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
• See _____ next to _____.
• See _____ in _____.
• See _____ of _____.
Helpful Hints
Guide
- Point to the picture of Kim and Ask
Who do you see in this picture?
(Kim) - Point to the picture of Kim and a goose and Ask
What animal do you see in this picture?
(a goose) - Point to each word and the pictures as you Read
See Kim next to a goose. - Point to the words next to and Say
We use the words next to, when one thing is close or near another thing. - Have readers repeat after you: Say
Repeat after me: See Kim next to a goose.
Guide
- Point to the picture of Tim and Ask
Who do you see in this picture?
(Tim) - Point to the picture of Tim and a horse and Ask
What animal do you see in this picture?
(horse) - Point to each word and the pictures as you Read
See Tim next to a horse. - Have readers repeat after you: Say
Repeat after me: See Tim next to a horse.
Guide
- Point to the picture of Peg and Ask
Who do you see in this picture?
(Peg) - Point to the picture of Peg and a lamb and Ask
What animal do you see in this picture?
(lamb) - Point to each word and the pictures as you Read
See Peg next to a lamb. - Have readers repeat after you: Say
Repeat after me: See Peg next to a lamb.
Guide
- Point to the picture of the Red panda and Ask
What animal do you see in this picture?
(Red panda) - Point to the picture of the Red panda in a tree and Ask
Where is the Red panda?
(in a tree) - Point to each word and the pictures as you Read
See the Red panda in a tree. - Point to the word in and Say
We use the word in, when one thing is inside or surrounded by another thing. - Have readers repeat after you: Say
Repeat after me: See the Red panda in a tree.
Guide
- Point to the picture of the Red panda and Ask
What animal do you see in this picture?
(Red panda) - Point to the picture of the Red panda in a box and Ask
Where is the Red panda?
(in a box) - Point to each word and the pictures as you Read
See the Red panda in a box. - Have readers repeat after you: Say
Repeat after me: See the Red panda in a box.
Guide
- Point to the picture of he fox and Ask
What animal do you see in this picture?
(fox) - Point to the picture of the fox in a den and Ask
Where is the fox?
(in a den) - Point to each word and the pictures as you Read
See the fox in a den. - Have readers repeat after you: Say
Repeat after me: See the fox in a den.
Guide
- Point to the picture of the eggs and Ask
What do you see in this picture?
(eggs) - Point to the picture of the frogs and eggs and Ask
What do you see in this picture?
(frogs and eggs) - Say
I see frogs and eggs in the picture. It looks like these are frogs’ eggs. - Point to the word of and Say
We use the words of, when one thing is part of another thing. - Point to each word and the pictures as you Read
See the eggs of frogs. - Have readers repeat after you: Say
Repeat after me: See the eggs of frogs.
Guide
- Point to the picture of the tadpole and Ask
What do you see in this picture?
(tadpole) - Point to the tail of a tadpole (highlighted) and Ask
What is highlighted in this picture?
(tail) - Say
It’s a tadpole’s tail! - Point to each word and the pictures as you Read
See the tail of a tadpole. - Have readers repeat after you: Say
Repeat after me: See the tail of a tadpole.
Guide
- Point to the picture of the froglet and Ask
What do you see in this picture?
(froglet) - Point to the legs of a froglet (highlighted) and Ask
What is highlighted in this picture?
(legs) - Say
They are froglet’s legs! - Point to each word and the pictures as you Read
See the legs of a froglet. - Have readers repeat after you: Say
Repeat after me: See the legs of a froglet.
