So to help you out I have created a 2 page High Frequency Words Scope and Sequence! I know it takes a lot of time (and brainpower!) to map out when you are going to teach each Heart and Flash word. For example, when you teach the digraph th you can introduce the words they and their. In that case you can introduce them when you teach the regularly spelled part of the word. Then there are words that are not easily grouped by spelling pattern. The heart words his, is, as and has can all be taught as VC and CVC words because the letter s in each of those words makes the sound /z/. Go, no, and so are also flash words that can be learned together. Instead of teaching the flash word he in isolation as a word to be memorized, you can teach he, be, we, me, and she at the same time. For this reason, it is smart to group words that have similar spelling patterns, even if the pattern is irregular. Students learn words more easily when they are grouped together than when they have to learn them one at a time. I would acknowledge that the words can easily get confused because they look so similar! To help them correct the confusion I would give them the ditty, “THEY like to go to the Y(MCA) so the word they has a Y. Then give students an idea or little ditty to help them correct it.įor example, if I were teaching the words then and they. To help students eliminate the confusion you can start by pointing out the similarity and explaining it. The words may look the same or sound the same which can leave students feeling mixed up!Įxamples of words that are predictably confusing include: When students learn pairs of words that are similar, they can easily get confused. Once you have those 10-15 words under their belt they are ready to begin their phonics instruction! You’ll know students have mastered the word when they can 1) find the word in a list of other words, (2) find the word in a text, (3) read the word from a card, and (4) spell the word. Continue to review the mastered words while learning the new one. To help them learn it you can simply use flashcards and point the word out when it appears in texts you are reading. Introduce your students to just one word at a time. While some children will learn to recognize words on their own as they are read to, without any prompting, others will need explicit instruction and practice to learn the words. For example, to and of are widely separated on the list because they are both two-letter words with an o, and the t and f have similar formations. Teaching these words in the order listed above helps minimize confusion for students. After students know all the letter names, but before they start phonics instruction, you need to teach them 10–15 very high-frequency words.Īs the teacher, you can select these words based on your students and your reading material, but if you want some guidance, I think this recommended list and order is great: 10 Sight Words for Pre-Readers to Learn Word
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