There are many ways to practice high frequency words. Since these words are essential to fluent reading repeated exposure and memorization are crucial for students to read fluently and consistently. Students must have high-frequency words memorized to sight, otherwise, decoding will take up much time and effort. When reading takes too long, readers becomes easily frustrated.
Click here to find the 50 words needed by Kindergarten. You can cut them apart to make small words cards to help you sort.
Recognizing high-frequency words by sight primarily involves memorization; and memorization comes most easily
through repetition. Remember: PRACTICE! PRACTICE! PRACTICE! Students need to read and write high-frequency words as often as possible.
Remember to read/write as quickly as possible.
Sort the words into words columns. One column of words that can be read in 5 seconds and one column of words to work on learning.
Make 2 copies of the words and play "Memory" with the cards! Don't forget to read them as quickly as possible.
From Radford University:
One strategy to consider when teaching and learning discreet skills
is “Drill Sandwich” (Browder, D.M., & Roberts, M.L., 1993). Here’s a
basic description and simple steps that can be shared with parents and
taught to students.
The drill sandwich strategy is a way children can practice and learn
new sight words, math facts, vocabulary, spelling words, or factual
information by mixing what they know with what they need to learn. This
method is typically more motivating to the learner, since out of a group
of ten flashcards, seven are already known. This permits the brain to
focus on only learning three new pieces of information, while reviewing
known (often recently learned) material. The repetition of the known
material assists with its storage into long-term memory. The following
are steps to building a drill sandwich:
1.) Make or obtain a set of flashcards for the information to be learned. Click here flashcards.
2.) Go through the complete stack of cards once, separating the list
into two piles – knowns and unknowns. (Hint: Cards are only knowns if
the information is automatic. If the child/children have to think even
for a few seconds, then the card should be placed in the unknown pile
for more repetition of the information.)
3.) Build a “sandwich” using seven knowns and three unknowns. Be sure to follow the pattern below. (K = known; U = unknown)
4.) Have the child/children practice identifying all ten items in the order above.
5.) As the unknown items are learned so that the response is
immediate and automatic, move them into a known section of the sandwich
by removing well-known knowns. Add new unknowns and begin/continue the
study/learning process again.
If the Drill Sandwich strategy is applied to our example of learning a
list of spelling words, a student could practice with three new words
each day of the week to learn a total of twelve by Friday’s test.
Learning information in this manner is much more manageable for
students, is research based and is one effective method strategy to
begin closing the achievement gap for many of our students.