One key element for young students as they emerge into ...
High Frequency Words Protocol
K-2
Purpose of High Frequency Words
One fundamental element of early reading success is a student’s ability to read high-frequency words in text. It’s estimated that the 100 most frequently seen words in the English language make up 50% of all printed text (Allington, 2009). This idea is demonstrated particularly well in the simple books that we give our beginning readers: 75% or more of the words on each page are considered high-frequency words. It’s crucial then, that emergent readers learn to recognize these words with automaticity.
High Frequency Word Lists
Literacy experts, Irene C. Fountas and Gay Su Pinnell have assembled several lists of high frequency words that help teachers prioritize the order in which they teach these words. In Waukee, we will focus on three of these lists. There are a total of 175 words, and they represent a hierarchy in the difficulty of the words that readers encounter as they begin reading at level A, and then as they progress to Level B, etc. The most efficient use of the teacher’s and the student’s time is to begin with the words that students need to read in the most basic text.
The first list, called the List of 25, represents most of the high frequency words that young readers encounter as they read text at levels A-C. If young readers know the words on the List of 25, they are likely to be successful in their earliest reading experiences.
Current research indicates that young students need to practice these words in isolation and in the books they read.
From Practice in Isolation to Automaticity
As students spend more and more time in independent and instructional level text, they will begin to develop their “at-a-glance” vocabulary (Allington, 2009).
As students improve their automaticity, the need to review these words in isolation quickly diminishes.
Waukee Expectations for K-2
Waukee Expectations for Kindergarten
In Waukee, we will expect approximately 80% or more of our kindergarten students to master the List of 25 plus 15 words from List of 50 by the end of their kindergarten school year. The 15 words from the List of 50 will likely vary by student.
As soon as a student knows all 25 words, the teacher will need to differentiate instruction and move the student on to next list, called the List of 50. The List of 50 is a new list of words.
None of the words on the List of 25 are included on the List of 50. If an advanced kindergarten student is secure on the list of 50, he or she will need to move on to the final List of 100.
Waukee Expectations for First Grade
At the beginning of first grade, teachers will need to take note of each student’s progress as recorded by the kindergarten teacher at the end of the previous year. Students who need additional instruction and practice with the list of 25 will begin there. Students who are secure on the list of 25 in kindergarten will begin in first grade with the list of 50, and
so on.
When students demonstrate that they can read the high frequency words in isolation and in text, they move on to the next list.
In Waukee, we expect approximately 80% or more of our first grade students to be secure with all 175 words (List of 25, List of 50, and List of 100).
Waukee Expectations for Second Grade
Classroom teachers will differentiate instruction and continue high frequency word work from the previous school year as needed to meet students’ learning needs.
Additional supplemental or intensive work with high-frequency words may be necessary for a small percentage of students.
Spring, 2010
Phonics and Word Analysis
Reading High-Frequency Words: 25 Words
Description Children read 25 high-frequency words.
You Need ( The list of 25 high-frequency words
( 25 High-Frequency Words Assessment -Individual Record Form
( 25 High-Frequency Words Assessment –Class Record Form
Why Use It The assessments on pages are designed to give you a range of assessment options depending on student ability. Each of the high-frequency assessments includes a greater number of words that gradually increase in difficulty level. You may choose to begin with 25 words and move up through each one, or you can pick the list you think would be most appropriate for your students.
How to Use It ( Administer this assessment individually.
( Ask the child to read down the columns of 25 high-frequency words.
( On the Individual Record form, mark the child’s correct responses as well as substitutions.
( Children should be able to read the list quickly. Don’t spend too much time on any word; tell the child to skip it and go on. If children are missing or refusing to attempt a large number of words, suggest they look down the list to see if there are any they know or stop the assessment.
( Record the results of the assessment on the child’s Individual Record.
What to Notice ( Words the child can read correctly
( Words the child can read almost correctly
( Letter/sound relationships the child controls
Fountas & Pinnell Benchmark Assessment System 1 239
25 High-Frequency Words Assessment
Read the words:
no so go
is on it
can in do
me up an
you am the
and we my
he like to
at see
a I
Phonics and Word Analysis
Reading High-Frequency Words: 50 Words
Description Children read lists of high-frequency words.
You Need ( High-frequency word lists
( 50 High-Frequency Words Assessment -Individual Record
( 50 High-Frequency Words Assessment –Class Record
Why Use It The assessments are designed to give you a range of assessment options depending on student ability. Each of the high-frequency assessments includes a greater number of words that gradually increase in difficulty level. You may choose to begin with 25 words and move up through each one, or you can pick the list you think would be most appropriate for your students.
This assessment will give you information about children’s knowledge of high-frequency words as well as the particular words they know. If many children miss the same words, it will help you decide which high-frequency words to include in lessons and to attend to in reading and writing.
How to Use It ( Administer this assessment individually.
( You can administer this assessment in one sitting or have the student do a column of words at a time.
( Ask the child to read each word. Record the child’s correct responses with a check in the column, and record substitutions if the child misreads the word.
( If the child makes no response, say, “Try it.” If the child does not respond, leave the box blank.
( Children should be able to read the list quickly. Don’t spend too much time on any word; tell the child to skip it and go on. If children are missing or refusing to attempt a large number of words, suggest they look down the list to see if there are any they know or stop the assessment.
What to Notice ( Number of high-frequency words read accurately
( Specific known words
( Words almost known
Fountas & Pinnell Benchmark Assessment System 1 243
50 High-Frequency Words Assessment
Read the words:
all girl not she
are got now sit
as had of then
ball has or they
be her out this
boy him play too
by his put us
come how ran was
day if read went
did jump run will
eat look sat yes
for man saw
get mom say
Phonics and Word Analysis
Reading High-Frequency Words: 100 Words
Description Children read lists of high-frequency words.
You Need ( 100 High-Frequency Word List
( 100 High-Frequency Words Assessment -Individual Record
( 100 High-Frequency Words Assessment –Class Record
Why Use It The assessments are designed to give you a range of assessment options depending on student ability. Each of the high-frequency assessments includes a greater number of words that gradually increase in difficulty level. You may choose to begin with 25 words and move up through each one, or you can pick the list you think would be most appropriate for your students.
This assessment will tell you the extent of the children’s knowledge of high-frequency words as well as the particular words they know. Their substitutions will tell you what word parts they notice.
Children need to be able to read a large number of high-frequency words. However, don’t build your phonics and word-solving program around memorizing words; using patterns and parts (for example, using phonograms, letter clusters, and affixes) are more powerful strategies.
How to Use It ( Administer this assessment individually.
( Begin with the 45 easier words on Lists 1, 2, and 3. Work with one list at a time. If you think they are very easy, use the 55 additional high-frequency words on List 4 and 5.
( Ask the child to read the list of words you’ve selected.
( Children should be able to read the list quickly. Don’t spend too much time on any word; tell the child to skip it and go on. If children are missing or refusing to attempt a large number of words, suggest they look down the list to see if there are any they know or stop the assessment.
( Record the child’s correct responses as well as substitutions on the Individual Record form.
What to Notice ( Number of high-frequency words read accurately
( Speed of word recognition
( Partially correct attempts or parts of words known
( Degree of difficulty of known word
100 High-Frequency Words, page 1
Read the words:
List 1 List 2 List 3
than have over
about there ride
back any don’t
after into said
I’m just that
been little one
big make with
came before five
away two their
your four what
who mother but
when where here
them very going
because could our
from were three
100 High-Frequency Words, page 2
Read the words:
List 4 List 5
want take books sleep
able dad good love
bad hide help much
give almost city stay
today dog write name
week anything top new
something home room paper
bus down under rain
year become fast door
can’t end hill fun
tell behind know sky
across fish use both
world why let time
cat car place
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