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

CCSS.ELA-LITERACY.RF.K.3.C: 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

P.041 High Frequency Words Sandpaper Words
F.008 Words Word Relay
F.009 Words Fast Match (water)
F.011 Words I Read, You Point
F.012 HFW Fast Match p43 (Small Group, w/ Partners)
F.016 HFW Sentence Scramble p48 (Small Group, w/ Partners, Independent)
Introducing Multiple Irregular Words- (Small Group)
Memory- (Small Group, w/ Partners)
Bam!- (Small Group, w/ Partners)
Draw Two (Small Group, w/ Partners)
Musical Chairs (Small Group)
Word Baseball (Small Group)
Word Potato (Small Group)
Speed Battle (Small Group, w/ Partners)
Let’s Bowl! (Small Group, w/ Partners)
My Pile, Your Pile
Make sentences with high-frequency words
Sight Word Readers

 

During Transition

Around the World w/ Irregular Words- (Small Group, w/ Partners, & Transitions)
Flashlight! Flashlight!- (Small Group, w/ Partners, & Transitions)
Line it up!- (Transitions)
Smack the Wall (Small Group & Transitions)
Surprise (Small Group & Transitions)
Class Challenge

 

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

P.042 High Frequency Words Word Checkers
P.043 High Frequency Words Word Fishing
P.044 High Frequency Words Word Baseball
P.045 High Frequency Words Word Memory Game
P.046 High Frequency Words Word Bowling
P.047 Variant Correspondences Canned Sort
F.009 Words Pass the Words
F.010 Words Word Sprint
F.011 Words Word Speed Practice
Irregular Word Fluency (Small Group, w/ Partners, Independent)
Tic Tac Toe (w/ Partners or Independent)
Word Hunt Tally (w/ Partners or Independent)
Sight Word Books
Sight Word Readers

 

Display (e.g. Anchor Chart):

 

Source: Notes from Miss Dennis

Considerations & Reminders

• High Frequency Word Lists should be posted and visible for students 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 students to sound out and say the word correctly. There are multiple reasons to ask students to sound out irregular words:
  • When students 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 students that, though some word parts may be irregular, other parts are often regular, so that students can decode those parts, giving them a clue to the full word.
  • If we sound out some words and not others, students 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 students 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 students to practice with at home.
  • If words are being introduced too slowly for your students, 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 students to respond only when you touch the word. That gives all students time to think of the answer, so that slower students don’t just copy faster students.
  • 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 students.