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LLSS 2007 SpLD resources 1

First High Frequency

Words in sentences

Name:


Teaching notes for the First High Frequency Word Booklet This booklet is a direct result of the new government initiative on phonic teaching. Letters and Sounds (2007) identifies words which are not phonically regular and are described as ‘tricky’ to read. This booklet aims to help children master the reading of the first tricky words that appear between phase 2 and phase 4 of Letters and Sounds. Most irregular high frequency words have parts that are phonically regular. It is important to draw children’s attention to the part that is regular and the part that is tricky.

“Rather than approach these words as though they were unique entities, it is advisable to start from what is known and register the ‘tricky bit’ in the word”. Letters and Sounds 2007

To teach ‘said’ Look at the 3 phonemes. Children can sound out the first and third phonemes. It is the middle sound that is ‘tricky’.

This booklet contains five lists of 10 words. It is assumed that children have had previous experience of learning to read the target lists of words in a games setting by using the word cards to make and read sentences and by playing games.

The sentence reading activity is for self-assessment. Children should tick each sentence they are able to read. This will highlight words that are known and words that need further re-enforcement.

The cut and stick activity is to re-enforce word recognition.

Writing activities for each word list help children to learn to spell simple words. Magnetic letters offer multi-sensory practice before spelling. The sentences are for dictation which helps to build up children’s auditory memory.


SORTING

PAIRS

SPEED READ

OPTIONAL EXTRA

GAMES TO PLAY For Word Recognition

FIRST prepare the flashcards, two for each word, (one white and one coloured).

Lay the white cards face up, saying each word as you put it down. Then the child puts down the coloured cards, matching them to the white ones and saying the words.

Give lots of opportunity for self-correction: e.g. ‘Are you sure they match?’ etc.

Lay all cards face down. Take turns to turn over two cards, (one white and one coloured) aiming to find a pair. Cards are replaced if a pair is not found. Say each word as the cards are turned over. Keep

going until all the cards have been paired up.

Present cards one at a time. If your child gives the correct response, s/he gets to keep the card. Otherwise, put the card to the back of the pack, saying the

word and reassuring the child that they have as many chances as they need to get all the cards. Keep going until the child has all the cards.

Time each

activity and aim to

improve speed next

time you play.


List 1

I like my mum.

This is my house.

I like to go to my house.

Mum and I like this house.

Is this my house?

Go to mum!


High Frequency Words

List 1

Cut and stick

I like mum.

This my house.

I like to go to my .

and I like this house.

Is my house?

to mum!

………………………………………………

I my and is to

this like house Mum Go



List 1

Writing

1. Make these words with magnetic letters and then write them:

mum and like this

2. Can you write these sentences?

This is my mum.

Mum and I like to go.


Handwriting Practice

Word 1st try 2nd try 3rd try

LLSS 2007 SpLD resources

8

List 2

This is dad and me.

What can he do?

He said “No”.

Dad can have it.

He said “Can I do it?”

Do what dad said.


9

High Frequency Words List 2

Cut and stick

This is and me.

What can do?

He “No”.

Dad can it.

He said “Can I it?”

Do dad said.

……………………………………………

dad can do he said

no me what it have


10


List 2

Writing


said can

have what


What can I have?

Dad said it to me.


11




12

List 3

We went in.

Come in for a look.

One day we went out.

We went for a day.

Look out for mum.

Come for one day.


13


Cut and stick

We in.

Come in a look.

One day we went .

went for a day.

out for mum.

Come for one .

………………………………………………

one day We went in

come for out a Look


14


Writing


come for

went look


We went for a look.

Come and look at this.


15




16

List 4

The children are big.

They were little.

What are they?

They are children.

Her children are all so little.

Are they all little?


17


Cut and stick

The are big.

They little.

What they?

are children .

Her children are all so

Are they little?

………………………………………………

children They the little big

are her were all so


18


Writing


are they her all


They are all wet.

This is her dog.


19




20

List 5

She was there.

When will you be back?

You will be there for some

time.

She will be back on time.

When was she there?

Was there time for you?


21


Cut and stick

She there.

will you be back?

You will be for some

time.

She will be on time.

When was there?

Was there for you? ………………………………………………

When she was there some

time will be back you


22


List 5

Writing


she was you

back 2. Can you write these sentences?

She was back.

“You will go,” said dad.


23



LLSS SpLD Resources

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LLSS SpLD Resources 25

Tick the High Frequency Words you can read:

List 1 List 2 List 3 List 4 List 5

I dad one the she

like can day children was

mum do we little there

and he went big some

my said in are time

house no out all will

this me come they be

is what for were back

to it a her when

go have look so you

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