others remain inaccessible, consider lowering goal from 20 words to 10 high-utility words
• If student masters 5 words but generalization doesn’t occur (can’t identify them in books, only in isolation), goal may need to specify generalization contexts

Data documentation for IEP:

• Record progress monitoring results on data sheet immediately after each session (don’t wait)
• Enter data into IEP tracking system weekly (every Friday)
• After 3 consecutive sessions, calculate trend: improving, maintaining, or declining
• Report progress to case manager every 2 weeks via email with graph of accuracy
• Bring data sheets to IEP meetings to show visual progress over time

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FAMILY SUPPORT NOTE (Send Home):

“Dear Family,

Today in intervention, [Student Name] worked on reading 5 important sight words: ‘I’, ‘see’, ‘the’, ‘and’, and ‘is’. These words appear in almost every book and help students become confident readers! This connects to their IEP goal of reading 20 sight words with accuracy by [date].

We used sand tracing, treasure hunt games, and picture cards to help [him/her/them] learn these words through seeing, hearing, and touching.

AT HOME TRY THIS:

Sight Word Sensory Search (5-10 minutes, 2-3 times per week):

1. Write one word on 3 sticky notes: “I” or “see” (start with easier ones)
2. Hide sticky notes around one room (on the fridge, under a cup, on the TV)
3. Have [Student Name] find them and bring them to you
4. Read the word together - point to the picture on the attached card we’re sending home
5. Celebrate finding all 3!

What helps [Student Name] learn:

• Give 5-7 seconds of “thinking time” after asking “What word is this?” (count silently before helping)
• Use the picture cards on the word ring we sent home - show the picture while practicing
• Keep practice short and playful (5-10 minutes maximum) - stop before frustration
• Practice the same words many times (10-15 times) before expecting [him/her/them] to remember independently
• Celebrate trying, not just correct answers! (“I love how you looked carefully at that word!”)

[Student Name] showed great focus today during our treasure hunt and traced all 5 words in the sand tray!

Please contact me if you have questions!”

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TEACHER REFLECTION & NOTES:

Implementation tips:

• First time running this lesson, it may take 28-30 minutes instead of 25 - that’s okay. Pacing will improve with practice.
• Have extra visual supports ready (more picture cards) in case student needs additional scaffolding
• If both students are at very different levels, consider shortening group time and doing 10 minutes 1-on-1 with each instead
• Sand tray is messy but highly effective - worth the cleanup time for sensory learners
• Take photos of student with their word ring - visual documentation of progress AND motivating to show family

Common pitfalls to avoid:

• Don’t rush the 7-second wait time - it feels eternal but is necessary for processing
• Don’t add more words because you think they’re “doing well” - mastery of 5 is the goal
• Don’t present words without pictures during instruction phases (only during final progress check)
• Don’t use abstract explanations (“‘the’ is an article”) - stay concrete and functional
• Don’t show disappointment if student doesn’t progress quickly - celebrate small wins authentically

What to observe during lesson:

• Is student able to sustain attention for 25 minutes or do you need to build in more breaks?
• Which sensory modality seems most effective? (Some kids love sand, others resist texture - have alternatives)
• Does student show recognition through gesture before verbal response? (pointing to eye when seeing “see” even if not saying the word)
• Social engagement: Is student making any eye contact, smiling, showing pride when successful?
• Frustration indicators: Pushing materials away, verbal refusals, physical withdrawal - these signal need for break or reduced demand

Materials management:

• Keep all 5 word cards + pictures in gallon ziplock labeled with student names
• Sand tray can stay in resource room - just smooth sand between uses
• Word rings go home in student folder - make color copies as backup
• Treasure hunt cards can be reused - laminate for durability
• Movement cards in small basket - reuse across all intervention groups