![]() As students commit these to memory and practice them consistently, they increase their orthographic lexicon or “sight word memory.” When this magic happens, that’s when our students can efficiently and accurately read the words on the page. However, by connecting twenty to thirty letter sounds, a reader can put together thousands of words. It might appear that the word is memorized, but really the reader is very efficiently putting sounds together – almost automatically! It would be nearly impossible to memorize the tens of thousands of words that readers need to retrieve on a daily basis. This is the work that our brain does to connect sounds to letters so that when we come across a word, we can quickly and accurately put those sounds together. Orthographic mapping is a key piece to this complex puzzle. What’s Happening When We Read High-Frequency Words? ![]() The Science of Reading research shows us that there’s more to understanding sight words and how students learn them. When we think about what we’ve traditionally called sight words or high-frequency words, we’re thinking about words that show up everywhere and all the time, right? We want our students to be able to read these words effortlessly and efficiently since they’ll be coming across them often. Thanks again to Science of Reading research that demonstrates how humans learn to read and lays out clear, evidence-based strategies for teaching reading. Today, let’s take a closer look at heart words and how to shift our sight word practices to line up with the research. Let me introduce you to flash words and heart words! Lucky for us, there is a system that spells out how to support our students with these tricky high-frequency words. In those moments, we run through our mental list of how to help. Go on a ‘ Word Search’ - See if you can find the words in books, environmental text, tablet games, board games, etc.Ever had a student get stuck on a relatively common yet phonetically tricky word? A better question would be…who hasn’t? I can’t even count the number of times I’ve been in this situation. the selection becomes ‘dad’, ‘get’ ‘at’ & ‘and’. ![]() As your child becomes more confident you may like to challenge them further by adding a pair which have the same initial sound so that they then are required to read more of the word, e.g. This activity focuses in on just the initial sound. Say a word from the selection and challenge your child to find it. Begin with them all starting with different initial sounds, e.g. Play ‘ Beat the Parent/Teacher’ - who can read or find the word quickest? Make it fun! (You can always print more or less cards to a page by altering the settings at your end when you print.) Print out 2 different themed packs of the same words and challenge your child(ren) to match the pairs of words and read them once they have found a match. Children may be more likely to be engaged with the activity of reading the card once they have cut it out and placed it onto their own personal display. Perhaps you could cut them out and display them on a bedroom wall or perhaps a fridge? Your children may even love to cut out the cards themselves using child scissors, (under appropriate supervision) and this action may help to keep them engaged further. (PLUS JUST ADDED PHASE 4 & 5!) The original ones we had made were a big hit with our daughter since lockdown began, so we thought we’d make some more to engage your little ones with various themes! A few ideas… We have made packs of word cards based on Phase 2 & Phase 3 High Frequency /Sight Words. (For EDITABLE & ‘ GET ORGANISED’ resources, ENHANCED FILTERING functions, a NO ADS experience & to SUPPORT our work, please visit our PREMIUM WEBSITE.) Word CARDS ![]() ALL resources on this website can be downloaded for FREE in PDF format by clicking the big green button that says ‘ FREE DOWNLOAD’. Please feel free to SCROLL DOWN and browse our ‘High Frequency Word’ resources (Phase 2, 3, 4 & 5) on this page.
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