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Sight Words 2

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Guided Lesson

Sight Words 2

In kindergarten, kids are piecing together all the words and letters they can decode in order to build stronger reading fluency. This is why their understanding of sight words, or commonly occurring words, is so important. This guided lesson familiarizes first graders with the sight words they will most frequently encounter in texts, boosting their decoding and comprehension skills.

Kindergarten

Reading & Writing

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Guided Lesson

Spelling 1

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Guided Lesson

Spelling 1

Spelling is a core language arts skill in the third grade curriculum. You can support kids' spelling skills with this guided lesson that features targeted instruction in common spelling patterns, as well as plenty of chances to practice. The content of this lesson was created by our team of teachers and curriculum experts. For even more spelling practice, consider downloading and printing our recommended spelling worksheets.

3rd grade

Reading & Writing

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Guided Lesson

Blending 2

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Guided Lesson

Blending 2

Teaching kids to blend, or combine, sounds in order to pronounce new words is an important element to first grade reading. Segmenting the sounds that make up a word, and then blending those sounds to pronounce them correctly, can be a tricky skill to master. This lesson helps take first graders through this process, with guided practice and helpful examples.

1st grade

Reading & Writing

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Guided Lesson

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Learning sight words can be tricky for young children. These words are frequently used but don't always follow conventional spelling patterns, so it can take repeated exposure to help your child remember them. Our selection of worksheets, games, and other content is an excellent combination of sight words help to give to your child. Get additional reading help to boost your child's academic skills.

Sight Words 101

Learning to read can be difficult for early learners. Phonetically sounding out each word is a slow process that can hinder reading comprehension. Because of this, a list of 315 words has been developed and categorized as sight words.

The most widely accepted list of sight words is the Dolch Sight Words list. Comprised of 220 service words and 95 frequently occurring nouns, the list represents 80% of the words that would typically be found in children’s writings. Learning these words is a skill that will carry forwards as these words also represent 50% of the words found in adult writings.

Understanding and recognizing these words on sight will free students up to focus on pronouncing and understanding the remaining words in the text. These non-sight words will likely more specifically relate to the meaning of the text so this focus will increase reading comprehension.

Repetition and memorization are paramount in learning sight words. Many of the common sight words are irregularly spelled words that would be difficult for early learners to phonetically sound out. Memorizing these words, their spellings, and their pronunciations can also help children as they encounter other irregularly spelled words. The vowel and consonant digraphs that make up these new sounds will be familiar to them because of the sight words.

Using the resources provided by Education.com above may help students recognize and read these sight words, giving them the foundation necessary to become quality readers.

Teach Your Child to Read

Print your own sight words flash cards. Create a set of Dolch or Fry sight words flash cards, or use your own custom set of words.

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Follow the sight words teaching techniques. Learn research-validated and classroom-proven ways to introduce words, reinforce learning, and correct mistakes.

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Play sight words games. Make games that create fun opportunities for repetition and reinforcement of the lessons.

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Learn what phonological and phonemic awareness are and why they are the foundations of child literacy. Learn how to teach phonemic awareness to your kids.

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A sequenced curriculum of over 80 simple activities that take children from beginners to high-level phonemic awareness. Each activity includes everything you need to print and an instructional video.

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Teach phoneme and letter sounds in a way that makes blending easier and more intuitive. Includes a demonstration video and a handy reference chart.

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Sightwords.com is a comprehensive sequence of teaching activities, techniques, and materials for one of the building blocks of early child literacy. This collection of resources is designed to help teachers, parents, and caregivers teach a child how to read. We combine the latest literacy research with decades of teaching experience to bring you the best methods of instruction to make teaching easier, more effective, and more fun.

Sight words build speed and fluency when reading. Accuracy, speed, and fluency in reading increase reading comprehension. The sight words are a collection of words that a child should learn to recognize without sounding out the letters. The sight words are both common, frequently used words and foundational words that a child can use to build a vocabulary. Combining sight words with phonics instruction increases a child’s speed and fluency in reading.

This website includes a detailed curriculum outline to give you an overview of how the individual lessons fit together. It provides detailed instructions and techniques to show you how to teach the material and how to help a child overcome common roadblocks. It also includes free teaching aids, games, and other materials that you can download and use with your lessons.

Many of the teaching techniques and games include variations for making the lesson more challenging for advanced students, easier for new or struggling students, and just different for a bit of variety. There are also plenty of opportunities, built into the lessons and games, to observe and assess the child’s retention of the sight words. We encourage you to use these opportunities to check up on the progress of your student and identify weaknesses before they become real problems.

Help us help you.  We want this to be a resource that is constantly improving. So please provide us with your feedback, both the good and the bad. We want to know which lessons worked for your child, and which fell short. We encourage you to contribute your own ideas that have worked well in the home or classroom. You can communicate with us through email or simply post a response in the comments section of the relevant page.

Theme of vision in Russian and English

In this article we will tell you:

• The word eye meant "round stone", "amber"
• English eye - "eye" and "part of the face around the eye"
• The word vision meant "radiance", "glow"
• English vision
• The word lens comes from "lentil"
• English lens - “lens”, “lens”, “lentil”

- Mom, have you noticed that the lens looks like lentils?

Max, the eldest son of Lucy and Sasha, loves to surprise his parents with unexpected observations. But this question, in the silence of a Saturday morning, was especially difficult.

“Um, no… Should I have?”

- Of course! "Lens" in Latin means "lentil". They have the same shape, hence the name. I read it in the dictionary yesterday. And "eye" means "round pebble", can you imagine?

- It's really interesting! I didn't know you were interested in linguistics.

“Wait, that's not all. I also read about English. Here, listen!

The word eye meant "round stone", "amber"

In the Old Slavic language, the word "eye" meant "round pebble", "ball", "bead". Many linguists note the similarity of this concept with the Polish "głaz" - "boulder", "cobblestone", "piece of rock". In Old Germanic, the similar word "glas" was used to mean "amber".

Interestingly, until the 16th century, the organ of vision was called exclusively by the word "eye". According to some linguists, the displacement of this word began thanks to the colloquial phrase "roll out your eyes", that is, "look intently or in surprise."

The word “eye” has many ancient “relatives” that we don’t even know about: “head”, “nodule”, “iron”. They also came from words denoting different types of pebbles and shards.

In Russian there are many proverbs and sayings with the word "eye". Each of them has its own unique story. For example, the phrase "splurge" originated in the era of fisticuffs, when fighters used sandbags to temporarily disarm their opponents. This technique was banned by special decree in 1726. The phrase "splurge" has remained in the language in the sense of "to exaggerate the possibilities."

English eye

The Old English word ēage ("eye") is of Germanic origin. It has many "relatives" in other European languages ​​- Swedish öga, Danish øie, Dutch oog. In its modern format, the word eye came into English after 1200. Interestingly, they denoted not only the organ of vision, but also the part of the face around the eyes, along with eyelashes, eyelids and eyebrows.

After the 14th century, the English word eye began to take on new meanings. Many of them still exist. So, eye is also “a buttonhole”, “a drawing in the form of an eye on a peacock feather”, “an apple on a horse's skin”, “needle eye” and “the center of a tropical cyclone”.

The English word "eye" has many interesting related words that have no analogues in Russian. For example, eye-opener (literally "eye opener") - "a sip of alcohol" or "amazing news", bulls-eye (literally "bull's eye") - "direct hit", eye-service (literally "eye service") - "work for the public" or "work under duress."

In English, as in Russian, there are a lot of catch phrases with the word "eye". So, the phrase Turn a blind eye (literally "turn a blind eye") is used in the meaning of "consciously ignore unwanted information." Linguists believe that Admiral Horatio Nelson became the creator of this phrase: during the naval battle of Copenhagen in 1801, he did not want to see his commander’s signals about the retreat and “looked” through the telescope with his absent eye.

The word vision meant "radiance", "glow"

This word comes from the Old Slavonic ZVRETI - “shine”, “shine”, “see”. Its closest “relatives” are the Serbian “behold” (“to see”), the Slovenian zreti (“to look”) and the Lithuanian žėrėti (“to shine”). The derivatives of this word are also associated with the ideas of light and radiance, for example: "dawn", "glow", "lightning", "illumination".

The immediate relatives of the word “sight” are “shame”, “sagacity” (the ability to see ahead), “mirror” (i.e., an object that is looked into), “ghost”, “guard”, etc. In modern language they are not are considered to be of the same root, but the semantic connection is obvious even now.

The origin of the word "pupil" is interesting. In Latin, there are the words pūpa (“little man”, “doll”, etc.) and pupilla, a derivative of it, “pupil”. The meaning was formed on the idea that a person looking into the eyes of the interlocutor sees his own small reflection in them. The ancient Slavs used this analogy: the word ZHRAK ("image", "vision") in the "pupil" - "little man in the eye."

English vision - "vision", "vision", "imagination"

Linguists trace a direct connection between the Latin videre ("to see") and modern English vision. It is interesting that the original meaning of this word did not come down to the ability to perceive the world through the organs of vision, but to the imagination and the ability to see something supernatural. A similar trend was traced in Old French: vision - “presence”, “vision”, “unearthly appearance”.

In the meaning of “vision”, this word was fixed only at the end of the 15th century. In modern English, it has acquired additional semantic shades. For example, it is used when talking about insight, imagination, worldview, or the ability to see perspective.

The word vision, like the Russian “vision”, has several unexpected “relatives”. One of them is the popular English interjection voila (“voila”, borrowed from French), which can be translated as “here”. The same family includes visionary (“dreamer”, “seer”), evident (“obvious”) and vivid (“bright”, “alive”). French has visionnage (“view”) and visionneuse (“projector”), while German has Visionär (“seer”), Visionen (“plans”) and Visionsradius (“line of sight”).

The English set expression range of vision is similar to the Russian "field of vision". Another interesting phrase twenty-twenty vision ("vision 20 to 20") means excellent vision, by analogy with the Russian "unit for both eyes." To denote a narrow outlook and limited views, the British and Americans use the expression tunnel vision - “tunnel vision”.

The word lens comes from "lentil"

The original source of this word is the Latin lens - "lentils". The shape of the lens resembles a legume, and it is this analogy that formed the basis of the word. In Russian, the concept of “linga” (“lens”) appeared in the 16th century, but it “got” to dictionaries relatively late - in the 19th century.03 year.

It is interesting that the analogy between an optical product and a plant of the legume family exists not only in Slavic, but also in other European languages: in French "

lentille ("lens" and "lentils"), in Spanish lente ("lens") and lenteja ("lentils"), in Italian lente ("lens") and lenticchia ("lentils").

English lens - “lens”, “lens”, “lentil”

Both words - both Russian and English - have the same Latin roots. The term lens first appeared in English dictionaries in 1690s in the meaning of "glass to change the rays of light."

Today, the concept of lens has retained a number of meanings: “lens”, “lens” (anat.), “magnifier”, “lentil”, “eyepiece”, “lens of a camera or microscope”.

In the professional jargon of photographers, there is an expression lens louse (literally “lens louse”) - it is used to refer to a person who is trying to stand out from the background of others and attract the attention of the photographer.

People will always talk about eyes and vision, because the ability to see the world around us is one of the most important abilities in a person’s arsenal. If your vision starts to fail you, try contact lenses - with our certificate.

Why are some words in the language replaced by others?

An echo of the "ancestor" is heard in a word if only its pronunciation has changed. For example, the word "healthy" once began with the sound "s", after which there was a special vowel, and the same vowel stood at the end, after "in" (it was written like this: sjdorov ). Then these vowels fell out, the “s” before “d” became voiced, the “v” at the end was stunned - but still some sound similarity remained.

But with eyes and cheeks the situation is completely different - here we see not a change in pronunciation, but the appearance of a new word in place of the old one. Why does this happen? The simplest answer is because there are synonyms in the language. For example, during the game you can throw a ball , or you can throw , you can say something Cashed , and you can - in passing , you can drive cars , and you can - car , football goalkeepers can be called goalkeeper , Hippo - , fig - - - - - - - - - - - - - . .. Each of the synonyms has its own shades of meaning, there are contexts in which one of them looks better than the other. As a result, it turns out that in speech they occur to us with different probability, some of the options more often, some less often.