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#Fry sight word powerpoint free#
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The website SIGHTWORDS offers a collection of instructional resources.Ĭarreker, S. Read the article “A New Model for Teaching High-Frequency Words” (Farrell, Hunter, Osenga) at the Reading Rockets website. They can be used in a virtual teaching situation. This resource is a growing collection of 2-minute videos that review information about a sight word such as said, from, and have. The Really Great Reading Company has a free resource “Heart Word Magic” for helping students learn sight words, especially those that are not decodable (irregular). Spiral back and review words that have been previously taught. Circle or underline the irregular pattern (e.g., s aid, fr om) (Carreker, 1996). For irregular words, help students discover the parts of the word that do not represent their most common sounds. Introduce visually similar irregular words, such as where and were or was and saw, in separate lessons to avoid confusion (Carreker, 1996). Limit the number of words introduced at one time. Students repeat steps 3 and 4 several times to develop automaticity to read and spell the word. Students cover the word and try to picture it in memory, then try to write it from memory. 
Students spell and trace the letter in the air (e.g., air writing) to support large muscle memory or on paper using two fingers to support fine muscle memory.Describe the parts of the word that are regularly spelled and the parts that are not.
Write the word on the board (or show it on a card) and spell it aloud pointing to each letter. Teach new high frequency words before students encounter them in text they are reading. Follow a consistent procedure for teaching students to read and spell a high frequency word that is multisensory and includes multiple exposures. Teachers can also select words to teach from word lists such as the Fry 100 List (the 100 most common words used in English, ranked in order of frequency, Fry, 1980). Reading programs typically incorporate some instruction of high frequency words into daily lessons. There is no definitive list of which high frequency words should be taught at which grade level or at which time of year in a grade level. Over time, many words that young students read by applying decoding skills eventually become sight words – that is, students learn to read them automatically by sight through the orthographic mapping process. When a teacher introduces a new high frequency word, it is helpful to point out to children if it is irregular or if it is decodable using the phonics concepts the children have learned.Īt first, high frequency words are the words young students learn to read by sight (e.g., the, what) along with words that are meaningful to each child (e.g., family names, name of their town). Some high frequency words are irregular – they are not phonetic and must be read as a unique word (e.g., the, was, from, have, of, there, want, you, said, does). Some high frequency words are decodable – they can be “sounded out” using regular phonics concepts (e.g., in, and, had, that, him, did, then, with, down, at, on, can, like). Teachers introduce these words as soon as kindergarten if their students are ready. Because high frequency words are essential to learning how to read, teachers should begin to teach some high frequency words as sight words to children in primary grades at the same time children are being taught how to use phonics to decode words. High frequency words are the words most commonly used in the English language. Sight wordsare words that are instantly recognized and identified without conscious effort. Educators sometimes confuse the following related terms: sight words, high frequency words, decodable words, irregular words.
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