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Skill

RF.K.3.C: Read Common High-Frequency Words by Sight (e.g., the, of, to, you, she, my, is, are, do, does)

 

Standard

: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do,does).

 

Description

• Mastery: Student is able to read grade-level high frequency words with automaticity.
• Acquiring: Student is able to recognize some grade-level high frequency words. Student may attempt to decode some irregularly spelled words.

Probes

T:Read the following words – show a list of High Frequency Words, such as Fry’s or Dolch word lists, presented in random order (e.g., the, of, to, you, she, my, is, are, do, does).

Activities and Resources

 

Small Group Instruction – Direct Instruction

Let’s Bowl! (Small Group, w/ Partners)

 

During Transition

 

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

 

Display (e.g. Anchor Chart):

 

Source:

Considerations & Reminders

• High Frequency Word Lists should be posted and visible for ¼â½ÐÊÓƵapp to reference. While these words are to be memorized, the act of looking up at a chart/poster for quick reference allows the student to eventually be able to quickly find and recognize the words.
• When introducing an irregular word (but not when building fluency), we ask ¼â½ÐÊÓƵapp to sound out and say the word correctly. There are multiple reasons to ask ¼â½ÐÊÓƵapp to sound out irregular words:
  • When ¼â½ÐÊÓƵapp encounter an irregular word in connected text, they may initially attempt to sound it out. These exercises prepare them to read the word correctly.
  • We want to show ¼â½ÐÊÓƵapp that, though some word parts may be irregular, other parts are often regular, so that ¼â½ÐÊÓƵapp can decode those parts, giving them a clue to the full word.
  • If we sound out some words and not others, ¼â½ÐÊÓƵapp may learn that sounding out should only be used intermittently. They may decide not to use it even when they should.
  • Even for irregular words, the process of connecting symbols to sounds helps ¼â½ÐÊÓƵapp learn the word: “The knowledge of letter-sound relations provides the powerful mnemonic system that bonds the written forms of specific words to their pronunciation in memory.” (Ehri, 1995)
• Teaching tips:
  • One way to accelerate learning of irregular words is to print out flashcards for each newly introduced word and make a set for your ¼â½ÐÊÓƵapp to practice with at home.
  • If words are being introduced too slowly for your ¼â½ÐÊÓƵapp, you can introduce a new irregular word every day. You should feel free to vary the pace, being careful to ensure that everyone is keeping up.
  • When you point to a word, wait before touching it and train ¼â½ÐÊÓƵapp to respond only when you touch the word. That gives all ¼â½ÐÊÓƵapp time to think of the answer, so that slower ¼â½ÐÊÓƵapp don’t just copy faster ¼â½ÐÊÓƵapp.
  • For each activity, keep a record of items a student had problems with. Review this activity log before the next activity so you pay special attention to those ¼â½ÐÊÓƵapp.