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Activity: My Fast Words

  • Phase 1: Pre-Alphabetic Course
  • T & D | Tree Logs
  • Prepare to Read

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

It is important to learn and practice high-frequency words with context examples. Research suggests readers recognize words faster when they understand their meaning.

Additional Resources

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Begin Lesson

Guide

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  1. Say
    I see two sentences that have a missing word. There is a blank space to stand for each missing word.  
  2. Point to each word and the blank as you Read
    I see a blank.
    I see blank.
  3. Say
    Let’s fill in the blanks with some words.

 

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Guide

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  1. Point to the picture of a duck and Ask
    What do you see?
    (a duck)
  2. Point to each word and the picture as you Read
    I see a duck.
  3. Have readers repeat after you: Say
    Repeat after me: I see a duck.

 

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Guide

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  1. Point to the picture of a ten and Ask
    What do you see?
    (a ten)
  2. Point to each word and the picture as you Read
    I see a ten.
  3. Have readers repeat after you: Say
    Repeat after me: I see a ten.

 

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Guide

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  1. Point to the picture of a dog and Ask
    What do you see?
    (a dog)
  2. Point to each word and the picture as you Read
    I see a dog.
  3. Have readers repeat after you: Say
    Repeat after me: I see a dog.

 

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Guide

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  1. Point to the picture of the dogs and Ask
    What do you see?
    (dogs)
  2. Point to each word and the picture as you Read
    I see dogs.
  3. Have readers repeat after you: Say
    Repeat after me: I see dogs.

 

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Guide

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  1. Point to each word and the picture as you Read
    I see a dog.
    I see dogs.
  2. Ask
    What is the difference between the first and second examples?
    (In the second example, there is more than one dog.)

 

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Guide

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  1. 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.)
  2. Ask
    Why is there an s at the end of the word dog?
  3. 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.
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Guide

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  1. Point to the picture of a doll and Ask
    What do you see?
    (a doll)
  2. Point to each word and the picture as you Read
    I see a doll.
  3. Point to the word a and Say
    When there is one thing we have to say the word a, a doll.
  4. Have readers repeat after you: Say
    Repeat after me: I see a doll.

 

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Guide

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  1. Point to the picture of a turtle and Ask
    What do you see?
    (a turtle)
  2. Point to each word and the picture as you Read
    I see a turtle.
  3. Have readers repeat after you: Say
    Repeat after me: I see a turtle.

 

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Guide

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  1. Point to the picture of the tomatoes and Ask
    What do you see?
    (tomatoes)
  2. Point to each word and the picture as you Read
    I see tomatoes.
  3. Have readers repeat after you: Say
    Repeat after me: I see tomatoes.

 

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Guide

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  1. Point to the picture of a door and Ask
    What do you see?
    (a door)
  2. Point to each word and the picture as you Read
    I see a door.
  3. Have readers repeat after you: Say
    Repeat after me: I see a door.

 

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Guide

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  1. Point to the picture of a table and Ask
    What do you see?
    (a table)
  2. Point to each word and the picture as you Read
    I see a table.
  3. Have students repeat after you: Say
    Repeat after me: I see a table.
  4. Point to the picture of the tables and Ask
    What do you see?
    (tables)
  5. Point to each word and the picture as you Read
    I see tables.
  6. 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. 
  7. Have readers repeat after you: Say
    Repeat after me: I see tables.

 

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