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Quite simply, the first 100 high frequency words are words which occur most frequently in sentences. They are not words that âcannot be decodedâ. They are not tricky. Children should not be taught to âlook and sayâ whole words. Proof? Please continue reading:
.Quite simply, the first 100 high frequency words are words which occur most frequently in sentences. They are not words that âcannot be decodedâ. They are not tricky. Children should not be taught to âlook and sayâ whole words. Proof? Please continue reading:
Teach a child to sight read âsaidâ, they can look and say âsaidâ.
Teach a child that <ai> can spell the sound /e/, they can read said, again, against.
Teach a child that <ai> can spell the sound /e/, they can read said, again, against.
Teach a child to sight read âwhatâ, they can look and say âwhatâ.
Teach a child that <a> can spell the sound /o/, they can read what, was, want, wash, wasp, watch, swap, swan, squad, quantity etc.
Teach a child that <a> can spell the sound /o/, they can read what, was, want, wash, wasp, watch, swap, swan, squad, quantity etc.
Teach a child to sight read âsomeâ, they can look and say âsomeâ.
Teach a child that <o> can spell /u/, they can team some, come, above, done, love, month, son, other etc.; <me> can spell /m/, they can read some, come, thyme etc.
Teach a child that <o> can spell /u/, they can team some, come, above, done, love, month, son, other etc.; <me> can spell /m/, they can read some, come, thyme etc.
Teach a child to sight read âtheâ, they can look and say âtheâ.
Teach a child that <th> can spell the voiced /th/ sound (different to the unvoiced /th/ sound âthinâ), they can read the, that, with, there, this, then, than, them etc.
Teach a child that <th> can spell the voiced /th/ sound (different to the unvoiced /th/ sound âthinâ), they can read the, that, with, there, this, then, than, them etc.
Teach a child to sight read âhaveâ, they can look and say âhaveâ.
Teach a child that <ve> can spell the sound /v/, they can read have, give, love, above, weâve etc.
Teach a child that <ve> can spell the sound /v/, they can read have, give, love, above, weâve etc.
Teach a child to sight read âisâ, they can look and say âisâ.
Teach a child that <s> can spell /z/, they can read is, his, was, as, hills, pains etc. (Fun fact: <s> represents the sound /z/ more frequently than the sound /s/).
Teach a child that <s> can spell /z/, they can read is, his, was, as, hills, pains etc. (Fun fact: <s> represents the sound /z/ more frequently than the sound /s/).
Teach a child to sight read âlookedâ, they can look and say âlookedâ.
Teach a child that <ed> can spell the sound /t/, they can read looked, jumped, kicked, walked etc. (Fun fact: the simple past tense -ed suffix can represent /t/ looked, /d/ opened, or /i/ /d/ wanted).
Teach a child that <ed> can spell the sound /t/, they can read looked, jumped, kicked, walked etc. (Fun fact: the simple past tense -ed suffix can represent /t/ looked, /d/ opened, or /i/ /d/ wanted).
Teach a child to sight read âtheyâ, they can look and say âtheyâ.
Teach a child that <ey> can spell /ae/, they can read they, prey, grey, convey, obey etc.
Teach a child that <ey> can spell /ae/, they can read they, prey, grey, convey, obey etc.
Teach a child to sight read âheâ, they can look and say âheâ.
Teach a child that <e> can spell /ee/, they can read he, she, be, we, me, even etc.
Teach a child that <e> can spell /ee/, they can read he, she, be, we, me, even etc.
Teach a child to sight read the personal pronoun âIâ, they can look and say âIâ.
Teach a child that <i> can spell /ie/, they can read I, Iâm, Iâll, Iâd, icy, iron, bible, china, climb, kind, wild, alibi etc.
Teach a child that <i> can spell /ie/, they can read I, Iâm, Iâll, Iâd, icy, iron, bible, china, climb, kind, wild, alibi etc.
Teach a child to sight read âgoâ, they can look and say âgoâ.
Teach a child that <o> can spell /oe/, they can read go, no, so, donât, old, only, open etc.
Teach a child that <o> can spell /oe/, they can read go, no, so, donât, old, only, open etc.
Teach a child to sight read âtoâ, they can look and say âtoâ.
Teach a child that <o> can spell m/oo/n, they can read to, do, into, lose, move, tomb, who etc.
Teach a child that <o> can spell m/oo/n, they can read to, do, into, lose, move, tomb, who etc.
Teach a child to sight read âyouâ, they can look and say âyouâ.
Teach a child that <ou> can spell m/oo/n, they can read you, group, coupon, route, soup etc.
Teach a child that <ou> can spell m/oo/n, they can read you, group, coupon, route, soup etc.
Teach a child to sight read âforâ, they can look and say âforâ.
Teach a child that <or> can spell /or/, they can read for, born, order, north, ordinary etc.
Teach a child that <or> can spell /or/, they can read for, born, order, north, ordinary etc.
Teach a child to sight read âallâ, they can look and say âallâ.
Teach a child that <a> can spell /or/, they can read all, ball, called, tall, also, call, hall, walk, water etc.
Teach a child that <a> can spell /or/, they can read all, ball, called, tall, also, call, hall, walk, water etc.
Teach a child to sight read âhouseâ, they can look and say âhouseâ.
Teach a child that <ou> can spell /ow/, they can read house, out, about etc.; <se> can spell /s/ they can read house, mouse, chase, dense, horse, nurse etc.
Teach a child that <ou> can spell /ow/, they can read house, out, about etc.; <se> can spell /s/ they can read house, mouse, chase, dense, horse, nurse etc.
Teach a child to sight read âcouldâ, they can look and say âcouldâ.
Teach a child that <oul> can spell b/oo/k, they can read could, couldnât, should, shouldnât, would & wouldnât. (6 âlook and sayâ words, or one piece of code?).
Teach a child that <oul> can spell b/oo/k, they can read could, couldnât, should, shouldnât, would & wouldnât. (6 âlook and sayâ words, or one piece of code?).
Teach a child to sight read âputâ, they can look and say âputâ.
Teach a child that <u> can spell b/oo/k, they can read put, bull, bush, full, awful, painful etc.
Teach a child that <u> can spell b/oo/k, they can read put, bull, bush, full, awful, painful etc.
You can find all of the first 100 high frequency words, organised by sound, here: https://linguisticphonics.files.wordpress.com/2019/07/first-100-high-frequency-words-letters-and-sounds.pdf
Some reading programmes promote âsight readingâ of high frequency words, where children are encouraged to memorise whole words without explicitly discussing sound-spelling correspondences. However, research into eye movements shows us that words are not read as wholes 1/2
the brain processes sound-spelling correspondences for quick retrieval (Dehaene, 2010; Ehri, 1998; Rayner et al., 2001). 2/2
When we know that the majority of words in the English language are represented by 175 sounds (McGuinness), we canât justify teaching *some* words though whole language: there is a logic to teaching sound-spelling correspondences 1/2
and this is through systematic phonics. Teach the 175 spellings explicitly; work through a basic (initial, 1:1 correspondence) then complex (extended, alternative spellings) codes, until chn can read and spell with fluency.
Some quotes from the National Curriculum regarding High Frequency Words/Common Exception Words: 1/3
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239784/English_Appendix_1_-_Spelling.pdf
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239784/English_Appendix_1_-_Spelling.pdf
âThe âexception wordsâ contain GPCs which have not yet been taught as widely applicable, but this may be because they are applicable in very few age- appropriate words rather than because they are rare in English words in general.â 2/3
âPupilsâ attention should be drawn to the grapheme- phoneme correspondences that do and do not fit in with what has been taught so far.â 3/3
