I love the emphasis on reading AND spelling at such a young age! I also love all of the movement games you mix in with your reading lessons! It's a great way to make the words more engaging for kiddos.
Such helpful tips!!! Thank-you. I appreciate that all of your teaching methods always aim to set our kids up for success! As a result our kids will be sure to love to read!
Question though… I’m a home-school mom with my child starting into pre-k so I don’t really have a set of high-frequency words that have been “given” to me. I had created a themed long-range plan alongside a type of curriculum that I had gone through a dolce/fry’s list of words and chosen words we’d work on each week, but based on your video I am now going to go through and re-work that list so that the words are grouped phonetically! Great tip. But an suggestions on what lists to start off with/or where to find a resource like this? Thank you in advance for your help.
That's a great plan! Check out this blog post by a fellow teacher: printableparents.com/sight-words-sorted-by-sounds/ She's grouped the Dolch Words by sound/phonics rule so you can more easily decide which words to teach/when to teach them. It should be really helpful to you!
I have a question , I know it’s silly When working alone with the letter (❤a) I would use the sound of the sight word? (idk if I’m asking the correct way) Do you have a video of what should be taught first and when to teach magic e 😅
No silly questions here, don't worry! 😊 When "a" is a word all by itself, it's pronounced as long vowel /a/, which means it "says its name." That's why it's a heart word. Most of the time, kids will see that "a" and want to say the short vowel /a/ sound, so we have to teach them that when "a" is alone, it represents the long vowel /a/ sound. This is because it's an open syllable, which they'll learn in either kindergarten or first grade. Open syllables end with a vowel, and the vowel represents the long sound, such as "no" and "go". I have a video about the phonics scope and sequence I like from UFLI. You can check it out here: ua-cam.com/video/I6Rc7amLNfU/v-deo.html There's a link to download the scope and sequence in the description, so you can see when to teach magic e. I don't like introducing magic e too soon because it really confuses kids if they don't have a strong grasp of short vowel sounds first. You can hear more of my thoughts about that in this video: ua-cam.com/video/Hd4HgcBbwfQ/v-deo.html Thanks!
@@yakelindaniel9809 Don't apologize, I love talking about this stuff! You don't have to keep the number of heart words the same each week. I like to focus on the amount that makes sense with the phonics skill I'm teaching, so it changes from week to week. For example, after I've taught that o represents /oo/, I'll introduce the words "to" and "do" since they follow the same pattern. But after I've taught that s can represent /z/, I introduce a lot of words: "is," "as," "has," "his," and "was." You can adjust the speed depending on your learner's level. It would be ineffective to introduce a ton of words if they're struggling, but it would also be ineffective to stick with one per week if they could do more. It's important to keep things flexible! Hope this helps!
My order has changed depending on the program I'm using. (I've used UFLI and Fundations, and they each have their own order for introducing heart words). I also had to consider school/district requirements and make sure I was teaching those words. If I didn't have a program, I would look at either the Fry's List or Dolch List and group the words based on phonics skill, then I would teach the short vowel words first. After that, I would teach different heart word groups based on my phonics skill that week. You can check out this blog post from a fellow teacher who sorted the Dolch Words by phonics skills: printableparents.com/sight-words-sorted-by-sounds/
I would start slowly, by adding the high-frequency word in a phrase or short sentence, before asking a child to read it in a book. For example, if they can read the word "the" in isolation, I might start with "The cat sits" or "I see the hat" (depending on their phonics skills) and see how they do before asking them to read a paragraph or book. You can also do fluency pyramids, which are really helpful. So if the sentence is "The cat sits," you start with one word "The" then have them read "The cat" and then finally read "The cat sits." I would also check that they can spell that high-frequency word. I'd want to make sure they hadn't just memorized it from a flashcard in isolation. If they can't spell it, they might have just memorized it.
I love the emphasis on reading AND spelling at such a young age! I also love all of the movement games you mix in with your reading lessons! It's a great way to make the words more engaging for kiddos.
Thank you so much! Yes, most people forget about spelling as part of reading, but they go hand-in-hand!
Thanks for linking the UFLI resource.
Grouping them my phonics rule is so logical. Definitely going to take this one onboard.
Thanks Erin!
You're so welcome!
Excellent tips. Saying words with movements, interesting.
Thank you! Yes, the movement really helps!
Thanks for sharing these tips
You're so welcome! Thank you for watching!
Thanks for sharing the wonderful tips. I will be incorporating the three step process when working with sight words.
That's great!
Thank you for distinguishing flash words from heart words and the 3 important steps.
Thanks for watching!
i LOVE THESE TIPS!
Thanks!
Amazing tips!
Thanks!
Such helpful tips!!! Thank-you. I appreciate that all of your teaching methods always aim to set our kids up for success! As a result our kids will be sure to love to read!
Aww thank you so much!! That's definitely the goal...readers who feel confident in reading!
Thank you for your wonderful tips.
You're so welcome!
Question though… I’m a home-school mom with my child starting into pre-k so I don’t really have a set of high-frequency words that have been “given” to me. I had created a themed long-range plan alongside a type of curriculum that I had gone through a dolce/fry’s list of words and chosen words we’d work on each week, but based on your video I am now going to go through and re-work that list so that the words are grouped phonetically! Great tip. But an suggestions on what lists to start off with/or where to find a resource like this? Thank you in advance for your help.
That's a great plan! Check out this blog post by a fellow teacher:
printableparents.com/sight-words-sorted-by-sounds/
She's grouped the Dolch Words by sound/phonics rule so you can more easily decide which words to teach/when to teach them. It should be really helpful to you!
Oh my goodness thank-you! Very helpful and I look forward to checking out her blog more!
Plus it’s so nice she’s already done the hard work of sorting them already for me hehe 😊. Thx again!
I have a question , I know it’s silly
When working alone with the letter (❤a) I would use the sound of the sight word? (idk if I’m asking the correct way)
Do you have a video of what should be taught first and when to teach magic e 😅
No silly questions here, don't worry! 😊
When "a" is a word all by itself, it's pronounced as long vowel /a/, which means it "says its name." That's why it's a heart word.
Most of the time, kids will see that "a" and want to say the short vowel /a/ sound, so we have to teach them that when "a" is alone, it represents the long vowel /a/ sound. This is because it's an open syllable, which they'll learn in either kindergarten or first grade. Open syllables end with a vowel, and the vowel represents the long sound, such as "no" and "go".
I have a video about the phonics scope and sequence I like from UFLI. You can check it out here: ua-cam.com/video/I6Rc7amLNfU/v-deo.html
There's a link to download the scope and sequence in the description, so you can see when to teach magic e.
I don't like introducing magic e too soon because it really confuses kids if they don't have a strong grasp of short vowel sounds first. You can hear more of my thoughts about that in this video: ua-cam.com/video/Hd4HgcBbwfQ/v-deo.html
Thanks!
@@littleslovelearning thank you sooo soooo much❤️💕Just one tiny last question(sorry) when introducing heart words should I focus on one a week or…?
@@yakelindaniel9809 Don't apologize, I love talking about this stuff! You don't have to keep the number of heart words the same each week. I like to focus on the amount that makes sense with the phonics skill I'm teaching, so it changes from week to week.
For example, after I've taught that o represents /oo/, I'll introduce the words "to" and "do" since they follow the same pattern.
But after I've taught that s can represent /z/, I introduce a lot of words: "is," "as," "has," "his," and "was."
You can adjust the speed depending on your learner's level. It would be ineffective to introduce a ton of words if they're struggling, but it would also be ineffective to stick with one per week if they could do more. It's important to keep things flexible!
Hope this helps!
@@littleslovelearning thank you soooo much!!! I’m loving your videos! ❤️
@@yakelindaniel9809 I'm so happy to hear that! Thanks for watching!
Never thought of it like this
Thanks for watching! Glad it sparked some new ideas for you.
❤
Thanks for watching!
Do you have a specific order of teaching the specific word groups?
My order has changed depending on the program I'm using. (I've used UFLI and Fundations, and they each have their own order for introducing heart words). I also had to consider school/district requirements and make sure I was teaching those words.
If I didn't have a program, I would look at either the Fry's List or Dolch List and group the words based on phonics skill, then I would teach the short vowel words first.
After that, I would teach different heart word groups based on my phonics skill that week.
You can check out this blog post from a fellow teacher who sorted the Dolch Words by phonics skills:
printableparents.com/sight-words-sorted-by-sounds/
@@littleslovelearning thank for the link
If children can read high frequency words in isolation but they struggle to do it in context, what should you do/ focus on to help them?
I would start slowly, by adding the high-frequency word in a phrase or short sentence, before asking a child to read it in a book. For example, if they can read the word "the" in isolation, I might start with "The cat sits" or "I see the hat" (depending on their phonics skills) and see how they do before asking them to read a paragraph or book.
You can also do fluency pyramids, which are really helpful. So if the sentence is "The cat sits," you start with one word "The" then have them read "The cat" and then finally read "The cat sits."
I would also check that they can spell that high-frequency word. I'd want to make sure they hadn't just memorized it from a flashcard in isolation. If they can't spell it, they might have just memorized it.