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What are the top 100 high frequency words?

The 100 most commonly used words in the English language are as follows:

1. the

2. be

3. to

4. of

5. and

6. a

7. in

8. that

9. have

10. I

11. it

12. for

13. not

14. on

15. with

16. he

17. as

18. you

19. do

20. at

21. this

22. but

23. his

25. from

26. they

27. we

28. say

29. her

30. she

31. or

32. an

33. will

34. my

35. one

36. all

37. would

38. there

39. their

40. what

41. so

42. up

43. out

44. if

45. about

46. who

47. get

48. which

49. go

50. me

51. when

52. make

53. can

54. like

55. time

56. no

57. just

58. him

59. know

60. take

61. people

62. into

63. year

64. your

65. good

66. some

67. could

68. them

69. see

70. other

71. than

72. then

73. now

74. look

75. only

76. come

77. its

78. over

79. think

80. also

81. back

82. after

83. use

84. two

85. how

86. our

87. work

88. first

89. well

90. way

91. even

92. new

93. want

94. because

95. any

96. these

97. give

98. day

99. most

100. us

What is the sight word list to use?

The exact sight word list to use can depend on the age and grade level of the students involved. For students in pre-K, the Dolch Sight Word List is often used. This list includes 220 service words and 95 nouns, and is often the starting point for sight word instruction.

For grades K-1, the Fry Instant Words List is often used and includes the first 300 most frequently used words in the English language. For grades 2-3, the Fountas & Pinnell High-Frequency Word List is often used and includes high-frequency words, as well as words from stories, literature and other texts.

Additionally, many teachers use supplemental lists when teaching sight words in classroom, such as the Treasures Sight Word List, the Oxford Sight Word List or even their own personal list.

What is the difference between Dolch and Fry sight words?

The primary difference between Dolch and Fry sight words is the number of words contained in each list. The Dolch list consists of 220 words divided into 5 different levels. Level one consists of the most frequently used words for children just starting to learn to read, with the levels increasing in difficulty up to level five.

The Fry list contains 1021 words, broken down into 10 different levels. The first 300 words are the most common words and are the same in both lists. The Fry list is much larger and includes many more infrequently used words in levels nine and 10 so while the Dolch list is more manageable and easier to learn, the Fry list is more comprehensive and better for more advanced readers.

What are the 50 kindergarten sight words?

The 50 most common kindergarten sight words are:

1. a

2. I

3. the

4. and

5. to

6. you

7. it

8. in

9. said

10. of

11. was

12. are

13. his

14. they

15. he

16. for

17. her

18. on

19. have

20. at

21. him

22. but

23. this

24. that

25. do

26. as

27. so

28. some

29. with

30. up

31. look

32. all

33. go

34. she

35. from

36. nice

37. me

38. we

39. play

40. come

41. see

42. no

43. down

44. hop

45. what

46. there

47. could

48. make

49. when

50. out

How many sight words should a 5 year old know?

The exact number of sight words that a 5-year-old should know varies, as each child’s development is different. Generally speaking, a 5-year-old should be able to recognize and understand at least 50 sight words, which include many of the most commonly used words in everyday conversations and language.

This includes words such as “the, a, an, of, for, as, and, in, is. ” Additionally, a 5-year-old should be able to read and comprehend basic sentences, correctly use nouns, pronouns and verbs, use strategies to sound out unfamiliar words, and understand basic grammar.

In order to help them reach these goals, it is important to provide ample opportunities for practice and to ensure they are being exposed to a variety of print and writing materials.

What is the fastest way to teach sight words?

The fastest way to teach sight words is through active, multisensory instruction. This should include a combination of visual, auditory, and tactile stimulation so that students can make an effective connection with each word.

Some ideas for multisensory instruction include:

-Using sight word flashcards, highlighting the word with color and asking the student to read and spell it out loud.

-Speaking the word and having the student trace it in the air with their finger.

-Writing the word on the chalkboard, then presenting various activities like filling in missing letters or identify the sight words within other sentences.

-Creating musical sight words, where the student sings a song or speaks the words with a rhythm.

-Creating a “word wall” of frequently used sight words and asking the student to touch each word as each is read.

-Playing fun sight word games, such as drawing the word with sidewalk chalk or creating paper flashcards for memory-style games such as concentration.

By providing a variety of activities and using multiple sensory stimulation, students can make stronger connections with each word, which will help them learn the words faster.

At what age should a child be able to read?

The age at which a child should learn to read will depend largely on the individual child. Most children will start to show an interest in language and reading between the ages of 3 and 4. During this time, they will begin to learn the alphabet and will be able to start recognizing some words.

As they progress, they’ll continue to build up their vocabulary and will develop their reading ability more and more. Depending on the individual child and their home environment, most children should be able to read independently by the time they reach 6 or 7 years old.

Of course, the age of a child’s readiness to read will vary and with the right support and instruction, children can start to read before this age too. Reading should also be seen as an ongoing process; every child should be encouraged to continue to read, no matter their age.

What are the standard sight words for kindergarten?

The standard sight words for kindergarten students to learn include words such as: a, and, I, the, is, it, in, on, of, can, up, down, he, she, we, his, her, me, be, at, they, was, so, do, no, all, out, am, as, if, like, will, go, here, with, see, this, get, had, have, come, back, look, too, our, are, run, one, now, for, could, you, said, by, off, some, an, were, six, five, who, take, three, four.

What should my child know at end of kindergarten?

At the end of kindergarten, children should have a basic working knowledge of reading, writing, and language skills, as well as an understanding of arithmetic and basic number concepts. They should have an initial understanding of basic scientific concepts, an exposure to social studies concepts, and some exposure to music and art.

They should be able to recognize and name some of the colors and basic shapes and have a good grasp of early phonemic (sound) awareness. They should be able to express themselves through language and to communicate effectively with others.

They should also understand logical relationships, recognize rhyming words, and recognize simple patterns. Additionally, they should demonstrate the ability to remember and follow simple instructions, as well as adhere to basic safety processes and routines.

Finally, they should begin to understand the importance of good self-care, including hygiene, nutrition, and physical fitness.

How many sight word lists are there?

Since it largely depends on the approach to teaching sight words within a particular school or setting. Different curriculum providers may provide their own sight word lists, and different educators may have lists that overlap or even vary dramatically.

Many schools and early childhood education programs use Dolch sight words, which includes 220 words organized by grade-level appropriate lists and most kindergarten teachers often use Fry sight words, which includes 1000 frequently used words.

Beyond Dolch and Fry, there are likely limitless other lists created by different educators, further complicating an exact answer. The important thing to remember is not necessarily how many sight words lists there may be, but the value that sight words give to early literacy development.

How should I teach sight words?

When teaching sight words, it is important to ensure that they are introduced systematically and consistently. Start with a few words at a time and have students master them before adding new words. This can be accomplished through a variety of activities, including Flashcards and I Spy games.

flashcards can be used in a variety of ways and can be adapted to account for different learning levels and styles. Games, such as I Spy and Concentration, can be used to help students learn and review sight words in a fun and engaging way.

Additionally, it is important to provide students with plenty of opportunities to practice writing the words. This can be accomplished through activities such as tracing letters, coloring pages, writing sentences, or sentence puzzles.

Sight words can also be incorporated into storytelling activities and songs. Finally, you can provide regular tests and assessments to gauge their progress and ability to recognize sight words.

Why can’t kids remember sight words?

Children may find it difficult to remember sight words because they are not always very meaningful to them. For example, if a child is presented with the word “the”, it may be hard for them to understand the meaning and make a connection to it.

Furthermore, sight words may appear abstract and have no clear relationship to a child’s everyday life. Additionally, sight words are often presented without context, making them more difficult for children to comprehend.

Additionally, some children may have difficulty with phonics and may find it hard to remember sight words simply because they cannot sound them out. Finally, some children may have difficulty with learning in general, either as a result of a learning disability or because of a lack of adequate learning opportunities.

In order for children to successfully remember sight words, they need to be given adequate opportunities to see, hear, and practice them. Explaining the rules associated with spelling and pronunciation and providing ample practice and repetition can help children to become more familiar with sight words.

What words that can be easily read at first sight?

Words that can be easily read at first sight are often considered to be simple and straightforward, with a clear meaning that can be quickly interpreted. Examples of such words include those that are composed of only one syllable, such as “cat” and “dog,” or two syllables, such as “apple” and “table.

” Common two-syllable words can be quickly recognized, such as “happy” and “laugh. ” Words with familiar prefixes and suffixes, like “unhappy” and “underestimate,” are often quite simple to read as well.

Additionally, words that employ minimal punctuation and common abbreviations, such as “Dr. ” and “Mr. ,” can be quickly read and understood. Lastly, words with phonetically spelled versions, like “embarrassing” and “temperature,” are fairly easy to read at first sight.

Can most five year olds read?

No, most five year olds are not able to read. Although five year olds are capable of learning to read, they generally do not have the skills or understanding to read independently until they reach the age of six or seven.

According to the National Institute of Child Health and Human Development (NICHD), most five year olds are beginning to recognize and pick out some words, such as their own name, but they do not usually have the ability to comprehend written text or literature.

For this reason, most five year olds rely on others to read to them, either aloud or using multimedia such as videos. It is not until they enter into first grade that they actually begin learning how to read and develop the skills necessary to comprehend and appreciate written text.