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(Notice:I did NOT say “the words they are encountering in their leveled books. My recommendation is to teach the words kids are most likely to encounter in the decodable books they’re reading within their phonics lessons and for reading practice. Which ones should we teach in kindergarten? There are a fair number of high frequency words that we can’t sound out (or at least we can’t sound out all the parts). I recommend using editable reading word games so you can type in the words you want your students to practice.īuy Now What about irregular kindergarten sight words? Kids need to read these words over and over again to orthographically map them. I also don’t want to give the impression that practice isn’t incorporate. Other decodable high frequency words that you will probably want to teach early on include and, go, he, she, and we. For example, kids will obviously need to read “a” and “I” from the very beginning. WOW! That’s a LOT of words that we can teach right within our phonics lessons … no memorization necessary!Īnd yet … you SHOULD teach some of these words before you get to their appropriate phonics lesson.
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High frequency words in the -ind, -old, and -ost families High frequency words that end with -ng or -nk **Technically not CVC, but students easily learn that two identical letters in a row represent a single sound. *Teach your students that “s” can represent the /z/ sound. While you WILL need to teach some of these words before you teach the phonics skill (so kids can read their decodable books), most of the following words should not be taught as whole words to memorize. 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. PRE-ORDER NOW Decodable sight words for kindergarten 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.