![]() Students should have multiple opportunities to hear and use the high frequency word, preferably soon after the word is introduced. They should also come up with their own example sentences (orally and/or in writing). They need to hear it in the context of a sentence. When students are learning a high frequency word, they need to understand what it means. If #3 has you saying, “Whoa!” or “Really?” – then I can relate! I was surprised by that, too. And you might have students learn to spell the words.īut what about #3? Did you know that it IS valuable to help students think about the sounds in a high frequency word? When someone is learning a new word, the learning process works best when these 3 areas of the brain are activated:ĭo the first two resonate with you? You probably have students practice reading high frequency words in sentences or even making up their own sentences with the words. Memorization certainly plays a role in learning high frequency words. (I’m trying to teach my students words that appear frequently in text, so that they eventually become sight words for the students.) How do readers learn high frequency words? I like this term because even though it’s a little wordier, it better represents what I’m truly trying to teach. I used to say “sight words,” but now I mostly use the term “high frequency words.” Words that a reader knows instantly, by sight. ![]() Can also be irregularly spelled / have surprising or tricky sounds (like the words “four” or “does”).Can be regularly spelled (no surprises – like the words “can” or “like”). ![]()
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