Primer: all, am, are, at, ate, be, black, brown, but, came, did, do, eat, four, get, good, have, he, into, like, must, new, no, now, on, our, out, please, pretty, ran, ride, saw, say, she, so, soon, that, there, they, this, too, under, want, was, well, went, what, white, who, will, with, yesġst Grade: after, again, an, any, as, ask, by, could, every, fly, from, give, giving, had, has, her, him, his, how, just, know, let, live, may, of, old, once, open, over, put, round, some, stop, take, thank, them, then, think, walk, were, whenĢnd Grade: always, around, because, been, before, best, both, buy, call, cold, does, don't, fast, first, five, found, gave, goes, green, its, made, many, off, or, pull, read, right, sing, sit, sleep, tell, their, these, those, upon, us, use, very, wash, which, why, wish, work, would, write, yourģrd Grade: about, better, bring, carry, clean, cut, done, draw, drink, eight, fall, far, full, got, grow, hold, hot, hurt, if, keep, kind, laugh, light, long, much, myself, never, only, own, pick, seven, shall, show, six, small, start, ten, today, together, try, warm Pre-primer: a, and, away, big, blue, can, come, down, find, for, funny, go, help, here, I, in, is, it, jump, little, look, make, me, my, not, one, play, red, run, said, see, the, three, to, two, up, we, where, yellow, you Here is the list as Dolch presented it for native English speakers: (while native speakers are learning to recognize words they already know, ESL/EFL students shouldn't be asked to visually recognize words they have never learned - this is simply my opinion.) I teach the word lists but I break them up into 3 sections and order them by words students are likely to know at beginner levels of English. This is rather important when we begin to teach these words to ESL/EFL students. The Dolch Sight Word lists are broken up by level and frequency for that level of reader. Others simply occur so often it's worth the time to memorize them as is or 'by sight' when the reader comes across them. Many of these words are often difficult to portray with pictures or hard to sound out through phonics methods. These words are said to account for 50-75% of all words in children's books. Dolch surveyed hundreds of childrens books and came up with a list of 220 "service words" (pronouns, adjectives, adverbs, prepositions, conjunctions, and verbs) and 95 nouns which occurred over and over again in children's books. In other words, memorizing these sight words for second graders can help young kids keep going and gain momentum as they learn to read.In the early 1900s, Edward W. So being able to “read” or recognize high-frequency or sight words without hesitation can help children read more fluently and, by extension, help them better understand what they read because they’re not stopping to sound out every word. But to become a fluent reader, it helps if kids don’t have to sound out every single word they come across. Being able to decode (or sound out) words is crucial to reading. ![]() Since they appear so often, they’re also called high-frequency words.Īs kids learn to read, the four main reading skills are decoding, fluency, comprehension, and knowledge. ![]() The theory is that these words are used so often in print that they make up an estimated three-quarters of all words used in children’s books. In total, there are 220 Dolch sight words, spread across sight word lists from preschool to third grade. Edward William Dolch first published this list of sight words back in 1936. Sight words are words a child learns to recognize on sight.
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