Phonics. P.041 High Frequency Words. Objective The student will read high frequency words.

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1 2005 The Florida Center for Reading Research (Revised, 2008) Objective The student will read high frequency words. Phonics P.041 High Frequency Words Sandpaper Words Materials Tactile word patterns (Activity Master P.041.AM1a - P.041.AM1d) Make word cards using sandpaper, corrugated cardboard, salt, rice, or textured fabric. Student sheet (Activity Master P.041.SS) Print resources (e.g., magazines and catalogs) Review the print resources to ensure the information is appropriate for young children. Scissors Glue Pencil Activity Students practice reading high frequency words made from tactile letters, then find them in print. 1. Place the tactile words, print resources, scissors, and glue on a flat surface. Provide the student with a student sheet. 2. The student selects a tactile word and reads it. Says each letter while tracing it with "lead finger." 3. Writes the word on the student sheet. 4. Finds the target word in the print resource, cuts it out, and glues it beside the matching word on the student sheet. 5. Continues until all target words are found and glued on student sheet. 6. Teacher evaluation Name Sandpaper Words her was the that said is Word Board her was the that said is P.041.SS Extensions and Adaptations Search for target words in the classroom. Practice spelling the words. Use other high frequency words.

2 Sandpaper Words P.041.AM1a tactile word patterns 2005 The Florida Center for Reading Research (Revised, 2008)

3 P.041.AM1b Phonics Sandpaper Words tactile word patterns

4 Sandpaper Words P.041.AM1c tactile word patterns 2005 The Florida Center for Reading Research (Revised, 2008)

5 P.041.AM1d Phonics Sandpaper Words tactile word patterns

6 Name Sandpaper Words P.041.SS Word Board 2005 The Florida Center for Reading Research (Revised, 2008)

7 P.042 High Frequency Words Word Checkers Objective The student will read high frequency words. Materials High frequency word cards (Activity Master P.HFWC P.HFWC.050) Select target words. Checkerboard (Activity Master P.042.AM1) Make four copies of the checkerboard on card stock, connect to make a full size checkerboard, and laminate. Checkers (Activity Master P.042.AM2) Vis-à-Vis marker Write target high frequency words on the squares of the game board. Activity Students practice reading high frequency words while playing a checker game. 1. Place the checkerboard on a flat surface with the corner white square to the student s left. Place checkers on the board in the traditional manner. 2. Taking turns, students move a checker to a word (either directly or by jumping and taking an opponent s piece) and orally read the word on the square. 3. If able to read the word correctly, keeps the checker on that square. If unable to read the word, returns to the previous square. 4. Continue until one student reaches the opposite side of the board. 5. Peer evaluation Extensions and Adaptations Use other high frequency words.

8 Word Checkers P.042.AM1 glue/tape glue/tape glue/tape glue/tape checker board section 2005 The Florida Center for Reading Research (Revised, 2008)

9 P.042.AM2 Phonics Word Checkers checkers

10 High Frequency Words P.043 Word Fishing Objective The student will read high frequency words. Materials High frequency word cards (Activity Master P.HFWC P.HFWC.050) Select target words. Fish pattern (Activity Master P.043.AM1) Make multiple copies, laminate, and cut. Attach a high frequency word to each fish. Paper clips Punch hole near each fish nose and attach paper clip. Container for a pond (e.g., plastic fish bowl, paper bag) Place fish in the container. Fishing pole (e.g., tie string to a ruler and attach a magnet) Activity Students practice reading high frequency words while playing a fishing game. 1. Place pond and fishing pole at the center. 2. Taking turns, students use the fishing pole to catch a word fish. Read the word. 3. If able to read the word, keep the word fish. If unable to read the word, return the word fish back to the pond. 4. Continue until all word fish are caught. 5. Peer evaluation sometimes its Extensions and Adaptations Write the words that are caught. Use the word fish as flash cards The Florida Center for Reading Research (Revised, 2008)

11 P.043.AM1 Phonics Word Fishing fish patterns

12 High Frequency Words P.044 Word Baseball Objective The student will read high frequency words. Materials High frequency word cards (Activity Master P.HFWC P.HFWC.050) Select target words. Baseball pattern (Activity Master P.044.AM1) Make multiple copies, laminate, and cut. Attach a high frequency word card to each baseball. Word Baseball game board (Activity Master P.44.AM2) Game pieces (e.g., counters) Activity Students practice reading high frequency words while playing a baseball game. 1. Place the game board and game pieces on a flat surface. Place the baseball cards face down in a stack. 2. Student one, the pitcher, picks up the first baseball and shows it to student two, the batter, who reads the word. 3. If correct, advances to first base. If incorrect, batter receives an out and the card is placed at the bottom of the pile. 4. Continues to move around the bases as words are correctly read. 5. After three outs or two runs, switch roles. 6. Continue until all target words are read. 7. Peer evaluation would many Extensions and Adaptations Use other high frequency words The Florida Center for Reading Research (Revised, 2008)

13 P.044.AM1 Phonics Word Baseball baseball patterns

14 Word Baseball P.044.AM2 word baseball game board 2005 The Florida Center for Reading Research (Revised, 2008)

15 P.045 High Frequency Words Word Memory Game Objective The student will read high frequency words. Materials High frequency word cards (Activity Master P.HFWC P.HFWC.050) Select eight to twelve target words. Copy twice. Activity Students practice reading high frequency words while playing a memory game. 1. Place the high frequency word cards face down in rows. 2. Taking turns, students select two cards, read them orally, and determine if they match. 3. If there is a match (e.g., would, would), pick up cards and place to the side. If cards do not match (e.g., me, tell), return them to their original places. 4. Continue until all matches are made. 5. Peer evaluation start start me tell would would Extensions and Adaptations Use other high frequency words. Use word and picture cards (Activity Master P.045.AM1a - P.045.AM1c).

16 Word Memory Game P.045.AM1a car boy tree word memory game cards 2005 The Florida Center for Reading Research (Revised, 2008)

17 P.045.AM1b Phonics Word Memory Game house can plant word memory game cards

18 Word Memory Game P.045.AM1c book earth three word memory game cards 2005 The Florida Center for Reading Research (Revised, 2008)

19 P.046 Objective The student will read high frequency words. Phonics High Frequency Words Word Bowling Materials High frequency word cards (Activity Master P.HFWC P.HFWC.050) Select target words. Bowling ball pattern (Activity Master P.046.AM1) Make multiple copies, laminate, and cut. Attach a high frequency word to each ball. Write a score from one-to-ten on the back of each ball. Bag Place the balls in the bag. Student sheet (Activity Master P.046.SS) Activity Students practice reading high frequency words while playing a bowling game. 1. Place the bag of bowling word cards on a flat surface. Provide students with a student sheet. 2. Taking turns, students select a bowling ball word out of the bag and read it orally. 3. If able to read the word, receives the score written on the back of the card. If unable to read the word, receives no points for a "gutter ball." 4. Record points on the score card. 5. Continue until student sheet is complete. 6. Peer evaluation Word Bowling Score Card sometimes Name Danny 8 Keisha Total Extensions and Adaptations Use other high frequency words.

20 Word Bowling P.046.AM1 bowling ball patterns 2005 The Florida Center for Reading Research (Revised, 2008)

21 Name P.046.SS Word Bowling Word Bowling Score Card Name Total

22 P.HFWC.001 the and you is that of 2005 The Florida Center for Reading Research (Revised, 2008)

23 P.HFWC.002 Phonics a in was to it he

24 P.HFWC.003 for on are as his with 2005 The Florida Center for Reading Research (Revised, 2008)

25 P.HFWC.004 Phonics they be I this at have

26 P.HFWC.005 from one by or had word 2005 The Florida Center for Reading Research (Revised, 2008)

27 P.HFWC.006 Phonics but not all were what we

28 P.HFWC.007 when said there your can use 2005 The Florida Center for Reading Research (Revised, 2008)

29 P.HFWC.008 Phonics an each which she do how

30 P.HFWC.009 their if will first water been 2005 The Florida Center for Reading Research (Revised, 2008)

31 P.HFWC.010 Phonics call up other oil about who

32 P.HFWC.011 its get part made may come 2005 The Florida Center for Reading Research (Revised, 2008)

33 P.HFWC.012 Phonics down now day did long final

34 P.HFWC.013 over take new only sound little 2005 The Florida Center for Reading Research (Revised, 2008)

35 P.HFWC.014 Phonics know work place out year many

36 P.HFWC.015 like him would her make into 2005 The Florida Center for Reading Research (Revised, 2008)

37 P.HFWC.016 Phonics these some so time them then

38 P.HFWC.017 look two go has write more 2005 The Florida Center for Reading Research (Revised, 2008)

39 P.HFWC.018 Phonics see people way number could no

40 P.HFWC.019 me back give my than live 2005 The Florida Center for Reading Research (Revised, 2008)

41 P.HFWC.020 Phonics most after very thing just our

42 P.HFWC.021 man think say name good sentence 2005 The Florida Center for Reading Research (Revised, 2008)

43 P.HFWC.022 Phonics though much before great where help

44 P.HFWC.023 mean old any line right too 2005 The Florida Center for Reading Research (Revised, 2008)

45 P.HFWC.024 Phonics some tell boy follow came want

46 P.HFWC.025 farm three small show also around 2005 The Florida Center for Reading Research (Revised, 2008)

47 P.HFWC.026 Phonics does set another well end put

48 P.HFWC.027 even large such big must because 2005 The Florida Center for Reading Research (Revised, 2008)

49 P.HFWC.028 Phonics turn ask here went men why

50 P.HFWC.029 need land us read home different 2005 The Florida Center for Reading Research (Revised, 2008)

51 P.HFWC.030 Phonics move kind again try hand picture

52 P.HFWC.031 change away play spell air off 2005 The Florida Center for Reading Research (Revised, 2008)

53 P.HFWC.032 Phonics animal house point letter mother page

54 P.HFWC.033 every add study near answer found 2005 The Florida Center for Reading Research (Revised, 2008)

55 P.HFWC.034 Phonics still should high learn America world

56 P.HFWC.035 below country plant food between own 2005 The Florida Center for Reading Research (Revised, 2008)

57 P.HFWC.036 Phonics last father keep school tree never

58 P.HFWC.037 start earth light city eye though 2005 The Florida Center for Reading Research (Revised, 2008)

59 P.HFWC.038 Phonics head under saw don't story left

60 P.HFWC.039 few along close while might something 2005 The Florida Center for Reading Research (Revised, 2008)

61 P.HFWC.040 Phonics seem begin example open next hard

62 P.HFWC.041 life those paper always both together 2005 The Florida Center for Reading Research (Revised, 2008)

63 P.HFWC.042 Phonics group often until got run important

64 P.HFWC.043 children feet mile side car night 2005 The Florida Center for Reading Research (Revised, 2008)

65 P.HFWC.044 Phonics walk grow sea white took began

66 P.HFWC.045 river carry once four state book 2005 The Florida Center for Reading Research (Revised, 2008)

67 P.HFWC.046 Phonics hear without later stop second miss

68 P.HFWC.047 idea enough eat face watch far 2005 The Florida Center for Reading Research (Revised, 2008)

69 P.HFWC.048 Phonics color almost above really let girl

70 P.HFWC.049 sometimes mountain soon talk cut young 2005 The Florida Center for Reading Research (Revised, 2008)

71 P.HFWC.050 Phonics list family it's song leave being

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