games to learn sight words

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					                     Words Your Child Should Learn

High frequency words (or sight words) are those smaller words that
generally do not follow the rules, and so are harder to read. They
are used with great frequency in texts and can cause frustration
and the breakdown of comprehension if a reader struggles with
them. Automatic recognition of these words is a skill that all fluent
readers possess. Therefore, it is best to learn them ‘on sight,’
otherwise known as memorizing them!

We have three word lists that we use at Shenendehowa. Word List
1 was worked on in Kindergarten. These are words that incoming
first graders should find familiar. In first grade, we review these
and then build upon them with Word List 2. By the end of first
grade, your child should master the words on all three of the word

     Word List 1                 Word List 2                  Word List 3

You can help at home! Listed below are some activities and games
that you can play to help your child. The goal is to be able to
recognize each word quickly without sounding it out.

Write letters on cards, use plastic letters, or magnetic letters on your
  refrigerator: Use these to form one or more of the words. Read the
  words…break them apart…put them back together and read…break them
  apart and mix them up… When your child is really good at the few words,
  mix them up and hide a letter or two. Can they tell what’s missing?

Rainbow words: This is particularly good when introducing a new word. You
   will need paper and crayons in the colors of the rainbow. First, you write
   the word on paper with a pencil, making it as large as the paper. Say it aloud
   and have your child repeat it. Then, saying and spelling the word, have your
   child trace the letters/word in red. Repeat this process in orange, going
   just outside the red. Then repeat it in yellow, each time saying the word and
   spelling it. By the time you finish with all seven colors, you will have a
   rainbow word, and your child will have probably know it well!
Bubble words: Write the word in big bubble letters. Again, saying and spelling
  the word, have your child decorate the bubble letters, using different
  colors and patterns. Just be sure to keep reading and spelling the word

Use paper or a dry erase board: Write the word over and over until it is
  learned. This is a writing task, not a copying task. If your child is using paper
  and pencil, fold the paper over each time or use another paper or card to
  cover the previous word. If using a dry erase board, erase the word each
  time. If your child needs a model at the beginning, provide it. Then cover it
  and allow your child to peek if necessary. Finally, remove it altogether.
  Encourage your child to write using lowercase letters. To make it more fun,
  let your child use different colors each time.

Funny Voices: As you go through the stack of cards, ask your child to read
  the words using funny voices like a robot, old man, Shrek, a baby, Goofy, a

Beachy Words: Put a small layer of sand, salt, or sugar on a cookie
  tray. As your child reads a word from the word list, she can draw
  the word in the sand, just like she would at the beach! Be sure
  she says the word a few times before she smooths it over!

Games/Activities: Use any games with cards to read or letters to manipulate:
     Scrabble          Go Fish           Bingo              Boggle
     Lotto             Chunks            Word Search        Hang Man

I'm Thinking of a Word:
      This is a good activity for developing scanning skills. You need to have
      many words available for it to be effective.
      I'm thinking of a word. It rhymes with___, means the same thing as___, is
      the opposite of___, we use this word when___, etc.

Making Sentences:
     This is a good activity to use once a week. Start by giving your child 2
     word cards. Your child thinks of a sentence that uses those two words.
     He says his sentence. Gradually move up to more words. Keep the
     activity oral – do not have your child write his sentences until later in the
     school year. Sentences can be silly or serious!
Highlight High Frequency Words: Have children highlight the sight words in a
    poem, worksheets, magazine, math homework, etc.

Word Sorts:
    Match cards whose word begins with the same letter.
    Match cards whose word ends with the same letter.
    Match cards whose word is the same.
    Match cards whose words rhyme.
    Arrange cards according to alphabetical order.
    Make up sentences using the words on the cards.
    Make up a story using all the words on the cards.
                                   HIGH FREQUENCY READING WORDS
                                              LIST 1

a                                                             he                                                      no

at                                                            in                                                      see

an                                                            I                                                       she

and                                                           is                                                      so

am                                                            it                                                      the

can                                                           like                                                    to

do                                                            me                                                      up

go                                                            my                                                      we

Word Matters, “Teaching Phonics and Spelling in the Reading/Writing Classroom”, Gay Su Pinnell and Irene C. Fountas
                          HIGH FREQUENCY READING WORDS
                                     LIST 2

all                                                                        her                                        their

are                                                                        him                                        then

as                                                                         his                                        there

be                                                                         if                                         they

but                                                                        of                                         this

came                                                                       on                                         was

for                                                                        one                                        went

from                                                                       out                                        were

got                                                                        said                                       with

had                                                                        saw                                        you

have                                                                       that                                       your

Word Matters, “Teaching Phonics and Spelling in the Reading/Writing Classroom”, Gay Su Pinnell and Irene C. Fountas
                                     HIGH FREQUENCY READING WORDS
                                                LIST 3

about                                                                      into                                       over

after                                                                      its                                        put

because                                                                    just                                       some

been                                                                       little                                     than

by                                                                         look                                       them

come                                                                       make                                       these

could                                                                      man                                        two

day                                                                        many                                       us

did                                                                        may                                        very

down                                                                       mom                                        what

get                                                                        not                                        when

going                                                                      now                                        which

has                                                                        off                                        who

house                                                                      other                                      would

how                                                                        our
Word Matters, “Teaching Phonics and Spelling in the Reading/Writing Classroom”, Gay Su Pinnell and Irene C. Fountas

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