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
• This is _____.
• I see _____.
• Sarita sees _____.
Helpful Hints
Guide
- Say
I see three sentences with a word missing at the end.
The first sentence says “This is”.
The second sentence “I” as the subject and the action verb is see.
The third sentence has Sarita as the subject and the action verb is “sees.” I see, but Sarita sees. So there is a letter s at the end of the word sees.
Let’s read the words in each sentence. - Point to the sentences as you Read
This is ___________.
I see ________.
Sarita sees ___________. - Say
Let’s fill in the blanks with some words.
Guide
- Point to the picture of zucchini and Ask
What is this?
(zucchini) - Point to each word and the picture as you Read
This is zucchini. - Have readers repeat after you: Say
Repeat after me: This is zucchini.
Guide
- Point to the picture of a seven and Ask
What is this?
(seven) - Point to each word and the picture as you Read
This is a seven. - Have readers repeat after you: Say
Repeat after me: This is a seven.
Guide
- Point to the picture of a zero and Ask
What is this?
(zero) - Point to each word and the picture as you Read
This is a zero. - Have readers repeat after you: Say
Repeat after me: This is a zero.
Guide
- Point to the picture of the socks and Ask
What are these?
(socks) - Ask
How many socks do you see?
(two) - Point to each word and the picture as you Read
I see two socks. - Have readers repeat after you: Say
Repeat after me: I see two socks.
Guide
- Point to the picture of a zebra and Ask
What is this?
(zebra) - Point to each word and the picture as you Read
I see a zebra. - Have readers repeat after you: Say
Repeat after me: I see a zebra.
Guide
- Point to the picture of Sarita and Ask
Who is this?
(Sarita) - Point to each word and the picture as you Read
Sarita sees a zebra. - Have readers repeat after you: Say
Repeat after me: Sarita sees a zebra.
Guide
- Point to the sentences as you Say
I see a zebra.
Sarita sees a zebra. - Ask
What is the difference between the first and second examples?
(In the second example, Sarita is the subject, not me (I).)
Guide
- Point to the words see and sees and Ask
Does the word see 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 see? - Say
We add an s when we are talking about someone who is not “I” or “you”. We add the letter s to tell it is another person by name or he or she.
Guide
- Point to the picture of a snake and Ask
What is this?
(snake) - Point to each word and the picture as you Read
I see a snake. - Have readers repeat after you: Say
Repeat after me: I see a snake.
Guide
- Point to the picture of a zipper and Ask
What is this?
(zipper) - Point to each word and the picture as you Read
Sarita sees a zipper. - Have readers repeat after you: Say
Repeat after me: Sarita sees a zipper.
Guide
- Point to the picture of a sandwich and Ask
What is this?
(sandwich) - Point to each word and the picture as you Read
I see a sandwich. - Have readers repeat after you: Say
Repeat after me: I see a sandwich. - Point to the picture of Sarita and Ask
Who is this?
(Sarita) - Point to each word and the picture as you Read
Sarita sees a sandwich. - Have readers repeat after you: Say
Repeat after me: Sarita sees a sandwich.
