The Dolch Word List is also called Sight Words or The Dolch 220. It includes the most frequently used words in the English language. Sight words make up 50 to 70 percent of any general text. Therefore, teaching The Dolch Word List is a crucial goal of education in grades kindergarten through 3.

Dolch Sight Word List

Vocabulary refers to the words we must know to communicate effectively. In general, vocabulary can be described as oral vocabulary or reading vocabulary. Oral vocabulary refers to words that we use in speaking or recognize in listening. Reading vocabulary refers to words we recognize or use in print.

The scientific research on vocabulary instruction reveals that (1) most vocabulary is learned indirectly, and (2) some vocabulary must be taught directly. A few examples of direct instruction are as follows:

Using context clues. Context clues are hints about the meaning of an unknown word that are provided in the words, phrases, and sentences that surround the word. Context clues include definitions, restatements, examples, or descriptions. Since students learn most word meanings indirectly, or from context, it is important that they learn to use context clues effectively. Not all contexts are helpful, however. Some contexts give little information about a word’s meaning. An example of an unhelpful context is the sentence, “We heard the back door open, and then recognized the buoyant footsteps of Uncle Larry.” A number of possible meanings of buoyant could fit this context, including heavy, lively, noisy, familiar, dragging, plodding, and so on. Instruction in using context clues as a word-learning strategy should include the idea that some contexts are more helpful than others.

Using word parts. Knowing some common prefixes and suffixes (affixes), base words, and root words can help students learn the meanings of many new words. For example, if students learn just the four most common prefixes in English (un-, re-, in-, dis-), they will have important clues about the meaning of about two thirds of all English words that have prefixes. Prefixes are relatively easy to learn because they have clear meanings (for example, un- means not and re- means again); they are usually spelled the same way from word to word; and, of course, they always occur at the beginnings of words.  Learning suffixes can be more challenging than learning prefixes. This is because some suffixes have more abstract meanings than do prefixes. For example, learning that the suffix -ness means “the state or quality of ” might not help students figure out the meaning of kindness. Other suffixes, however, are more helpful.

For vocabulary practice, check out the following links.

http://www.superkids.com/aweb/tools/words/

http://www.wordcentral.com/

http://www.vocabulary.co.il/

http://eslbears.homestead.com/Contact_Info.html

http://www.surfnetkids.com/vocabulary_games.htm

http://www.gamequarium.com/evocabulary.html

http://www.playkidsgames.com/vocabularyGames.htm

Phonemic Awareness:

What is it?

The ability to hear and manipulate sounds in words.

According to the National Reading Panel, children can show us that they have phonemic awareness in several ways, including:

●recognizing which words in a set of words begin with the same sound (“Bell, bike, and boy all have /b/ at the beginning.”);

●isolating and saying the first or last sound in a word (“The beginning sound of dog is /d/.”“The ending sound of sit is /t/.”);

●● combining, or blending the separate sounds in a word to say the word (“/m/, /a/, /p/— map.”);

● breaking, or segmenting a word into its separate sounds   (“up—/u/, /p/.”).

Children who have phonemic awareness skills are likely to have an easier time learning to read and spell than children who have few or none of these skills.

Effective phonemic awareness instruction teaches children to notice, think about, and work with (manipulate) sounds in spoken language. Teachers use many activities to build phonemic awareness, including:

Phoneme isolation

Children recognize individual sounds in a word.

Teacher: What is the first sound in van?

Children: The first sound in van is /v/.

Phoneme identity

Children recognize the same sounds in different words.

Teacher: What sound is the same in fix, fall, and fun?

Children: The first sound, /f/, is the same.

Phoneme categorization

Children recognize the word in a set of three or four words that has the “odd” sound.

Teacher: Which word doesn’t belong? bus, bun, rug.

Children: Rug does not belong. It doesn’t begin with /b/.

Phoneme blending

Children listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word. Then they write and read the word.

Teacher: What word is /b/ /i/ /g/?

Children: /b/ /i/ /g/ is big.

Teacher: Now let’s write the sounds in big: /b/, write b; /i/, write i; /g/, write g.

Teacher: (Writes big on the board.) Now we’re going to read the word big.

Phoneme segmentation

Children break a word into its separate sounds, saying each sound as they tap out or count it. Then they write and read the word.

Teacher: How many sounds are in grab?

Children: /g/ /r/ /a/ /b/. Four sounds.

Teacher: Now let’s write the sounds in grab: /g/, write g; /r/, write r; /a/, write a; /b/, write b.

Teacher: (Writes grab on the board.) Now we’re going to read the word grab. 

Phoneme deletion

Children recognize the word that remains when a phoneme is removed from another word.

Teacher: What is smile without the /s/?

Children: Smile without the /s/ is mile.

Phoneme addition

Children make a new word by adding a phoneme to an existing word.

Teacher: What word do you have if you add /s/ to the beginning of park?

Children: Spark.

Phoneme substitution

Children substitute one phoneme for another to make a new word.

Teacher: The word is bug. Change /g/ to /n/.What’s the new word?

Children: Bun.

For phonemic awareness practice, check out the following links:

http://www.aability.com/pagames.htm

http://www.montgomeryschoolsmd.org/curriculum/littlekids/archive/KidPix_phon_aware.htm

http://teams.lacoe.edu/documentation/classrooms/patti/k-1/activities/phonemic.html

Phonics instruction helps children learn the relationship between the letters of written language and the sounds of spoken language.  At Hilton, we utilize the Phonics Dance! The Phonics Dance is a multisensory approach to phonics created by an Ohio teacher named Ginny Dowd. Her approach incorporates rhyme, movement, and chants. For more information, check out the following site.  www.phonicsdance.com

For some phonics fun, check out the following sites:

http://www.starfall.com/

http://www.adrianbruce.com/reading/games.htm

 Math Links   

A+ Math àincludes flash cards, timed tests, fact sheets, and game.

http://www.aplusmath.com/

Math Fact Café à includes flash cards, worksheets, and games

http://www.mathfactcafe.com/

  Math Mayhem (addition, subtraction, multiplication, division)

http://www.learningplanet.com/act/mayhem/

Math Magicians à Timed facts at various levels. Try to beat  your previous score!

http://www.oswego.org/ocsd-web/games/mathmagician/cathymath.html

Math Baseball  (addition, subtraction, multiplication, division)

http://www.funbrain.com/math/index.html

Math Mastery (timed fact tests)

http://www.mathmastery.com/cyberchallenge

 More math fun at dositey.com

http://www.dositey.com/

Multiplication.com à play a variety of multiplication games

http://www.multiplication.com/interactive_games.htm

Primary Games à Pick the symbol (addition, subtraction, multiplication, division) that completes the equation.

http://www.primarygames.com/math/quickmath/index.htm

Everyday Math Resources à pick your grade level for activities that align with each unit of study.

http://www.center.k12.mo.us/edtech/everydaymath.htm

Comprehension Strategies that Work

• Understanding Prefixes and Suffixes: A prefix is a word part. So is a suffix.  A prefix is added at the front of the word.  A suffix is added at the end of the word.  These word parts change a word’s meaning.
• Building your reading vocabulary: Look for new words that you can use. Write new words on cards. On each note card, write a note that will help you learn the word.
• Predicting content: Before you start to read, think about what you’ll read.  That will help you get ready to read.
• Setting a purpose: Think about why you will read. Do you want to learn something? What do you want to learn?  As you read, keep your reason for reading in mind.
• Questioning the text: Asking questions helps you get the facts. Asking questions helps you find the most important part of the text.
• Monitoring Comprehension:  Think about what you already know. Then think about what you want to find out.  As you read, keep track of what you learn.
• Summarizing: As you read, pause now and then.  Think about what you’ve read. Sum it up. Put it in a few words.
• Recognizing the topic: Most news reports are about one topic.  Most charts, ads, and articles are about one topic.
• Anchoring Understanding on the Topic: First think about what the topic is. Keep the topic in mind as you read.  Focus on what is important to the topic.
• Recognizing the main idea:  Writers sometimes state a point in a sentence.
• Recognizing Significant Details: Details are the little things in a piece of writing. Some details are more useful than others.
• Understanding Sequence: Notice the order of steps or events.  Think about why they happen in that order.
• Cause/Effect:  To find a cause, ask “why?” A cause makes something happen.
• Recognizing Classification: Most things in a group are alike in some way.  Notice how they are alike.  Think about other things that might fit into the group.
• Compare/Contrast: How things are alike/different
• Predicting Outcomes:  As you read, think about what may happen as time passes.  Look for hints.
• Drawing Conclusions: Statements work together. From one statement that makes sense, you can conclude, or figure out, that another statement makes sense.
• Making inferences: Sometimes writers leave things out.  They may even leave out their main point. As you read, make a good guess about what’s missing.
• Separating Fact from Opinion: A fact is true. An opinion is what someone feels or believes.  Different people have different feelings or beliefs.

Check out the following comprehension sites:

http://www.gamequarium.com/readquarium/skillsi-p.html

http://classroom.jc-schools.net/basic/la-read.html

Strategies for Developing Reading Fluency

1. Model Fluent Reading:

In order to read fluently, your child must first hear and understand what fluent reading sounds like. From there, he/she will be more likely to transfer those experiences into his/her own reading. The most powerful way for you to help your child is to read aloud to him/her, often and with great expression.

2. Repeated Readings  

In the book, Classrooms That Work (Addison-Wesley, 1998), Patricia Cunningham and Richard Allington stress the importance of repeated readings as a way to help your child recognize high-frequency words more easily, thereby strengthening their ease of reading. Having children practice reading by rereading short passages aloud is one of the best ways to promote fluency.

3. Choral reading

In choral reading, your child reads along with you (or another fluent adult reader). Of course, to do so, your child must be able to see the same text that you are reading. Patterned or predictable books are particularly useful for choral reading, because their repetitious style invites the child to join in. Begin by reading the book aloud as you model fluent reading. Then reread the book and invite your child to join in as they recognize the words you are reading. Continue rereading the book, encouraging your child to read along as they are able. Your child should read the book with you three to five times total (though not necessarily on the same day). At this time, your child should be able to read the text independently.

4. Tape-assisted reading

In tape-assisted reading, children read along in their books with an audiotaped fluent reader. In the basic form of the procedure (Chomsky, 1978), children listen to a taped selection that has been recorded by a fluent reader. For the first reading, the child follows along in his/her own copy of the selection, pointing to each word as the reader says it. After listening to the entire selection, the child chooses one passage from it to practice. They then read aloud with the tape repeatedly until they gain fluency and can read the passage independently. The child then reads the passage to an adult. This last stage is very important because, for some children, listening to a tape can serve as time to engage in off-task behaviors. To be effective, tape-assisted reading must be monitored and the child must be held responsible for what they hear and read.

5.  Paired reading

Paired reading (Topping, 1987) is a variation of assisted reading. In this procedure, a fluent reader – generally a parent or other adult – reads with a child who is having difficulty. Paired reading sessions begin with the adult reading a chosen passage to the child. Next, the two read the passage several times in unison. In some procedures, the child uses a prearranged signal when he or she wants to take over the reading and read alone. As the child reads, the adult may correct errors in word recognition by saying the word, having the child repeat the sentence in which the word appears, and then continuing to read.

6. Echo reading

Echo reading is a form of adult-assisted repeated reading. It involves the adult reading aloud a section of a text and the child repeating the section as they point to the words they are reading.

Welcome to Mrs. Cody’s classroom blog! You may navigate your way through the site by clicking on the categories to the right.  Feel free to post a comment on any page! There are also several links to other websites for reading practice. Happy Reading!