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
• I see a _____.
• I see _____.
Helpful Hints
Guide
- Say
I see two sentences that have a missing word. There is a blank space to stand for each missing word. - Point to each word and the blank as you Read
I see a blank.
I see blank. - Say
Let’s fill in the blanks with some words.
Guide
- Point to the picture of a duck and Ask
What do you see?
(a duck) - Point to each word and the picture as you Read
I see a duck. - Have readers repeat after you: Say
Repeat after me: I see a duck.
Guide
- Point to the picture of a ten and Ask
What do you see?
(a ten) - Point to each word and the picture as you Read
I see a ten. - Have readers repeat after you: Say
Repeat after me: I see a ten.
Guide
- Point to the picture of a dog and Ask
What do you see?
(a dog) - Point to each word and the picture as you Read
I see a dog. - Have readers repeat after you: Say
Repeat after me: I see a dog.
Guide
- Point to the picture of the dogs and Ask
What do you see?
(dogs) - Point to each word and the picture as you Read
I see dogs. - Have readers repeat after you: Say
Repeat after me: I see dogs.
Guide
- Point to each word and the picture as you Read
I see a dog.
I see dogs. - Ask
What is the difference between the first and second examples?
(In the second example, there is more than one dog.)
Guide
- Point to the words dog and dogs and Ask
Does the word dog look different in the second example?
(Yes, it has an s at the end.) - Ask
Why is there an s at the end of the word dog? - Say
We add an s when there is more than one of something. When there is one dog we put the word a in front of it.
Guide
- Point to the picture of a doll and Ask
What do you see?
(a doll) - Point to each word and the picture as you Read
I see a doll. - Point to the word a and Say
When there is one thing we have to say the word a, a doll. - Have readers repeat after you: Say
Repeat after me: I see a doll.
Guide
- Point to the picture of a turtle and Ask
What do you see?
(a turtle) - Point to each word and the picture as you Read
I see a turtle. - Have readers repeat after you: Say
Repeat after me: I see a turtle.
Guide
- Point to the picture of the tomatoes and Ask
What do you see?
(tomatoes) - Point to each word and the picture as you Read
I see tomatoes. - Have readers repeat after you: Say
Repeat after me: I see tomatoes.
Guide
- Point to the picture of a door and Ask
What do you see?
(a door) - Point to each word and the picture as you Read
I see a door. - Have readers repeat after you: Say
Repeat after me: I see a door.
Guide
- Point to the picture of a table and Ask
What do you see?
(a table) - Point to each word and the picture as you Read
I see a table. - Have students repeat after you: Say
Repeat after me: I see a table. - Point to the picture of the tables and Ask
What do you see?
(tables) - Point to each word and the picture as you Read
I see tables. - Say
There is a letter s at the end of the word table to let us know there is more than one table. We say tables. - Have readers repeat after you: Say
Repeat after me: I see tables.
