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What Are Sight Words? Get the Definition Plus Teaching Resources

When you’re a new teacher, the number of buzzwords that you have to master seems overwhelming at times. You’ve probably heard about many concepts, but you may not be entirely sure what they are or how to use them in your classroom. For example, new teacher Katy B. asks, “This seems like a really basic question, but what are sight words, and where do I find them?” No worries, Katy. We have you covered!

What’s the difference between sight words and high-frequency words?

Oftentimes we use the terms sight words and high-frequency words interchangeably. Opinions differ, but our research shows that there is a difference. High-frequency words are words that are most commonly found in written language. Although some fit standard phonetic patterns, some do not. Sight words are a subset of high-frequency words that do not fit standard phonetic patterns and are therefore not easily decoded. 

We use both types of words consistently in spoken and written language, and they also appear in books, including textbooks, and stories. Once students learn to quickly recognize these words, reading comes more easily.

What are sight words and how can I teach my students to memorize them?

Sight words are words like come, does, or who that do not follow the rules of spelling or the six types of syllables. Decoding these words can be very difficult for young learners. The common practice has been to teach students to memorize these words as a whole, by sight, so that they can recognize them immediately (within three seconds) and read them without having to use decoding skills.

Can I teach sight words using the science of reading?

On the other hand, recent findings based on the science of reading suggests we can use strategies beyond rote memorization. According to the the science of reading, it is possible to sound out many sight words because they have recognizable patterns. Literacy specialist Susan Jones, a proponent of using the science of reading to teach sight words, recommends a method called phoneme-grapheme mapping where students first map out the sounds they hear in a word and then add graphemes (letters) they hear for each sound.

How else can I teach sight words?

There are many fun and engaging ways to teach sight words. Dozens of books on the subject have been published, including the much-revered Comprehensive Phonics, Spelling, and Word Study Guide by Fountas & Pinnell. Also, resources like games, manipulatives, and flash cards are readily available online and in stores. To help get you started, check out these Creative and Simple Sight Word Activities for the Classroom. Also, check out Susan Jones Teaching for three science-of-reading-based ideas and more.

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Where do I find sight word lists?

Two of the most popular sources are the Dolch High Frequency Words list and the Fry High Frequency Words list.

During the 1930s and 1940s, Dr. Edward Dolch developed his word list, used for pre-K through third grade, by studying the most frequently occurring words in the children’s books of that era. The list has 200 “service words” and also 95 high-frequency nouns. The Dolch word list comprises 80 percent of the words you would find in a typical children’s book and 50 percent of the words found in writing for adults.

Dr. Edward Fry developed an expanded word list for grades 1–10 in the 1950s (updated in 1980), based on the most common words that appear in reading materials used in grades 3–9. The Fry list contains the most common 1,000 words in the English language. The Fry words include 90 percent of the words found in a typical book, newspaper, or website.

Looking for more sight word activities? Check out 20 Fun Phonics Activities and Games for Early Readers.

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Learn to Write the Sight Words: like, the & likes Game - ELA Games

Home > Games > ELA > Learn to Write the Sight Words: like, the & likes Game

Children must learn to write the sight words: like, the & likes.

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Now that your child has learned to identify sight words, let's get to the writing part. Let's start with the sight words like, the & likes. Get your child to play this fun game that helps in spelling a bunch of sight words together.

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Harry Potter's girlfriend used the time-wheel to be in two places at the same time. Different types of verbs will help to describe the actions of Miss Granger. There are only two of them: perfect and imperfect. Let's talk about them in more detail.

Basic Definitions

First, let's remember what a verb is.

The verb is a part of speech that designates an action or state as a process and expresses this meaning using the categories of aspect, voice, mood, tense and person.

Verbs answer questions: what to do? what to do? what did you do? What did you do? what do they do? what will do?

Examples of verbs:

The form in Russian is a constant grammatical feature of verbs, which is possessed by conjugated verbs, infinitives, gerunds and participles. It shows how some action of the verb proceeds in time:

  • completed and one-time (read, passed)

  • unfinished and repeatable (lives, does).

What types of verbs are there in Russian:

  • perfective;

  • imperfect form.

Now let's find out what the perfect and imperfect form of the verb is and give examples of perfect and imperfect verbs.

Demo lesson in Russian

Take the test at the introductory lesson and find out what topics separate you from the "five" in Russian.

Perfective verbs

Perfective verbs in indefinite form answer the question: what to do?

Perfective verbs have two tense forms:

In any tense form they call:

  • an action that is limited by some limit;

  • result, completion of an action or a separate stage.

Examples of perfective verbs:

  • what did you do? sat down - past tense, the action is completed and was done once, that is, it was not repeated;

  • what will they do? they will talk - the future simple tense, the action will be done and will not be repeated.

  • what to do? close, pay, perform;

  • what to do? identify, answer, simplify.

Perfective verbs can also denote actions that have already begun or are about to begin: I spoke, I will speak.

Imperfect verbs

Imperfect verbs in the indefinite form answer the question: what to do?

Imperfect verbs have three tense forms:

They denote:

  • action in length, without indicating its limit;

  • action incomplete.

In any tense form, they denote a repetitive or continuing action, without indicating whether the action has been completed.

Examples of imperfective verbs:

  • what did you do? jumped - past tense, the action could be repeated several times and it is not known whether the result was achieved;

  • what are they doing? they are watching - the present tense, the action continues and it is not known how long the action has been going on and how long it will continue;

  • what shall I do? I will dance - the future is a difficult time, the action can be repeated and there are no signs that it will be completed.

  • what to do? talk, paint, run;

  • what to do? drag, go.

Imperfective verbs can also denote actions that have begun, are beginning or will begin: I looked, I look, I will light.

Now we know what questions are answered by perfective and imperfective verbs. And here is a cheat sheet to fix and learn the difference of two types:

Formation of verb types

Perfective verbs can be formed from imperfective verbs in different ways.

Ways of education:

  • Adding a prefix: read - read, sit - sit up.

  • Dropping suffixes: give - give, save - save.

  • Replacement of suffixes: decide - decide, jump - jump.

  • Replacement of suffixes and alternation of letters in the root: forgive - forgive, wither - wither.

When forming imperfective verbs, the alternation of consonants and vowels is possible at the root: be late - be late, state - state, protect - protect.

Learn Russian at the Skysmart online school with attentive teachers and interesting examples from modern texts.

Determine the form of the verb

If you are in doubt about how to understand what kind of verb you have: perfect or imperfect, use these methods:

How to determine the aspect of a verb

  1. Ask a question.

    Imperfect verbs answer the questions: what to do? what does it do? what did they do?

    Examples: cook, cook, cook.

    Perfective verbs answer the questions: what to do? what will he do? what did they do?

    Examples: hug, hug, hug.

  2. Substitute the word "I will".

    The word "I will" can be substituted for the initial form of the imperfective verb. Like this: dance - I will dance.

    The word "I will" cannot be substituted for perfective verbs. For example: to play - you can’t say “I will play”.

Now you can easily tell your classmates how to determine the form of a verb in Russian.

Examples of pairs of perfective and imperfective verbs

Aspective pair are verbs that have a perfective and imperfective form.

Some Russian verbs have the same lexical meaning, but differ in the grammatical meaning of the form. For example: what to do? decide what to do? decide.

Such aspectual pairs differ in the way of word formation:

  1. Through the suffix: throw - throw, meet - meet, offend - offend, reach - achieve, decide - decide.

  2. Through the prefix: cook - cook, call - name, work - process, speak - talk, read - finish reading.

The aspectual pairs of verbs may differ:

  • Stress.

    fall asleep - fall asleep, cut - cut.

  • Roots.

    what to do? catch - what to do? catch;

    put - put;

    to invest - to invest;

    to take - to take;

    search - find.

The aspect of the verb may depend on the context of the sentence. For example:

  • She is now (what is she doing?) sleeping with a friend. — Present tense, imperfective form.

  • Tomorrow (what will she do?) she is staying with a friend. — Future tense, perfect form.

Such verbs are called two-part verbs, they include: telegraph, take possession, spend the night, injure, marry, execute, promise, use, attack and others. Two aspect verbs can denote both a complete action and an action in length.

Table of perfect and imperfect verbs


Imperfect

Perfect look

Infinitive

What to do?

play

What to do?

play

Past tense

What did you do?

played

What did you do?

played

Present

What am I doing?

playing

-

Future tense

What will I do?

will play

What will I do?

play

Cheat sheets for parents in Russian

All formulas in Russian at hand and free

Lidia Kazantseva

author Skysmart

to the previous article

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Spelling prefixes and prefixes

Get a plan for the development of speech and writing in a free introductory lesson

In an introductory lesson with a methodologist

  1. We will identify knowledge gaps and give tips on learning

  2. We will tell you how classes

  3. We will select the course

    1

    "Find" and "Search"

    Daria Markasova

    15899 1 07/13/2020

    The story of how a student did not believe me, or Why the verbs "search" and "find" are not an aspect pair

    We lived together and peacefully, until one day in the lesson we came across the word “find”. One of the students decided to clarify with me the translation of this verb into Chinese. Our dialogue looked something like this:

    Agree, the situation is awkward. I don't want to tell a student that the teacher who taught him before gave the wrong information. And even less do you want to look stupid yourself, standing at the pulpit.

    I will say right away that the student did not have to be convinced for a long time. I replied that, perhaps, in some old textbooks it was written like that, but the authors of modern textbooks no longer consider the verbs “search” and “find” as an aspect pair. The student quickly found confirmation of my words in the electronic dictionary and calmed down. But I was interested in the question of where my Chinese colleague got such information from. This was the impetus for a little research.


    It is only unclear why they forgot about the existence of the verb "find". They say that you can’t throw words out of a song, but, apparently, a verb from a language is easy.

    As it turned out, the idea that the pair of verbs "search - find" is specific is not at all a mistake of an individual teacher or textbook author. This is a kind of incident not only in the practice of language teaching, but also in Russian aspectological theory in general.

    Of course, this delusion did not arise from scratch. Of course, “search” and “find” are two verbs that are closely related in meaning. They correlate as a designation of process and result, as well as pairs of verbs “select - select” or “put - put”, which are really specific. In addition, these verbs often occur in the same context. I’m sure everyone has heard the phrase “he who seeks will always find” more than once. Even without any detailed analysis of the frequency of use, it is obvious that the imperfective verb “find” is much less common in speech than the verb “search”, as well as the perfective verb “find”. But this, of course, does not mean at all that it does not exist in the Russian language.

    First, I analyzed the information in the Russian language textbooks for secondary schools of the following authors: M. M. Razumovskaya, E. I. Bykova, L. M. Rybchenkova and some others. In none of them are the verbs "search" and "find" marked as a specific pair. But, I suppose, this does not mean that there are no textbooks where such a pair appears. So, for example, on the INFOOUROK website there is a summary of the Russian language lesson for the fourth grade, in which such a species pair is present (link https://infourok.ru/material.html?mid=169034). Unfortunately, the summary does not indicate which textbook is used to teach the Russian language at this school, but I suspect that the teacher did not take the information out of thin air.

    Much more interesting is the situation with grants for foreign students. For example, in “Practical Grammar” by I. B. Ignatova, a textbook for students of the preparatory faculty “We study the types of the verb” by L. V. Arkhipova, as well as in the manual “Pure Grammar” by E. R. Laskareva, the verbs “search - find” are listed along with other heterogeneous verbs that form aspect pairs. This pair is also considered as a species pair in Yu. D. Apresyan's Lexical Semantics. It will not be difficult to find similar information on sites dedicated to the Russian language. Here, for example, is a screenshot of the site nado5.ru (full link to the article http://www.nado5.ru/e-book/vidy-glagola).


    And from the site hi-edu.ru/ (full link to the material http://www.hi-edu.ru/e-books/xbook107/01/part-093.htm).


    It can be seen that in many practical and theoretical works, the pair "search - find" is included in the number of species. I would only like to ask the authors of these works where they divided the verb “find” and with what perfective verb they pair it.

    Why is it that a couple of verbs “search for - find" is not specific?

    Many authors still agree that the pair "search - find" is not specific. Firstly, as we have already seen above, in most Russian language textbooks this pair is not mentioned among the aspectual ones formed by verbs of different roots. Secondly, this point of view is supported by many authors involved in the study of theoretical issues of the Russian language. Look, for example, "Introduction to Russian Aspectology" by A. A. Zaliznyak or "Problems of Functional Grammar" by A. V. Bondarko. The authors, as a rule, say that these verbs are a purely lexical pair, and not a specific one, since they do not meet the criterion of Yu. S. Maslov's specific pairing. This criterion will be discussed below.

    The main requirement for establishing aspectual pairs is the common meaning of perfective and imperfective verbs. According to the above criterion, in order to combine verbs into an aspect pair, there must be contexts in which the semantic meaning between perfective and imperfective verbs is eliminated, that is, when a perfective verb can be replaced by an imperfective verb without changing the meaning of the statement.

    Compare, for example, the following two sentences:

    1) After much persuasion, he still convinces his sister to return home and they go there the next day.

    2) After much persuasion, he nevertheless convinced his sister to return home and they went there the next day.

    The highlighted forms of perfective and imperfective verbs in this context have the same meaning.

    Now look at the sentences:

    1) He finally finds the keys and we enter the apartment .

    2) He finally found the keys and we entered the apartment .

    The verbs of the "find - find" pair can replace each other in this context, but the verb "search" in this context cannot be used in any way. The verb "search" cannot take on the same meaning as the verb "find" in any context.

    Learn more