Easy words for kids to read
First Words For Kids
First Words For Kids
| Phonics Sheets |
|
| |||||
|
| Glossary of ESL terms | ||||||
| ||||||||
Home | Crosswords | Word Searches | Flash Cards | Verbs | Songs | Creative Writing | Work Sheets | Phonics | ABCs Potion Book | Spell Book | ESL for Adults | Articles | Lesson Plans | Young Learners | Jobs | | ||||||||
| ||||||||
|
|
|
|
| ||||
| Just click, print, and copy.
These tracing sheets can be used to practice spelling out easy English words. Good for both kids who speak English as a second language and English as a first language.
Other resources that go with these words include: First Verbs, First Colors, First Numbers, First Words Reading Lists, First Word Consonant Digraphs, First Words Long Vowels, Vowel Digraph Words, R-controlled Vowels Spelling Worksheets and First Words CVC Words.
| |||||||
ant ball bat bear bee book bus car cat cow dad day dog duck egg | fish frog goat gold go happy hat lake leaf lion map mom moon nest | pie robot sad seal ship sky star stop sun tank tree truck van worm
| ||||||
Also see: First Christmas Words, First Halloween Words, First Numbers, First Colors, and First Verbs. If you find these teaching resources useful, you might also find the following resources useful: The ABC flashcards: These ABC flashcards were made from clay. They can be used to teach capital letters. Little Letters Tracing Sheets: Learn the little letters with simple tracing sheets. The Phonics Worksheets: Worksheets for teaching phonics. The Alphabet Mazes: 5 mazes to teach capital and small letters. The Young Learner Worksheets: Simple sentences patterns and vocabulary worksheets. The Alphabet Trains: Practice initial sounds of words. Connect the Dots: More ABC worksheets. Initial Sounds Worksheets: Plenty of worksheets covering the initial sounds of words. Vowel Combination Phonics Worksheets: Worksheets that highlight vowel combination patterns such as 'ai', 'oa', 'ay', and 'ow'. All materials (c) 2007 Lanternfish ESL |
The Basic Spelling Vocabulary List
By: Steve Graham, Karen R. Harris, Connie Loynachan
This list was created to help teachers know which spelling words should be taught to kids in grades 1–5. The list contains 850 words that account for 80 percent of the words children use in their writing — the ones they need to be able to spell correctly.
This list was devised to help educators know which spelling words should be taught to children. The list contains 850 words that account for 80 percent of the words children use in their writing — the ones they need to be able to spell correctly.
Mastering this relatively small corpus of words yields a high rate of return. For example, the most common 1,000 words are used 13 times more frequently than the next most common 1,000 words. It also provides teachers flexibility in planning spelling instruction, providing an opportunity to give children the "basics" while supplementing with other spelling words germane to classroom activities.
Grade level for each word was determined based upon difficulty, pattern of occurrence in children's writing across grades, and grade placement on current vocabulary lists and spelling materials.
Words that children have difficulty spelling correctly are marked with an asterisk.
Grade 1 | |||
---|---|---|---|
a | fat | like* | sat
|
Back to Top
Grade 2 | |||
---|---|---|---|
about* | father* | lives | set |
Back to Top
Grade 3 | |||
---|---|---|---|
able | even | mind | spelling |
Back to Top
Grade 4 | |||
---|---|---|---|
across | during | mountain | sure* |
Back to Top
Grade 5 | |||
---|---|---|---|
although | different* | planet | suddenly
|
Back to Top
Graham, S. , Harris, K.R. and Loynachan, C. (1993). The Basic Spelling Vocabulary List. Journal of Educational Research 86(6) 363-368.
Reprints
You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.
Related Topics
Early Literacy Development
Spelling and Word Study
Vocabulary
Writing
New and Popular
100 Children’s Authors and Illustrators Everyone Should Know
A New Model for Teaching High-Frequency Words
7 Great Ways to Encourage Your Child's Writing
All Kinds of Readers: A Guide to Creating Inclusive Literacy Celebrations for Kids with Learning and Attention Issues
Screening, Diagnosing, and Progress Monitoring for Fluency: The Details
Phonemic Activities for the Preschool or Elementary Classroom
Our Literacy Blogs
Comprehension Instruction That Really Helps — Teaching Cohesion
Kids and educational media
Meet Ali Kamanda and Jorge Redmond, authors of Black Boy, Black Boy: Celebrating the Power of You
Get Widget |
Subscribe
20 reading texts for children aged 5-6-7-8
A child who has learned to put sounds into syllables, syllables into words, and words into sentences needs to improve his reading skills through systematic training. But reading is a rather laborious and monotonous activity, and many children lose interest in it. Therefore, we offer texts of small size , the words in them are divided into syllables.
First read the work to the child yourself, and if it is long, you can read its beginning. This will interest the child. Then invite him to read the text. After each work, questions are given that help the child to understand what they have read and comprehend the basic information that they have learned from the text. After discussing the text, suggest reading it again.
Mo-lo-dets Vo-va
Ma-ma and Vo-va gu-la-li.
In-va ran-sting and fell.
It hurts no-ha, but Vo-va does not cry.
Wow!
B. Korsunskaya
Answer questions .
1. What happened to Vova?
2. What made him sick?
3. Why is Vova doing well?
Clever Bo-beak
Co-nya and co-ba-ka Bo-beak gu-la-li.
So-nya played-ra-la with a doll.
That's why So-nya in-be-zha-la to-my, and the doll for-would-la.
Bo-beek found a doll-lu and brought it to So-ne.
B. Korsunskaya
Answer the questions.
1. Who did Sonya walk with?
2. Where did Sonya leave the doll?
3. Who brought the doll home?
The bird made a nest on a bush. De-ti our nest-up and took off on the ground.
- Look, Vasya, three birds!
In the morning, deti came, and the nest was empty. It would be a pity.
L. Tolstoy
Answer questions.
1. What did the children do with the nest?
2. Why was the nest empty in the morning?
3. Did the children do well? How would you do?
4. Do you think this work is a fairy tale, a story or a poem?
Pete and Mi-sha had a horse. They began to argue: whose horse. Did they tear each other apart.
- Give me - my horse.
- No, you give me - the horse is not yours, but mine.
Mother came, took a horse, and became nobody's horse.
L. Tolstoy
Answer the questions.
1. Why did Petya and Misha quarrel?
2. What did mother do?
3. Did the children play horse well? Why do you think so
?
9000 9000
9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000
015
9 9000 9000
FILVORDA for the development of reading, View here.
It will be interesting for children to read selected texts, they affect the emotional world of the child, develop his moral feelings and imagination . Children will get acquainted with the works of L. Tolstoy, K. Ushinsky, A. Barto, S. Mikhalkov, E. Blaginina, V. Bianchi, E. Charushin, A. Usachyov, E. Uspensky, G. Snegiryov, G. Oster, R. Rozhdestvensky, as well as fairy tales of different nations.
It is advisable to show children the genre features of poems, stories and fairy tales using the example of these works.
Fairy tale is a genre of oral fiction containing events unusual in the everyday sense (fantastic, wonderful or worldly) and distinguished by a special compositional and stylistic construction. In fairy tales there are fairy-tale characters, talking animals, unprecedented miracles happen.
Poem is a short poetic work in verse. The verses are read smoothly and musically, they have rhythm, meter and rhyme.
Story — small literary form; a narrative work of small volume with a small number of characters and the short duration of the events depicted. The story describes a case from life, some bright event that really happened or could happen.
In order not to discourage reading, do not force him to read texts that are uninteresting and inaccessible to his understanding. It happens that a child takes a book he knows and reads it “by heart”. Mandatory every day read to your child poems, fairy tales, stories.
Daily reading enhances emotionality, develops culture, horizons and intellect, helps to cognize human experience.
Literature:
Koldina D.N. I read on my own. - M .: TC Sphere, 2011. - 32 p. (Candy).
How easy it is to teach a child 4-6 years old to read - the best methods and exercises
How to understand that it's time
To the question "When is it time for a child to be able to read?" there is no ready answer, but we want to immediately warn against two misconceptions:
-
“You don't have to teach your child to read at home, they will teach you at school anyway. ” Yes, they will. But remember: the first year at school is the most intense in all 11 years of study. For some 4-5 months in the 1st grade, the child goes through the alphabet "from" and "to", learns to read, write, and the rest of the time he studies the basics of the Russian language. Therefore, it will be great if he has a reading skill before school. This will reduce the burden on the child.
-
"There is no time to waste - the sooner the baby begins to read, the better." All children are different and develop at their own pace. Therefore, you should not impose teaching reading to a preschooler as soon as he is 4-5 years old, if the student himself does not yet show interest in this activity. Instead, you can begin to develop an interest in reading through bright and engaging books. A good option would also be games that involve letters.
The indicator to be guided by is not the age of the preschooler, but his speech skills.
It's time to learn to read if…
If the speech development of a preschooler proceeds without gross violations. Let's figure out what criteria will help you find out if a child is ready to learn to read:
-
Understanding addressed speech. The kid must understand sentences, phrases, individual words that others around him turn to.
-
Vocabulary. The more words a child knows, the better he will understand what he read. It will also help him communicate with adults and other children.
-
Grammar. The ability to correctly build sentences, select and change words is important for children who are learning to read.
-
Pronunciation. For learning to be effective, the child must know how to pronounce words without gross errors.
Remember: at preschool age, a child may have minor flaws in grammar and pronunciation - this is normal. Over time, these violations will be corrected, and they should not be considered an obstacle to reading. But if the baby is not yet very confident in speaking, do not rush him to read - this will not help develop speech, but only demotivate.
Practicing child psychologist Ekaterina Murashova
Free course for modern moms and dads from Ekaterina Murashova. Sign up and participate in the draw 8 lessons
How to make learning to read easier for preschoolers
-
Praise more and never scold
It's hard for us adults to imagine how difficult it really is for a baby to learn from scratch such a complex skill as reading. After all, being able to read means being able to correlate a sound with a letter or a combination of letters, connect sounds, understand the meanings of the words read and the meaning behind the text.
If parents take the child's progress for granted and express dissatisfaction when the child does not understand something, this will not push the future student to development, but will only complicate the process. Therefore, it is important to praise for small victories: I learned the letter that was passed last time - great, I coped without my father's help with the word as much as two syllables - clever.
Do not take failures as a consequence of the negligence of the little student. When a child does not understand the first time, this is an occasion to look for another explanation or give more time to practice. If you feel tired and irritated, you should stop the activity and return to it in a good mood.
-
Exercise little but regularly
Do not expect perseverance and a desire to spend hours figuring out unfamiliar letters from your baby. It is difficult for preschoolers to keep their attention in a lesson for more than 25 minutes, and even such small classes should be interrupted with physical education minutes and games so that the child does not get bored. This is exactly how Skysmart prepares for school: 25-minute classes with breaks for outdoor games.
But regular practice is important - much more important than the duration of the session. And it doesn’t have to be just lessons: you can look for familiar letters on signs during a walk, on a door plate in a children’s clinic, on a package of your favorite corn flakes.
-
Read books aloud
In a series of studies conducted by Dr. Victoria Purcell-Gates among five-year-olds who could not yet read, those children to whom their parents read aloud regularly for two years, expressed their thoughts in more literary language, built longer phrases and used more complex syntax.
In addition, reading aloud with adults contributed to the expansion of the children's vocabulary, as parents explained the meanings of new words that children did not encounter in everyday life.
Expert Opinion
According to neuroscientist Marianne Wolfe, book evenings with parents help develop a love of reading because the child establishes a connection between reading aloud and feelings of love and warmth.
-
Discuss read
The role of communication in teaching literacy cannot be overestimated. At first, it is important to ask if the future student is interested, if he is tired, what was remembered from the lesson. When a preschooler learns to read coherent texts, be sure to ask questions about their content.
It's great if the child reads on his own and without the prompting of the parents, but even in this case, do not deprive him of the opportunity to discuss what he read with you. For example, you might ask:
-
Which of the characters do you like?
-
Do you think this character is like you? Would you like to be like her?
-
What would you do if you were a hero?
-
Why did the described event happen? How are these two events related?
-
How did what you read make you feel?
-
What do you remember most from what you read?
-
What do you think the author wanted to teach? Why did he write this? Do you agree with the author?
-
-
Go from simple to complex
From the correspondence between sounds and letters to syllables, from short words to longer and more complex words. It would seem that this is obvious, but no: sometimes parents are so happy with the success of the child at first that they push him to study more complex topics than he is ready to accept. Of course, the program should adapt to the future student, but you should not skip steps, even if the child is making progress.
There are methods that offer to teach a child to read by memorizing whole words. Alas, experiments show that such techniques generally work worse. For example, a group of scientists from the United States came up with an artificial alphabet and offered subjects to learn it, and then read the words written using this alphabet. At the same time, some subjects were immediately explained the principles of correspondence between sounds and letters, while others had to derive reading rules on their own based on whole words. It turned out that the first group copes with reading new, previously unfamiliar words better than the second.
Therefore, we advise you to choose those teaching methods that involve clear instructions about the relationship between sound and letter - and this is especially important for those children who have difficulty reading. Below we have compiled a few of these techniques that you can use to teach your preschooler at home.
It is important to select questions individually, based on the age of the child. With younger children, discuss everything together, ask simple questions, direct their attention to some facts. The complexity of the questions should increase in proportion to the age of the child. The older he is, the more difficult the tasks should be, and the questions can already affect the "reflection" of their feelings and experiences.
Methods of teaching preschoolers to read
Warehouse reading
The method of teaching a child to read through warehouses was actually used in Rus', but for modern parents this technique is associated with the name of the philologist Nikolai Aleksandrovich Zaitsev.
Zaitsev suggests not focusing on the study of individual letters, as it can be difficult for students to understand how letters can merge into syllables and words. Teaching a child to read by syllables is also not always easy: one syllable can be quite long ( shine, ruble ), and the boundaries of syllables are not obvious ( Lun-tik or Lu-ntik ?). Therefore, in Zaitsev's methodology, a warehouse is used as the main unit.
Warehouse can be a combination of a consonant and a vowel (pa-pa, ma-ma), a single consonant or vowel (de- d , i-s -li, A -le-sha), as well as a combination of a consonant with a hard or soft sign (ma- l -chi-k, use d -yem).
In order for a preschooler to understand the differences between the recording of voiced and soft, vowels and consonants, different types of warehouses have their own cube size, color and content, thanks to which the cubes sound when they are shaken. Cubes affect several channels of perception at once, and warehouses should not just be pronounced, but sung - this way, according to the author of the methodology, learning is more interesting and effective.
One of the advantages of the technique is that children willingly play with blocks themselves, and the process of learning to read becomes active, mobile.
Syllabic reading
This technique, according to some sources, was developed by the Romans. Later, Nadezhda Sergeevna Zhukova, a Soviet and Russian speech therapist, created a primer based on it. In it, she built her own system in which sounds and letters are sequentially introduced into speech.
Due to the fact that the concept of a syllable is introduced at an early stage, it is faster and easier to teach a child to read syllables together. By the way, as in Zaitsev's technique, it is proposed to sing syllables, and not just pronounce them.
Based on the syllabic method, Zhukova developed a set of teaching aids - copybooks, copybooks and a book for reading. Benefits will help teach children to read correctly 6 and 7 years old at home.
Both techniques for teaching preschoolers to read are used in the Skysmart Ready for School course. The course consists of two stages: first, children get acquainted with letters and warehouses, which allows them to quickly start reading simple words, and then they learn what a syllable is. Gradually, we introduce more complex syllabic constructions, move on to reading phrases and sentences.
Sound analytical-synthetic teaching method
This method originated in the USSR and is still considered the main one in Russian schools and kindergartens. It was developed by the Soviet teacher and Russian language methodologist Voskresenskaya Alexandra Ilyinichna.
Same as N.S. Zhukova, Voskresenskaya proposed her own order in which children should learn letters and sounds. The principle of this sequence was that the child first learned the letters that can be combined into simple syllables, and then moved forward in the level of complexity. As a result, children learn syllables in this order:
-
Two-letter syllables (including one consonant): am, ma, ra, etc. and simple words from them: ra-ma, ma-sha, Pa-sha, etc.
-
Three-letter syllables with a vowel in the center: poppy, lat, etc.
-
The combination of the first two stages into words: sa-lat, earth-la, etc.
-
Words of three syllables and six letters: az-bu-ka, ve-se-lo, etc.
-
Words of two syllables and six letters: question-ros, tea-nick, etc.
-
Words with a combination of vowels at the beginning and at the end of the word: chair, March, etc.
In this way, children simultaneously prepare for more complex syllables at each stage and reinforce what they have learned earlier.
Exercises for learning to read
Learning to read usually takes place in several stages. First, the child listens to the sound, visually remembers the letters. Different games will help with this, where you need to look for letters, invent words, etc. When this stage is over, you can move on to syllables and games to work them out. And only after that it will be possible to proceed to words, and then to sentences and texts.
Letter memory exercises
The first step is to teach your child to recognize letters. To do this, you can use pictures with hidden letters. We use such exercises in the preparation for school lessons in Skysmart.
Ask your child to identify what letter a word begins with, or name as many words as possible that begin with a certain letter.
Next, we train to distinguish correctly written letters from incorrect ones. This is also important for learning to write: preschoolers often mirror letters or distort individual elements.
Exercises for vowels and consonants
To learn how to distinguish between vowels and consonants, tasks will help you determine the sound with which a word begins.
It will also help to remember the difference between vowels and consonants and search for an extra letter.
Word building exercises
When your child can read short words, ask him to make a word out of letters on his own.
Composing words from syllables is convenient if you have cubes at hand, but you can also try on paper.
Another good exercise is to fill in the missing letter in the word.