These words often do not follow regular phonetic patterns, making them difficult to decode using basic phonics rules. Both sight words and high frequency words are the most common words that appear frequently in written text. Some people call sight words high-frequency words, but I think they are different types of words. These high-frequency words need to be taught, and they need to be learned so well that they become automatic. I might not be teaching them like I used to in the olden days, though! I've discovered a better system. Irregular words show up quite often in the PM reading series, and they can sometimes cause frustration and worry for my students who are still learning how to decode.īut I’ve found a way to ensure my students still learn those important decoding skills and can also tackle the PM reading books with confidence and success. We are using the PM Reading scheme at our school, and it certainly doesn’t support a pedagogy based on decoding and phonics. Their reading confidence takes a hit too. However, I've noticed that when my young students encounter tricky words like ' said,' ' was,' or ' saw,' they struggle. Read on to discover some practical resources, research insights, and teaching examples that empower kindergarten teachers to rethink sight word instruction and create a strong foundation for lifelong reading success.Īs a teacher, I believe in the power of teaching phonics to help children become independent readers. In this post, we will look at the limitations of outdated sight word teaching practices and find out if teaching the First 100 Sight Words in kindergarten is truly beneficial or if there are alternative approaches that can better support early reading development. Sight words play an important role in early literacy, but recent research makes us question the effectiveness of traditional sight word teaching methods. With the ever-evolving educational research and the Science of Reading gaining prominence, it's crucial we reevaluate our teaching practices and question the effectiveness of some of our old traditional approaches to teaching reading. Let's talk about something important – sight words! With the latest Science of Reading research in mind, should we even teach the First 100 Sight Words in kindergarten?
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