![]() ![]() You can teach these words WITHIN your phonics lessons. Knowing that, let’s look at words from the Dolch and Fry lists that fit these patterns. Open syllable one-syllable words (he, she, be, etc.).The -ild, -old, -ind, -olt and -ost word families.Words with ending blends (-st, -mp, etc.).Words with beginning blends (fr, st, sl, etc.).Words with beginning and ending digraphs (th, sh, ch, etc.).(Depending on the setting, teachers may not have time to address the later skills in this list.) When I look at my own scope and sequence for teaching phonics skills, I consider the following to be appropriate phonics skills to teach in kindergarten. Choose high frequency words that students will encounter in their decodable books.Choose high frequency words that are decodable, and teach them when you teach the corresponding phonics skill.Instead, you need to consider two things when choosing your sight words: So let’s just agree that the Dolch kindergarten list is not any kind of authority for choosing kindergarten sight words. (Case in point: the CVC words cut and got are on the third grade list. While I do think that the Dolch and Fry word lists are helpful because they give us the most common high frequency words, the grade level lists are just ridiculous. If I could banish the Dolch grade level sight word lists, I would! Learn more in this post: How to teach sight words. We cannot orthographically map words unless we pay attention to the letters and their sounds.Ĭonclusion = teach sight words by calling attention to their letters and sounds. When we do this enough times, we orthographically map the word into our brains so that when we see it in the future, we recognize it automatically. We learn to read by matching the sounds to the letters (sounding out words). They can only do this for so long – the brain is not able to memorize an unending number of words, because that’s not how the brain learns to read. While we may teach our students to memorize a handful of words to get them going, our goal is NOT to teach our students to memorize sight words as wholes. Why memorizing sight words isn’t a good long term strategy Our goal, then, is to turn high frequency words (words that appear often in print) INTO sight words – words our students recognize automatically without needing to sound out or guess. A sight-word vocabulary refers to the pool of words a student can effortless recognize. A quick review … what are sight words?Įven though I use the term “sight words” throughout this series to refer to high frequency words that children need to learn, it’s important to remember the true definition.Ī sight word is a word that is instantly and effortlessly recalled from memory, regardless of whether it is phonically regular or irregular. To understand why, we need to remember WHAT sight words are and HOW we learn to read them. Unfortunately, lists of kindergarten sight words are often problematic. Many schools require kindergarten teachers to teach a long list of sight words to their kindergartners. ![]()
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