![]() ![]() Dolch advocated teaching only sight words in the first grade and waiting until the second grade to introduce phonics, if desired.īelow are words from Pre-K to 3rd grade, as well as a noun word list. He often used the word “guess” when discussing teaching beginning readers. He believed reading instruction should begin by teaching children to memorize words based on their shape. Dolch was a proponent of the look-say method of teaching beginning reading. The Dolch list has 220 words, as well as a noun list, while Fry calls his list of 1,000 high-frequency words “Instant Words.”ĭr. Most elementary school teachers know the Dolch and Fry high-frequency word lists. However, teaching these high-frequency words should be taught as part of their phonics lessons. Students who use spelling patterns can read many more words than those who can read only high-frequency words. ![]() But did you know that the one hundred most frequently used words make up about half of all written material in English? These one hundred are like the glue holding sentences together: the, and, was, are, I, you, them, will, no, with, and he.īecause high-frequency words are prominent in texts of all types, children must learn to recognize them rapidly, freeing up their cognitive energy to decode other but less common words. Teachers are familiar with high-frequency words - those words that most often occur in a language. Children are expected to recognize them by sight, without sounding them out. However, they can also be sight words, i.e., irregular words that cannot be sounded out. High-frequency words can be decodable words, i.e., words that can be sounded out using phonic rules. High-frequency words are those words that appear most often in printed materials.
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