Player 1 can continue to ask for cards until he is told to “Go Fish.” If Cathie had one or more cards that said “two,” she would have to give those cards to Player 1.Cathie must hand over all of her cards that say “two.” If Cathie has no “two” cards, she will say, “Go Fish!” and player one will take the top card off the center pile to add to his cards.If player 1 has the word “two” in his cards, he may look at any other player and then say, “Cathie, give me any cards that say “two.” Then, each player can look at the cards in their hand.The rest of the cards go face-down in a pile. If 4 or 5 people are playing, only deal out five cards each. Deal out seven cards to 2 or 3 players.one of each color, using something like the Sight Word Playing Cards. Print a sight word card deck with 52 cards… 13 tricky words per deck x 4….Object: Collect all four colors of one word.The ‘o’ makes an /oo/ sound like in the word too. The /o/ does not make a short vowel sound like the ‘o’ in pot. To and do – We know the first sound in each word.The ‘s’ makes a /z/ sound! What would it sound like if we used the sounds we know? /w/- /a/ – /s/? He, me, she, we, & be … all rhyme with bee! What is the same in he, me, be, she, we? What should the ‘e’ say? It should say the short e /e/ sound…but then we would say these words with the ending sound like the /e/ in bed! This ‘e’ has the long vowel sound /ee/.Talk about the /th/ and the schwa sound /ə/. Talk about how I is a single capital letter. (e.g., to, no) For example – Jolly Phonics Group 1: I, the, he, me, be, she, we, was. If one way of sounding doesn’t work, try the other. Say it! Spell it! Talk about it! What do we know? What does it start with? Look for letter patterns. Always be on the lookout for up to 1/4 of the children who may struggle… they learn slowly and need extra practice and review.1/2 of the children will continue to learn steadily.1/4 of the children with good visual memory will learn these tricky words very quickly.The main aim is to get the kids to read and spell tricky words… with automaticity and fluency. I use a Desk Chart Sight Word List of 45-90 words for children to reference when writing. (e.g., will (double consonants), play & away (/ay/ spelling of /ai/), etc.) they will be able to sound these words out. Once the children learn more about digraphs, magic ‘e,’ and alternative spellings. (e.g., sister, back, will, too) on my list of sight words. I have chosen to include a few decodable words. With these highly irregular words, a “look and say” approach is also used. The children need to look at the spelling of the word… talk about sounds they know, and then listen to the word and discuss sounds that have not yet been taught. Jolly Phonics has a list of 72 Tricky Words. (e.g., on, and, at, can, if, her, see, did, part) Tricky Words The first 100 words in the Fry List make up 50% of the words that children read, but many are decodable with the 42-44 main sounds of the transparent alphabet … they follow the rules and can be sounded out. These lists contain high-frequency words – words that are most often seen in text. Teachers often reference Fry’s Word List or the Dolch Word List. Often, the children really enjoy the idea that these words do not follow the rules… and they can be found on a special Word Wall! High-Frequency Words Eventually, they learn to recognize the words immediately. but the only sound you hear is /r/! This helps to jog the memory. For example, talk about how ‘are’ starts with an ‘a’ and ends with an ‘e’…. It’s helpful for children to learn tricky words if they look at the spelling and work out what is irregular or difficult. Reading is complicated! Sight words are mostly irregular keywords that are not easy to blend or write by listening to the sounds. After the kids have learned the first 24 sounds, it’s time to introduce Tricky Words! Sight Words are needed to create phrases and sentences. 24 Ways to Make Learning & Reading Sight Words Fun
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