![]() 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. But eventually, the child can get the flash cards and do the activity without any instruction.In the early 1900s, Edward W. During the transition we may get the child started doing their first few matches, then ask them to finish up the set themselves. We can also move this from a guided activity to an independent activity. We can also add the ocassional new word to the set to help the child grow their vocabulary. What does this word say? (after third mistake)Īs the child increases their mastery of the exercise, we add more flash cards to the set so that they have more choices. ‘Ah’ What is this word? (after second mistake) Teacher: It says apple. What is this word? (after first mistake) Teacher: It’s not snake, lets try again. If a child gives an incorrect response, we give appropriate feedback and ask them to try again, escalating the amount of leading after each mistake. The exercise continues until the child has matched all the cards. Teacher: What is this word? (moving onto the second word You matched the word apple to the picture of the apple. Can you put the picture of the apple with the word apple?Īffirm the child’s correct choice, then move onto the next word. Teacher: That’s right, it is the word apple. When the child responds correctly, follow up by asking them to find the matching image and place it next to the word. Are you ready? (wait for commitment) Teacher: Do you know what word this is? Teacher: Lets do some word and picture matching. Select the first word, and prompt the child to read the word. ![]() You want to begin with a set of words that the child is familiar with. We begin with a small set of cards, and build to a larger set as the child masters the smaller sets.īegin by laying out a small set (3 pairs) of matching word and picture flash cards. The child is provided with a matching set of word and picture flash cards and is prompted to match the word to the corresponding picture.
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