Practicing High Frequency And Sight Words

It is one of the most important strategy teachers can do with a child. Interactively reading aloud to children has them actively involved in the process. A teacher has the children asking questions and making a prediction. Shared reading helps the students build a framework to draw attention to vocabulary. This read aloud strategy should have carefully thought-out questions. For example, a shared reading activity for Chicka Chicka Boom Boom: First, point out the cover of the book. One should point to the words as you read the title, the authors, and the illustrator. According to the Resource in Early Learning, Chicka Chicka Boom Boom has a lively musical rhythm. As you read, emphasize the beat and rhythm of the words. Have the children join in the lines that repeat. It is also important to point to each letter as you read. After reading the book ask questions such as, “What happens when all the letter get to the top of the tree” or “Let’s count the

Author note: This paper was prepared for the American Federation of Teachers by Louisa C. Moats, project director, Washington D.C. site of the National Institute of Child Health and Human Development (NICHD) Early Interventions Project, and clinical associate professor of pediatrics, University of Texas, Houston, Health Sciences Center. Her work is supported in part by grant HD30995, “Early Interventions for Children with Reading Problems,”

What is the problem you are addressing? Students have to learn the names and sounds of the letters in order move on into more advance connections that will lead them into success in reading and writing. Traditional teaching methods in our schools allow students to make the connections between letter prints and phonemes using mostly visual and auditory learning styles. This early reading task is not easy for beginners (Ehri, Deffner & Lee, 1984, p. 880). In order to ease the difficulties young scholars might encounter while learning sound to letter graphic representation, multi sensory teaching

Phonemic awareness is a vital role in literacy instruction. Many schools and districts adopt a commercially published basal reading program and it becomes the cornerstone of their instruction ( (David Chard, n.d.). We also know that through investigation and research it has shown us that word-recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. (David Chard, n.d.) The same researchers have found that the reading passages that students are reading didn’t relate to the words they were learning. In order for students to read at grade level or above a supplemental program should be implemented. I have found that at my school we are lacking a phonics program that will reach different students abilities and make them successful in reading. My goal for this paper is to show my district that using a supplemental phonics program aside from our basal phonics program will prove beneficial to strategic readers who fall below grade level.

Both of these activities would aid in fluency of high frequency words and assist with

The Fry Sight-Word Inventory is an informal, criterion-referenced screener which measures high-frequency word achievement. Fry 's Instant Words have been determined as the most common words used in English ranked in order of frequency. Specifically, Fry found that twenty-five words make up approximately a third of all items published, one-hundred words comprise almost half of all of the words found in publications, and three-hundred words make up approximately sixty-five percent of all written material. The first three-hundred words on Fry’s list should be mastered by the end of corresponding grade levels, and lists four through ten should be mastered between fourth and fifth grades. Each hundred words are broken down even further into twenty-five words per list, according to difficulty and frequency, and should be assessed sequentially. The goal of progress monitoring high-frequency word mastery is to increase fluency on high-frequency words in order to further automaticity within our students’ reading, which ultimately impacts overall comprehension.

100 high frequency words (the most used words in the vocabulary)2. Know how to support a child to develop literacy skills

Phonics: this is the most known and used method to teach reading skills, phonics teaches children the relationship between letters of the written language and the sounds of the spoken language, it teaches children to use these relationships to read and write. This will teach them the alphabet and how these words are written and spoken which will be predictable, this will help them recognise familiar words and help them with harder ones.

Gross (2010) state that children should systematically be taught to read through phonics and not by memorising “whole words”; by the late 1970’s teachers were no longer fond of that approach as it was not working because children were still struggling to read, it was dull and repetitive and new words were introduced at a

There are plenty of fun activities to do with children when trying to enhance their phonological awareness. Activities that involve using rhyming words, jingles, poems, and syllabus in particular can be very helpful when helping children enhance their phonological awareness.

The synthetic approach is becoming widely accepted as a highly proficient method. It is a part-to-whole approach, which involves synthesising individual phonemes to make whole words (Fellowes & Oakley, 2014, p. 228). The synthetic approach promotes the use of letter tiles, magnetic letters or moveable alphabets to teach word blending and segmenting. The physical act of pushing together letters and taking apart words has a powerful effect on children’s understanding of these language processes (Konza, 2016, p. 158). Additionally, children should learn some common letter combinations and whole words, to the point of automaticity and immediate recognition. These are referred to as sight words as they can not be decoded or sounded out. Teachers should aim to increase students repertoire of such words and pursue rapid word recognition. Fellowes and Oakley, (2014, p. 243) suggest various strategies for teaching sight words, including: sentence strips where children write, cut and reassemble sentences; word shapes where children draw ‘frames’ around words; and tracing activities which involve children writing words with a variety of different materials, such as sand trays, chalk or clay. Also, games such as word dominoes, word bingo and matching activities can be

The article is titled “A Comparison of Two Flashcard Drill Methods Targeting Word Recognition” and it is written by Robert J. Volpe, Christina M. Mule, Amy M. Briesch, Laurice M. Joseph, and Matthew K. Burns. One important early literacy skill that plays an important role in reading development is sight word recognition. The authors define sight word recognition as “the development of automatic or effortless word reading that typically requires repeated practice” (Volpe, Mule, Briesch, Joseph, & Burns, 2011). The authors research two different repeated practice methods of using flashcards drills. There are designed to help improve word recognition skills of struggling readers. They include traditional drill and practice (TD) and incremental rehearsal (IR). The purpose of the study is to compare the effectiveness and efficiency of the two methods. TD is a technique that uses flashcards of words that are all unknown to the student. IR is a method in which unknown words are presented incrementally. This means that once the administer presents the unknown word five to nine times, that word becomes the first known word in the sequence. This allows the student to get many opportunities to practice the word. The participants of the study include four children who were all six years old and in the first grade. All children were referred because of word reading difficulties. Two graduate students in the School of Psychology administered the different flashcards methods. Two other

Swanson et al. (2011) conducted a meta-analysis, A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties, to determine which interventions were the most useful for preschoolers to third graders who were at risk for reading difficulties. Their research examined the effects of five read-aloud interventions, which included: dialogic reading, repeated reading, limited questioning, computer assisted, and extended vocabulary (pg. 261).

Use of visual materials. The classroom is full of billboards, flash cards, big images, cardboards which from what I observed are suitable to teach vocabulary. They enjoy visual activities such as pointing things in a cardboard, etc.

When students enter into the kindergarten classroom, they are greeted with a plethora of new knowledge that they may have previously not had exposure, such as phonics, phonemic awareness, fluency, comprehension, and vocabulary. Within these, vocabulary is often a major struggle for many children in kindergarten. Young children are often exposed to vocabulary through conversations, but not in a manner of teaching it explicitly. Through this literature review it was my goal as a researcher to find primary studies that focused on high quality instruction in the field of emergent vocabulary, especially in the kindergarten classroom. This topic came into fruition through wanting to understand literacy practices in kindergarten classrooms, since the implementation of Common Core State Standards.