It is important to learn and practice high-frequency words with context examples. Research suggests readers recognize words faster when they understand their meaning.
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Activity: My Fast Words
Standards
Read common high-frequency words by sight.
Reader Goals
I can recognize words by sight.
Target Words
a, and, some
Helpful Hints
Guide
- Say
I see a line where there is a missing word. You will see a picture take the place of the blank line. - Point to the word a and Say
If the picture comes after the word a, it will be one thing. - Point to the word some and Say
If picture comes after the word some, it will be more than one thing. - Say
Let’s fill in the missing words.
Guide
- Point to the picture of a pot and Ask
How many pots do you see in this picture?
(one) - Point to the word a and Say
I say a pot because there is only one.
Repeat after me: a pot - Point to the picture of some pots and Ask
How many pots do you see in this picture?
(many) - Point to the word some and Say
I say some pots because there is more than one.
Repeat after me: some pots
Guide
- Point to the picture of a bucket and Ask
How many buckets do you see in this picture?
(one) - Point to the word a and Say
I say a bucket because there is only one.
Repeat after me: a bucket - Point to the picture of some buckets and Ask
How many buckets do you see in this picture?
(three) - Point to the word some and Say
I say some buckets because there is more than one.
Repeat after me: some buckets
Guide
- Point to the picture of a baby and Ask
How many babies do you see in this picture?
(one) - Point to the word a and Say
I say a baby because there is only one.
Repeat after me: a baby - Point to the picture of some babies and Ask
How many babies do you see in this picture?
(four) - Point to the word some and Say
I say some babies because there is more than one.
Repeat after me: some babies
Guide
- Point to the picture of a panda and Ask
How many pandas do you see in this picture?
(one) - Point to the word a and Say
I say a panda because there is only one.
Repeat after me: a panda - Point to the picture of some pandas and Ask
How many pandas do you see in this picture?
(three) - Point to the word some and Say
I say some pandas because there is more than one.
Repeat after me: some pandas
Guide
- Point to the picture of a ball and Ask
How many balls do you see in this picture?
(one) - Point to the word a and Say
I say a ball because there is only one.
Repeat after me: a ball - Point to the picture of some balls and Ask
How many balls do you see in this picture?
(four) - Point to the word some and Say
I say some balls because there is more than one.
Repeat after me: some balls
Guide
- Point to the word a and Say
We use the word a to announce there is one person or thing. - Point to the word some and Say
We use the word some when there is more than one person or thing.
Guide
- Point to each word and the pictures and Say
a pup, a ball - Have readers repeat after you: Say
Repeat after me: a pup, a ball.
Guide
- Point to the word and and Say
I want to say two things to play with. I can use the word and. - Point to each word and the pictures as you Read
a pup and a ball - Have readers repeat after you: Say
Repeat after me: a pup and a ball.
Guide
- Point to the words and pictures and Say
a pot, a bucket - Have readers repeat after you: Say
Repeat after me: a pot, a bucket. - Point to each word and the pictures as you Say
a pot and a bucket - Have readers repeat after you: Say
Repeat after me: a pot and a bucket.
Guide
- Point to the words and pictures and Say
a fox, a frog - Have readers repeat after you: Say
Repeat after me: a fox, a frog. - Point to each word and the pictures as you Say
a fox and a frog - Have readers repeat after you: Say
Repeat after me: a fox and a frog. - Ask
Can you think of two things that go together?
(p and b, mom and dad, etc)
