![]() This will set the stage for your learner to understand the principles taught in phonics instruction in the coming year. It is the ability to recognize, work with, and manipulate sounds in spoken language.įor your emergent reader, a focus on phonemic awareness is crucial. Phonological awareness provides a strong foundation for reading development. This is the time your child is developing phonological awareness. In the years before kindergarten, your child will likely show attention and interest in language. ![]() There is far more return on investment in teaching the underlying phonics rules than memorizing a list of sight words, especially for early readers. Ultimately, children should understand the phonics principles that drive the way words are written rather than memorizing words by a visual cue or rote memorization. With quality phonics instruction, most of the irregular (or less common) phonics rules will be taught to your learner and they will be able to decode new words or irregular words in time. The remaining words that may have irregular phonetic elements, typically have some features within the word that are decodable. In addition, it is important to note that most (nearly 2/3 of the sight words listed on the Dolch list) are phonetically regular and the early reader can use their decoding skills to read and have access to these new words. If a child is learning to read high-frequency words by rote memorization only, this can be laborious and have little transfer to other reading skills. How to Teach Sight Words to Kindergarteners With practice, this decoding and recognition of a word will take place in the blink of an eye, or with automaticity. Instead of memorizing words, students should be looking at words and recognizing sounds, letters, and other phonetic elements within words. Your child should not be relying on memorization to read sight words. While the difference between the two ways of thinking about sight words may seem slight, there is a big difference. I like using “automatically” rather than, “by sight” when thinking about high-frequency words. Most high-frequency words and sight words that children should know by 1st grade, 2nd grade, or 3rd grade are listed on The Dolch Sight Word Lists or the Fry Sight Word Lists.īy mid-to-late kindergarten, your child should have a bank of basic sight words they can read automatically. ![]() ![]() We also refer to sight words as high-frequency words (although there are differences between these two terms, they are often used interchangeably). When teachers talk about sight words, they are referring to the words children will come across most often in their reading. Related: Is My Kid Ready for Kindergarten? Kindergarten Readiness Checklist What Are Sight Words or High-Frequency Words? As the old saying goes, “Don't put the cart before the horse.” In this article, we will discuss where sight words and high-frequency words fit within the scope of an early reading program and where your time will be better spent when working with your early reader on emergent literacy skills. In answering this question, I want to start with a word of caution. One question I have received multiple times is if there is a list of words that children should learn to be ready for kindergarten. Parents with children aged 5-6 often ask what their child should know to be prepared for kindergarten.
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