Reading sight words

Sight Words | Sight Words: Teach Your Child to Read

Learn the history behind Dolch and Fry sight words, and why they are important in developing fluent readers.

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

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.

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

Overview
What Are Sight Words?
Types of Sight Words
When to Start

Scaling & Scaffolding
Research
Questions and Answers

Sight words instruction is an excellent supplement to phonics instruction. Phonics is a method for learning to read in general, while sight words instruction increases a child’s familiarity with the high frequency words he will encounter most often.

The best way to learn sight words is through lots and lots of repetition, in the form of flashcard exercises and word-focused games.

↑ Top

Sight words are words that should be memorized to help a child learn to read and write. Learning sight words allows a child to recognize these words at a glance — on sight — without needing to break the words down into their individual letters and is the way strong readers recognize most words. Knowing common, or high frequency, words by sight makes reading easier and faster, because the reader does not need to stop to try and sound out each individual word, letter by letter.

Sight Words are memorized so that a child can recognize commonly used or phonetically irregular words at a glance, without needing to go letter-by-letter.

Other terms used to describe sight words include: service words, instant words (because you should recognize them instantly), snap words (because you should know them in a snap), and high frequency words. You will also hear them referred to as Dolch words or Fry words, the two most commonly used sight words lists.

Sight words are the glue that holds sentences together.

These pages contain resources to teach sight words, including: sight words flash cards, lessons, and games. If you are new to sight words, start with the teaching strategies to get a road map for teaching the material, showing you how to sequence the lessons and activities.

↑ Top

Sight words fall into two categories:

Frequently Used Words — Words that occur commonly in the English language, such as it, can, and will. Memorizing these words makes reading much easier and smoother, because the child already recognizes most of the words and can concentrate their efforts on new words. For example, knowing just the Dolch Sight Words would enable you to read about 50% of a newspaper or 80% of a children’s book.
Non-Phonetic Words — Words that cannot be decoded phonetically, such as buy, talk, or come. Memorizing these words with unnatural spellings and pronunciations teaches not only these words but also helps the reader recognize similar words, such as guy, walk, or some.

There are several lists of sight words that are in common use, such as Dolch, Fry, Top 150, and Core Curriculum. There is a great deal of overlap among the lists, but the Dolch sight word list is the most popular and widely used.

3.1 Dolch Sight Words

The Dolch Sight Words list is the most commonly used set of sight words. Educator Dr. Edward William Dolch developed the list in the 1930s-40s by studying the most frequently occurring words in children’s books of that era. The list contains 220 “service words” plus 95 high-frequency nouns. The Dolch sight words comprise 80% of the words you would find in a typical children’s book and 50% of the words found in writing for adults. Once a child knows the Dolch words, it makes reading much easier, because the child can then focus his or her attention on the remaining words.

3.2 Fry Sight Words

The Fry Sight Words list is a more modern list of words, and was extended to capture the most common 1,000 words. Dr. Edward Fry developed this expanded list in the 1950s (and updated it in 1980), based on the most common words to appear in reading materials used in Grades 3-9. Learning all 1,000 words in the Fry sight word list would equip a child to read about 90% of the words in a typical book, newspaper, or website.

3.3 Top 150 Written Words

The Top 150 Written Words is the newest of the word lists featured on our site, and is commonly used by people who are learning to read English as a non-native language. This list consists of the 150 words that occur most frequently in printed English, according to the Word Frequency Book. This list is recommended by Sally E. Shaywitz, M.D., Professor of Learning Development at Yale University’s School of Medicine.

3.4 Other Sight Words Lists

There are many newer variations, such as the Common Core sight words, that tweak the Dolch and Fry sight words lists to find the combination of words that is the most beneficial for reading development. Many teachers take existing sight word lists and customize them, adding words from their own classroom lessons.

↑ Top

Before a child starts learning sight words, it is important that he/she be able to recognize and name all the lower-case letters of the alphabet. When prompted with a letter, the child should be able to name the letter quickly and confidently. Note that, different from learning phonics, the child does not need to know the letters’ sounds.

Before starting sight words, a child needs to be able to recognize and name all the lower-case letters of the alphabet.

If a student’s knowledge of letter names is still shaky, it is important to spend time practicing this skill before jumping into sight words. Having a solid foundation in the ability to instantly recognize and name the alphabet letters will make teaching sight words easier and more meaningful for the child.

Go to our Lessons for proven strategies on how to teach and practice sight words with your child.

↑ Top

Every child is unique and will learn sight words at a different rate. A teacher may have a wide range of skill levels in the same classroom. Many of our sight words games can be adjusted to suit different skill levels.

Many of our activity pages feature recommendations for adjusting the game to the needs of your particular child or classroom:

Confidence Builders suggest ways to simplify a sight words game for a struggling student.
Extensions offer tips for a child who loves playing a particular game but needs to be challenged more.
Variations suggest ways to change up the game a little, by tailoring it to a child’s special interests or making it “portable.”
Small Group Adaptations offer ideas for scaling up from an individual child to a small group (2-5 children), ensuring that every child is engaged and learning.

↑ Top

Our sight words teaching techniques are based not only on classroom experience but also on the latest in child literacy research. Here is a bibliography of some of the research supporting our approach to sight words instruction:

Ceprano, M. A. “A review of selected research on methods of teaching sight words.” The Reading Teacher 35:3 (1981): 314-322.
Ehri, Linnea C. “Grapheme–Phoneme Knowledge Is Essential for Learning to Read Words in English.” Word Recognition in Beginning Literacy. Mahwah, NJ: L. Erlbaum Associates, 1998.
Enfield, Mary Lee, and Victoria Greene. Project Read. www.projectread.com. 1969.
Gillingham, Anna, and Bessie W. Stillman. The Gillingham Manual: Remedial Training for Students with Specific Disability in Reading, Spelling, and Penmanship, 8th edition. Cambridge, MA: Educators Publishing Service, 2014.
Nist, Lindsay, and Laurice M. Joseph. “Effectiveness and Efficiency of Flashcard Drill Instructional Methods on Urban First-Graders’ Word Recognition, Acquisition, Maintenance, and Generalization. ” School Psychology Review 37:3 (Fall 2008): 294-308.
Shaywitz, Sally E. Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. New York: Alfred A. Knopf, 2003.
Stoner, J.C. “Teaching at-risk students to read using specialized techniques in the regular classroom.” Reading and Writing: An Interdisciplinary Journal 3 (1991).
Wilson, Barbara A. “The Wilson Reading Method.” Learning Disabilities Journal 8:1 (February 1998): 12-13.
Wilson, Barbara A. Wilson Reading System. Millbury, MA: Wilson Language Training, 1988.

↑ Top

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.

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

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

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.

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.

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

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.

why we read so slowly, or how to read 80 books in a year - T&P

Francis Bacon said: "Some books should be tasted, some should be swallowed, and only a few should be chewed and digested.

" We are used to chewing on each book, even if we are not sure that we need it or that we are able to digest it, or, on the contrary, do not touch the four-volume book, realizing that the process will take a long time. T&P decided to understand the technique of reading and understand why we read slowly and how to speed up this process without losing quality.

Reading is one of the basic skills we learn between the ages of four and six. But having learned to read confidently in the first or second grade, for some reason we decide that we have reached the heights, and no longer pay attention to the development of this skill. Speed reading is completely shrouded in many myths. The fear that, by increasing the speed of reading, a person will stop doing it thoughtfully, is rather naive. Here we can draw an analogy with sports, because speed reading is a kind of sports reading. And if the ability to run fast does not lead to the fact that a person forgets how to walk, then why should this happen with reading?

In a word, the problem lies precisely in the perception of the norm. A speed of 200–250 words per minute is considered normal. At the same time, the catch lies in the very unit of measurement - words per minute. Speed reading is not reading word by word as such, but rather reading in semantic blocks, due to which, in many respects, it is possible to increase the amount of reading by five to ten times. So why do we read slowly and what prevents us from speeding up? There are quite a few reasons for the low reading speed: some of them are related to the psyche, and some are related to physiology. However, any barrier to dynamic reading can be overcome.

Internal prompter

The most common enemy of speed reading is subvocalization (speaking to yourself). Have you noticed that even when reading street signs, people often whisper new names? Duplicating the read text to yourself (sometimes even with articulation) is one of the most serious obstacles to speed reading. Firstly, because, by pronouncing what we read, we reduce the speed of reading to the pace of oral speech, and secondly, this is a habit that we have unconsciously practiced for almost our entire lives and which is not easy to unlearn.

To remove internal articulation, you need to reorient your internal prompter from speaking to recognition. Pronunciation is turned on mainly when faced with new information, so it is necessary to work with unfamiliar vocabulary. When a compound word is first encountered in a text, it is necessary to read it slowly and carefully. If the meaning of the word is not quite clear, it is necessary to clarify it so that the visual image and content are correlated. "Photograph" the words with your eyes. Every time you stumble over an unfamiliar word, try closing your eyes and imagining how it is spelled. The good news is that recognition is an automatic process: once you memorize a word, it will happen effortlessly afterwards. For example, by slowly saying “deoxyribonucleic acid”, clarifying the meaning and “photographing” the phrase, the next time your brain will understand that we are talking about DNA before you physically have time to finish reading it.

See wider

The main physiological limitation of fast reading is the narrow field of view. As already mentioned, speed reading is reading not by words, but by blocks. Many are faced with a low visual ability to cover a certain amount of information at a time. But again, the good news is that peripheral vision can be developed, and fairly quickly.

Try to stop looking at some object and focus. Then, without moving your gaze or changing focus, try to visually capture the maximum number of objects around you. If you read newspapers, reading columns is a great exercise for you. Try to cover the entire line of one column: one visual fixation - one line of the column. At the initial stage of training, a vertical line drawn in the middle of the column will be a good help. This will help to quickly accustom the eye to focus on the middle of the line.

It is valuable not only and not so much knowledge of specific speed reading techniques as understanding the reasons for slow reading and habits that prevent you from increasing speed

you can find ready-made ones on the Internet or even download the appropriate mobile application for yourself. There are many variants of Schulte tables. The most common one is a 5×5 square, in which the numbers from 1 to 25 are randomly located in the cells. The task is to move your eyes from 1 to 25 as soon as possible. And the goal is to do this with a gradual increase in speed. However, to train peripheral vision, one condition must be observed: the gaze must be fixed on the central cell of the table, that is, you need to look for numbers without shifting the focus.

Curiously, everyone has developed peripheral vision. It’s just that in some cases we use it (for example, while driving a car or when the object of our love or boss entered the room), and in others (as in the situation with reading), this habit is simply not developed in us. If you increase the importance of reading for yourself and extend the habit to this area of life, you will soon notice the result.

Repetition is not always the mother of learning

Most of us have a not particularly productive habit of looking back at the text we just read: we didn’t have time to read the right page to the end, as we again clarify something on the left. Rereading takes a lot of time. Such "regressions" in the form of repeated reading are directly related to the processes of remembering information, so the key to solving them is in the development of memory. Both familiar exercises like learning foreign languages or memorizing poetry, as well as less well-known mnemonics will do. For example, try to remember a chain of unrelated words. A gradual increase in the number of links contributes to an increase in the amount of RAM.

After each page you read, give it a figurative title. This will help consolidate what you read and save you from having to go back. This task is more suitable for children, but adults can also find it useful. The simplest exercise that will help get rid of repeated reading is tracking the return movements of the eyes. It is necessary to agree with yourself that you can return to what you have read only after the text has been read to the end. At the same time, you will practice discipline, as the force of habit will constantly push you to violate the contract. The second point, which is very important: you need to return to the text not mechanically, but consciously, mentally asking yourself a question, the answer to which you need to find.

As for everyday habits, you can reduce the use of organizers and all kinds of reminder devices. You can start by going to the store when the list of necessary purchases is only in your head. Visualizing your list can help: mentally put everything you are going to buy into a bag, imagining how it looks like. It often happens that during a lecture or a heated argument, a phrase that was said a couple of minutes ago is forgotten. Returning to the previous page in such a situation is a little more problematic, so the skill of keeping information in your head will be useful in many situations and save resources.

I didn't notice the elephant

Inattention, distraction are also serious obstacles to the development of speed reading. Reading in itself requires increased attention from us, as it involves many parts of the brain at the same time. With an increase in reading speed, the requirement for concentration also increases. It's like driving a vehicle: a pedestrian at a speed of 5 km/h needs a certain level of attention and responsiveness, and a driver, even at a minimum speed of 60 km/h, needs to be 12 times more attentive! Thus, one of the most important skills for developing speed reading is the ability to hold attention. The increase in concentration is facilitated by exercises to suppress the internal dialogue, reduce the reaction to external stimuli, as well as work with the psychophysiological causes of inattention.

An effective concentration exercise is reading words backwards. This warm-up can be done anywhere: on the way to work or while doing some kind of routine. Choose a word, imagine how it is spelled, and then read it backwards. It is better to start with simple words: milk is near, holiday is kindzarp, and so on, gradually increasing the length and complexity of the words. It is important not to write anything down, but to do everything in your mind. If this activity seems boring to you, get an educational board game that includes such tasks and combine the development of mindfulness with communication with friends. In the game "Equivoki", for example, there is a task "Infernal vice versa", which is far from being possible for everyone. Reading with a metronome also teaches you to concentrate. Download the program to your phone and set the speed you need in the settings (number of beats per minute). It is convenient to use a metronome when reading newspaper columns (see exercises for the development of peripheral vision). Adjusting the reading speed to a metronome helps not only keep the pace, but also turn off critical thinking for a while and focus on the reading process.

The reason for inattention can also be purely psychological barriers. For example, a lack of interest in reading. The best medicine here, of course, is the choice of literature that interests you. If this is a text from the “very necessary” series, then interest in oneself can be awakened: you need to look for it in why exactly you need it, what will change in your life with the acquisition of new knowledge. Distractedness is also often the result of physical fatigue, so the universal advice here is to break every 20 minutes for at least one minute, preferably with relaxation for the eyes.

The development of mindfulness is extremely important, since the amount of assimilated information largely depends on this ability. To increase the speed of reading technically, not being ready to assimilate what you have read, is a pointless exercise. It's like in the ironic statement of Franz Kafka: “Life distracts our attention all the time; and we don’t even have time to notice why exactly.”

Look to the root

One of the basic reasons for low reading speed is the inability to highlight the main thing. What is your favorite book? Can you summarize her idea in one sentence? And the idea of a recently watched movie? If there are difficulties with this simple task, then working on the ability to highlight the main thing is another area of your growth. The ability to formulate thoughts can be developed by training logic and ingenuity.

Prepare a vertical strip (3-4 cm wide to start with) of any non-translucent material (preferably plain, so that the picture or text does not distract from reading). Take any unfamiliar text, cover it with this strip and read, trying to understand the logic. When it becomes easy to assimilate a text with such a percentage of closed text, the width of the strip can be increased. The skill of highlighting the main thing is perfectly worked out by taking notes. If you are a student, you have a suitable field for training, and if you don’t already, then you can practice on a brief retelling of what you heard at a meeting, taking notes on articles or books you read. To develop logic, notes can be made in the form of diagrams. Processing text into diagrams perfectly develops systemic thinking and helps to see the big picture.

Beginners are often advised on the zeroing method. Ushakov's explanatory dictionary explains the word "shooting" as "trial shooting to determine the distance to the target and establish the correct sight. " This is exactly what is required to be done with the book. Open any page of an unfamiliar book (popular science texts are ideal for this exercise). Look at the text for 30 seconds, then close it and try to imagine the three facts that you remember. Visualize them and think about what is missing, what information you would like to learn the next time you access the text. Repeat this a few more times, each time you refer to the text, noting something new (as a result, at least 10 interconnected facts about what you read should remain in your head). This exercise teaches the so-called skimming reading, as it develops the ability to quickly search for the main ideas in the text. In addition, the skill of highlighting the main thing can be extremely useful already at the stage of choosing material for reading. Since modern texts are redundant not only in qualitative but also in quantitative manifestation, choosing the right book that best suits your task can significantly reduce the time spent on studying the subject.

The presence of a goal directly affects the speed of reading, as it determines the degree of your interest. A predetermined task and expected result help to make reading more effective. For those who need the skill of speed reading for professional purposes - for reviews of highly specialized literature or for quickly mastering new areas - a working dictionary will be a good help. Our brain stops at unfamiliar words, and this stops the process. If you are a microbiologist and you need to quickly dive into, say, geodesy issues, then relying on general erudition is probably quite bold. Compiling a basic dictionary and memorizing the main words will help you master large amounts of information in the shortest possible time and significantly increase your reading speed.

© iStock / Helios8

So speed reading is a skill that can be developed. But at the same time, it is very important to realize that the whole bunch is necessary for efficiency: speed - understanding - memorization. Therefore, it is valuable not only and not so much the knowledge of specific methods of speed reading, but the understanding of the reasons for slow reading and the habits that prevent increasing speed. At the same time, it is not necessary to place an equally strong emphasis on all skills at once: Maxim Gorky, for example, looked through books extremely quickly, perfectly mastering the technique of reading diagonally (and having a developed ability to highlight the main thing even with a cursory glance), Theodore Roosevelt read in large blocks, covering two sentences at a time (because he had developed peripheral vision), Honore de Balzac fixed his eyes on the whole paragraph at all, managing to restore the meaning of the text in one or two words (due to surprisingly developed ingenuity), and Pushkin could retell biographies after reading them almost verbatim (which was the result of both a huge vocabulary and a well-developed memory).

These exercises can be done as a morning workout. Daily exercise for the brain has a positive effect on many areas of life, positively affecting the quality of thinking. The Guardian recently published a study showing that readers live longer and that reading is a “survival benefit.” Speed reading specialist Irina Lando claims that "reading speed is equal to the speed of thinking." And understanding that speed reading is synonymous with speed thinking increases the motivation to develop this skill, doesn't it?

Irina Lando

Doctor of Science in Management, specialty - knowledge management (knowledge management)

I'll start with the fact that a person cannot read faster than he thinks. The reason for slow reading is often slow thinking, it is in this case that we can observe how a person's lips move while reading.

I cannot agree with the statement that the quality of reading decreases at high speed. This happens to those who try to run through the text faster than their brain can comprehend what they read. Let's use logic. When your attention increases: when information is presented quickly or slowly? In which case will you better understand what you read: if you read with more attention or with less? When reading fast, the brain is forced to process information at a higher speed, so attention increases. Another thing is that the speed of reading cannot exceed the speed of the reader's thinking. Therefore, the first limiter is the speed with which a person can process text information, and the second is the number of words, phrases, sentences, paragraphs that the reader is able to see in the text.

Those who have the skill of speed reading do not read any literature quickly at all. They choose the speed of reading depending on the complexity of the text and the purpose of reading. One and the same book can be read for different purposes and, accordingly, at different speeds. The speed of reading fiction will depend on the speed at which the reader's brain is able to recode the text into a film. Quite a lot of people can understand fiction in paragraphs. Not only grasping the essence, but having time to feel what is happening. It depends on whether you read with a child in childhood. This is great for developing imaginative thinking.

Adults, on the other hand, are increasingly faced with the problem of functional illiteracy: they know letters, they can read, but they cannot understand what they read. With the advent of the Internet, new habits also arose: not reading to the end, grabbing information in parts, and so on. Many people get used to the fact that, having snatched some pieces from the text, the rest can be thought out by yourself. This can be done, for example, by a university professor, reading term papers of first-year students in their specialty. But the same first-year students will not be able to piece together the texts from the fourth-year textbook and tell the subject, thinking it out.

What can I recommend? First, read! Reading is a practical skill. Those who read a lot do it quickly. Find books that you will be interested in reading; when you want to know how it all ends. While you are reading, your brain is learning to recode little black squiggles off a piece of paper into images, paintings, films. Secondly, when reading complex literature that you have to think about for a long time, think about each phrase (for example, philosophical works), dilute it with reading light literature, on which you can accelerate. It is better if it is a story, not a short story. An experienced reader follows the course of the author's thoughts, highlighting the main idea and linking the rest of the details of the story with it. An inexperienced reader is betrayed by the inability to distinguish the main from the secondary, when only a particular example is retold instead of the essence.

It is also important to understand that reading and listening to books are completely different processes and different tasks for our brain. When listening to audiobooks, the temporal lobes work, and when reading, the posterior lobes work. And more and more people are unlearning how to use this part of the brain. I really hope that the number of people reading will increase. After all, it is reading that develops healthy skepticism, the ability to analyze and think critically.

Icons: Microphone by Edward Boatman, Eye by Carin Marzaro, Refresh by Viktor Vorobyev, Circus Elephant by Solène Troussé, bookmark by Nicholas Menghini — all from the Noun Project.

From word to phrase | Mersibo

Screenshots

Description
For whom
Games

All categories

Description

Word to Phrase - interactive games for the initial stage of learning to read. They will help at the stage of reading words and short phrases. In games, the child repeatedly reads words by syllables and letters, analyzes the syllabic composition of the word, reads short sentences and learns to understand what they read.

This is the third flash drive in the Read-Through series. This series contains flash drives with games for learning to read according to the classical method, adapted to modern children.

Games are divided into 4 blocks

Perception of words to sound . The child learns to perceive words by ear and find them in the written version.
Visual word search . The child looks for words in a chain of letters, learns to separate one word from another, makes words from syllables.
Reading words . In games, the child develops the skill of reading words.
Reading short phrases . The child composes and reads short phrases, correlates text with pictures, learns to retell.

Adaptation for the child

The complexity of tasks can vary depending on the level of development of the child.

Motivating children

Tasks are made in a playful way, which helps to interest the child and captivate him with reading.

For whom

For which specialists

educators,
teachers,
speech therapists,
defectologists.

For which lessons

individual and group lessons,
with children from 5 years old.

Specifications
For classes you will need a computer running Windows 8 or higher operating system.

Games

Space Rangers

At first glance, a simple game - you have to remember the name (call sign) of the main ranger and choose his name from a variety of words. But the words are very similar to the name of the hero, so the maximum attention is required from the child in order to successfully complete the game.

Toy shop

In the game, the child trains reading and counting skills at the same time. Each item has its own price. Correlating it with the purchase is the main goal of the game.

Elephant's trap

The child needs to memorize the word. After the letters of the word are scattered, they must be put in the correct order.

Sweet Tooth

In the settings you need to select the degree of difficulty of the game, and then form words by putting syllables or letters in the desired sequence.

How to read this

In the settings you can choose the difficulty of the game. All the words "stuck together" into one word. To separate them, you need to click the mouse in the right place that separates the words.

Unexpected smoothie

After the words have crumbled and turned into rows of letters, the child must find and click on the word in the row of letters. It can be the names of products and objects. Based on the results of the choice of products, the child makes an original smoothie with the help of a "blender".

Reading sight words

Sight Words | Sight Words: Teach Your Child to Read

3.1 Dolch Sight Words

3.2 Fry Sight Words

3.3 Top 150 Written Words

3.4 Other Sight Words Lists

Leave a Reply

Teach Your Child to Read

why we read so slowly, or how to read 80 books in a year - T&P

Francis Bacon said: "Some books should be tasted, some should be swallowed, and only a few should be chewed and digested.

Internal prompter

See wider

Repetition is not always the mother of learning

I didn't notice the elephant

Look to the root

Irina Lando

From word to phrase | Mersibo

Adaptation for the child

Motivating children

Learn more