B. Recognize first-grade high frequency words by sight, examples: Dolch list, lists provided with basals (Al COS)

 A 125 sight word vocabulary is a learning target, not a teaching target. The idea is not for children to memorize or study words from flash cards but to recognize words they encounter in their everyday lives. Students in print rich classrooms, filled with word walls, labels, and books comfortably  accumulate a sight vocabulary. Each student may know a different set of words.
 

Using a Predictable Text to Teach High-Frequency Words
This lesson uses a predictable text to help students learn high-frequency words.

Learning Vocabulary Down By the Bay
Being able to fluently read common vocabulary words can make reading easier and lead to greater comprehension. This lesson is most appropriate for kindergarteners or first graders.

Mind Reader
Students will play a game that will help them recognize the word wall words. Students will be given clues to follow. Use this activity when you have about a month’s worth of words on your word wall.

Interactive Word Wall:  Develop a growing core of words that become part of a reading and writing vocabulary.

Reading in the Real World:  Students will create a display using items from the everyday world. 

Fabulous Fill-ins:  Use this to help read high frequency words in context.

Dolch Word Cards:  Dolch Word cards with Jan Brett illustrations

High Frequency Words and Vocabulary:  Tips for teaching high frequency words

High Frequency Word Worksheets:  This site offers several find-a-word printable worksheets.

Dolch Words:  Dolch words are everywhere! Many of the Dolch words will be in anything that we read. If students know these words, they will know many of the words in whatever they are trying to read.

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding)

E/B: Identify symbols and signs within classroom; D: Identify and speak about symbols and signs within classroom and community environment; E: Describe symbols and signs within classroom and community environment.
E/B: Listen selectively for sight words and main ideas; D: Listen for specific purposes to identify sight words and main ideas; E: Listen for specific purposes to identify sight words, main ideas, and supporting details.
E/B: Identify and express beginning and ending sounds in one-syllable words.
E/B: Distinguish between capital and lowercase letters; D: Recognize and identify capital and lowercase letters; E: Recognize, identify, and produce capital and lowercase letters.
E/B: Follow sequence of words from left to right.
E/B: Identify first sound within a spoken word; D: Identify first and last sounds within a word when spoken; E: Identify first and last sounds within a word when spoken.
E/B: Read some high-frequency words, including own name; D: Sort some high-frequency words by category; E: Sort and classify most high-frequency words by category.
E/B: Relate individual letters or groups of letters to a coordinating sound; D: Blend two to four phonemes into recognizable words.
E/B: Recognize punctuation at the conclusion of statements.
E/B: Use appropriate capitalization with proper names and places.
D: Listen and produce some rhyming patterns in language; E: Listen and produce rhyming patterns in language with little error.
E: Use more complex words and sentences to communicate needs and express ideas in a wider variety of social and academic settings.
E: Blend vowel-consonant sounds orally to make words or syllables.
E: Distinguish between individual sounds and syllables.
E: Count the number of syllables within a word or group of words.

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