B. Recognize second grade high frequency words automatically (AL COS) (SAT 10) Develop automaticity with high frequency vocabulary in oral and written language

A 300+ 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 or lists, but to recognize words they encounter in their everyday lives. Students in print-rich classrooms, filled with word walls, label, and books comfortably amass a sight vocabulary.
 

Poetry Porfolios:  Using Poetry to Teach Reading and Writing
Through a weekly poem, students explore meaning, sentence structure, rhyming words, sight words, vocabulary, and print concepts.

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

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

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.

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

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

E/B: Blend two to three phonemes into recognizable words; D: Blend two to four phonemes into recognizable words; E: Blend vowel-consonant sounds orally to make words or syllables.
E/B: Identify and express beginning and ending sounds in one-syllable words; D: Decode most one-syllable words.
E/B: Use regular verbs appropriately; D: Use regular verbs and some irregular verbs correctly; E: Use regular verbs and most irregular verbs correctly.
E/B: Begin to read aloud; D: Read aloud with changes in expression; E: Read aloud with clarity and with changes in voice and expression.
E/B: Begin to identify root words to determine meaning of new words; D: Use knowledge of root words to determine meaning of new words; E: Use knowledge of root words in determine meaning of most compound words.
E/B: Identify some prefixes and suffixes with simple spoken sentences; D: Identify prefixes and suffixes with spoken and written sentences; E: Identify and explain meaning of most prefixes and suffixes with spoken and written sentences.
D: Identify rhyming words; E: Identify and produce rhyming words.
D: Identify and use knowledge of some spelling patterns while reading; E: Identify and use knowledge of most spelling patterns while reading.
E: Use more complex words and sentences to communicate needs and express ideas in a wide variety of social and academic settings.
 

© 2005 Mobile County Public Schools
 MCPSS is not responsible for the content of links beyond the initial levels
  in this site and does not officially endorse any software or other products mentioned 
on the linked sites.