After over 12 months of fretting over my list, I’m pretty happy with the result. because those are needed fairly quickly when reading Phonics/CVC books. There are some words that I left on my list, like VC words in, am, an, up, it etc. Then I removed Magic E words, colors, and numbers for the same reason. “Why would we put CVC words on our list, when those are already taught separately”, I thought. One of my goals was to have a more concise list. I also noticed that I have 16 words that you don’t. I compared my list (210 words) with your list and came up some glaring shortcomings on my end, in my opinion (school, friend, each, people, etc). My wife recently purchased your 240 sight word books and lessons, and I will be happy to use them daily. At one point I was attempting to teach all 1000 Fry words, totally unnecessary in my opinion. So, sight words are very important to me, and I have spent too much time trying to come up with the perfect list using Fry, Dolch, and other lists I’ve come across. My wife and I teach English in a foreign country, and reading is what we emphasize among the 8 skills of English that we teach. Watch the video to see a sight word lesson in action … Connected text can be decodable sentences or books. Have your learner read connected text.Has and his are great words to read alongside is because they are short vowel words with an s that represents the the /z/ sound. If possible, have your learner read related words.In is, we spell /i/ with i and /z/ with s. Call attention to any unexpected spelling. For example, in the word is, there are two phonemes: /i/ and /z/. Name the individual phonemes (sounds) in the word.Name the new word, and have your learner repeat it. Next, we need to make sure our learners are ready to sound out words.Instead, our goal is to integrate sight word learning with phonics instruction. Our goal is not to teach loads of sight words as whole words, because kids need to connect the sounds to letters when reading. How to teach high frequency words to young learners Then we teach learners to learn the tricky parts by heart. We call attention to the parts of the word that are phonetic (and there’s usually at least 1-2 of them). What about words that we CAN’T sound out? Integrating high-frequency words into phonics lessons allows students to make sense of spelling patterns for these words. In order for kids’ brains to make new words a part of their permanent sight word vocabulary (the fancy word for this is orthographic mapping), they need to connect the sounds to the letters. (I’ve since removed them from the site and my shop.)īut research tells us that this isn’t how the brain learns to read. This is why I used to share a collection of sight word books that taught the words through repeated exposure. I used to think that when we teach sight words to young readers, we should teach them as whole words. PRE-ORDER NOW It’s time to rethink how we teach sight words.
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