Sight Words Vocabulary List


Sight words are words that should be easily recognized by sight because either: 1) they are not decodable, so they must be memorized; or 2) they appear so often in reading that students should not have to stop to decode them.  The latter is of particular importance because If students can easily recognize the most common words in a language, they will have fewer words to decode.  Overall, memorizing sight word vocabulary helps improve fluency. 

There are several different sight word vocabulary lists that could be taught.  The following list* was generated by averaging the frequency of words found on a few different popular high frequency word lists, including Dolch's list, Frye's list, and Paul Nation's list.  Some high frequency words that are decodable were removed. 

List 1
 
the
to
a
and
in
you
that
of
it
not
for
I
is
an
List 2
 
on
with
he
at
are
be
this
but
have
we
as
they
will
her
List 3
 
one
do
was
were
all
am
from
his
my
there
about
out
me
so
List 4
 
would
she
very
your
some
go
when
don’t
said
good
by
look
too
little
List 5
 
where
then
every
what
no
or
know
their
see
which
any
like
people
into
List 6
 
down
many
year
has
around
saw
how
been
could
them
come
put
than
now
List 7
 
who
much
think
only
two
its
our
here
over
also
walk
back
other
after
List 8
 
boy
use
three
before
new
work
first
may
way
again
ever
never
seven
want
List 9
 
because
eight
these
today
give
more
such
through
pretty
four
away
brown
yellow
round
List 10
 
goes
great
says
move
does
mother
build
father
should
answer
learn
eye
thought
together
 
List 11
 
both
carry
friend
once
sure
color
enough
always
young
though
talk
List 12
 
door
heard
early
toward
love
money
done
beauty
nothing
busy
laugh
List 13
 
weight
brother
gone
buy
floor
view
lose
guess
shoe
woman
women
  

(*This list is published in the Decoding Strategies for Literacy Development manual produced by HEC Reading Horizons and is used with permission.)

author: Heidi Hyte | posted @ Wednesday, August 27, 2008 3:42 PM | Feedback (0)

Improving English and Literacy for Students from the Leprosy Colonies at Rising Star Outreach (RSO), India


I wrote a newsletter article for Rising Star Outreach about the English program that I worked on establishing earlier this summer for children who come from the leprosy colonies in India, and I thought I would share it.  (To read the article online, click here.)

(See my other posts about teaching in India: English and Literacy Teaching in India and Why English?  Why Literacy?  Why India?)

Improving English and Literacy at RSO
 
“If you’ve come to help me, you can go home again. But if my problems become a matter of your own survival, then perhaps we can work together.” 
 
This quote, attributed to an Australian aborigine, illustrates the approach volunteers, staff, and donors at Rising Star Outreach (RSO) take when volunteering their time, energy, and resources to improve English and literacy for students at the Peery School for Rising Stars. 
 
One of the missions of Rising Star Outreach is to help individuals reach their full potential. A factor that greatly contributes to this objective is providing an opportunity for education that includes English and literacy training. Literacy in English unlocks doors of opportunity that individuals would not otherwise have the keys to unlock. For this purpose, children of the leprosy colonies are taught English literacy at the Peery School for Rising Stars. Amy Antonelli, Executive Director of RSO, states that the Peery School for Rising Stars has “the mission of teaching the children from the leprosy colonies how to break out of the generational cycle of begging and untouchability. The single greatest factor in determining their ability to do this will be their grasp of English…In the new India, the multi-national corporations are uninterested in a person's caste or social standing. They want competent workers. There is a saying in India now that ‘education is the new caste.’ And the greatest indicator of a good education is how well a person speaks English.” To this end, RSO has developed a focus on teaching students, teachers, and staff English and literacy skills. 
 
To fulfill the objective of improving students’ level of English and literacy, summer volunteers are working with RSO students one-on-one to teach them English and literacy strategies. Volunteers are employing the Discover Intensive Phonics for Yourself method published by HEC Reading Horizons to improve students’ English pronunciation, literacy, and vocabulary skills. Before arriving in India, volunteers completed a four-hour Online Workshop to learn the basic methodology. (See www.phonicstraining.com.)  They also attended an in-person or online training to discuss the application of this method in context of working with students at the Peery School. 
 
This methodology was selected to fulfill the students’ needs because students have opportunities to improve their pronunciation, increase their vocabulary, and learn strategies for decoding and spelling. In addition, this systematic method is easy to learn and easy to teach, it provides multi-sensory involvement, and a newly-arriving volunteer can pick up where a recently-departed volunteer left off. Also, an important consideration for adopting this method is that the strategies taught develop skills for life-long learning. This method is being used by RSO for the first time this summer and has thus far proven to be very effective. Both the students and volunteers have responded very well to using this method to teach English.
 
Not only is there a focus on improving the students’ English at RSO, but also the teachers’ English.  For this purpose, a teachers’ English class is being offered after school five days a week. The teachers learn pronunciation, grammar, writing, culture, and learning strategies in context of real-life speaking tasks that they encounter outside the classroom. The teachers are very eager to learn English, and they are excellent at applying their learned skills to their interactions outside the classroom. The intention of helping teachers improve their English is to empower them with the confidence and skills necessary to be more effective models of English for their students in the classroom. Until the teachers are able to provide this effective English language modeling, the role of proficient English-speaking volunteers is crucial in assisting in the development of RSO students’ English.
 
There is also a vision to teach English and literacy to staff members at RSO who do not have the skills to communicate in English. Staff members include housemothers, cleaning staff, nurses, drivers, and office staff who all contribute to RSO operations in India. English and literacy training would provide opportunities to learn relevant English vocabulary and phrases that would assist them in their efforts to communicate with native English speakers who volunteer at RSO, as well as enable them to provide the RSO students with whom they often interact with even more exposure to English, which will ultimately improve students’ English.
 
Efforts to improve English and literacy skills for students, teachers, and staff members contribute to the RSO objective of helping individuals reach their potential. An atmosphere of eager-to-learn students and teachers, combined with the composite efforts of energetic volunteers, dedicated staff and teacher-trainers, and effective methodology that fills unmet needs, creates an effective environment for “work[ing] together” to improve English and literacy skills.

author: Heidi Hyte | posted @ Monday, August 18, 2008 3:33 PM | Feedback (0)

What Does it Mean to Read at Grade Level?


In my last post, I made reference to a speech delivered by Dr. Joseph Torgeson of the Florida Center for Reading Research.  In light of the post I wrote about readability a couple weeks ago, I wanted to share some other insights he offered in this same speech with regards to what it means for a student to read at grade level.

(NOTE:  Words and phrases in quotations in the following text were taken directly from Dr. Torgeson's speech at the UREAD/UBIDA 2nd Annual Reading Conference on March 18, 2005 entitled, "Preventing and Remediating Reading Disabilities:  Evidence from the New Research on Reading.")

What do we really mean when we say that our goal is to help all students read “at grade level or above”?
1)  Students should be able to read text at grade-level "with a reasonable level of understanding."
2)  Students should be able to read grade-level text "fluently so that reading the text doesn’t take an inordinate amount of time."
3)  Students should be able to "find pleasure in reading...without having to struggle with the words and be able to focus on the meaning."
 
We often hear that the goal of reading is comprehension.  So "what skills, knowledge, and attitudes are required for good reading comprehension?"  To answer this question, we need to address "what we know about the factors that affect reading comprehension."  Specifically, we need to know that "proficient comprehension of text is influenced by [the following]:"
1) Accurate and fluent word reading skills.
2) Oral language skills (vocabulary, linguistic comprehension).
3) Extent of conceptual and factual knowledge.
4) Knowledge and skill in use of cognitive strategies to improve comprehension or repair it when it breaks down.  Students have to be active readers.
5) Reasoning and inferential skills.
6) Motivation to understand and interest in task and materials.
(Key to color coding:  red text = word reading; brown text = intellectual skills; green text = motivation)
 
In other words, students’ reading comprehension depends on:
1) "How well they read the words on the page."
2) "How much knowledge they have, and how well they think."
3) "How motivated they are to do 'the work' of comprehension."

According to the National Reading Council report in 1998, "three potential stumbling blocks to becoming a good reader" include:
1)  "Difficulty learning to read words accurately and fluently."
2)  "Insufficient vocabulary, general knowledge, and reasoning skills to support comprehension of written language."
3)  "Absence or loss of initial motivation to read, or failure to develop a mature appreciation of the rewards of reading."
Teachers have a stewardship, then, to instill in their students the confidence necessary to master these skills.

author: Heidi Hyte | posted @ Monday, August 11, 2008 5:48 PM | Feedback (0)

Science-based Definition of Dyslexia


I just listened to a recording of a keynote address given by Dr. Joseph Torgesen of the Florida Center for Reading Research at the 2nd Annual Reading Conference for the Utah Branch of the International Dyslexia Association.  He shared an interesting science-based definition of dyslexia: 

“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction...
 
“Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
NOTE:  Emphasis added by Torgeson. 
(Source: Lyon, G. R. & Shaywitz, S. E. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 1-14.)

author: Heidi Hyte | posted @ Friday, August 08, 2008 4:19 PM | Feedback (2)

Readability Tools on the Web


I've been working on developing reading passages that provide fluency practice for readers that are 4th grade to adult that are low-readability and high interest.  In trying to ensure low-readability, I've found a couple websites that have proven to be great tools. 

One website that helps determine the Grade Level Equivalency (GLE) of a passage is called STORYtoolz.  You simply copy and paste your text into the box, and it averages several different GLE programs to provide an overall GLE score. 

The other website provides information about the percentage of words in a passage that are high frequency words.  This vocabulary profiler website looks daunting, but it's really quite easy to use.  You simply copy and paste your text into the box and click the submit window.  You will then be shown the percentage of words in the text that fall within the 1,000 most high frequency words and the 2,000 most high frequency words.  

Use these websites to check readability levels of passages your ESOL students read to ensure that you're providing students with readings that are level appropriate.  As a rule of thumb, ESOL students should know 90% to 95% of the words in a passage to be level-appropriate.

author: Heidi Hyte | posted @ Monday, July 28, 2008 11:47 AM | Feedback (2)

Decoding Strategy: Is the Vowel Long or Short?


How do you know if a vowel in English is long or short?  Here are five simple strategies to help you.  Although these strategies apply to only one-syllable words, these strategies can be applied on the syllable-level in multi-syllabic words. 

1)  If there is one consonant after the vowel, the vowel will be short.  (Examples:  an, pet, big, hot, cup)

2)  If two consonant follows the vowel, the vowel will be short.  (Examples:  ant, rent, mist, cost, crust) 

3)  If the vowel stands alone, the vowel is long.  (Examples:  me, hi, go)

4)  If an E is at the end of the word and it is preceded by another vowel, the E at the end of the word is silent and the first vowel is long.  Silent E makes the first vowel long.  (Examples:  name, Pete, fine, home, cute or dune)

5)  If two vowels are adjacent (next to each other), the second vowel is silent, making the first vowel long.  (Examples:  main, dream, lied, road, fruit)

NOTE:  It is important to clarify that the terms "long" vowel and "short" vowel do not indicte the length of the vowel, but rather the sound of the vowel.  In linguistic contexts, the terms "long" and "short" are referred to as "tense" and "lax" vowels, respectively.  Clarify this point to your ESOL students as you deem necessary.

For more spelling tips, visit the Online Workshop.

Ideas taken from the Discover Intensive Phonics for Yourself methodology and are used with permission.

author: Heidi Hyte | posted @ Wednesday, July 23, 2008 5:18 PM | Feedback (0)

Spelling Tip: One-Syllable Words that End in S, F, and Z


Look at these words: 

buzz     miss     fluff

jazz     fuss     cuff

fizz     bless     muff

What do you notice about the spelling of these words? 

Here is a spelling tip:  In single-syllable words that contain a short-vowel sound and end in the letters S, F, or Z, the ending consonant is usually doubled.  Look at a few more words:

razz     kiss     puff

There are only 20 exceptions:  is, as, his, has, was, gas, bus, yes, us, plus, pus, this, goes, does, says, if, of, clef, whiz, and quiz.  Most of these words, however, are high-frequency words that have to be memorized anyway because they are used so often.

Look for one-syllable words that end in double S, F, and Z in your reading and you'll be surprised at how important this spelling rule is because it's so common!

For other great spelling tips, visit the Online Workshop.

Spelling tip adapted from the Discover Intensive Phonics for Yourself method found in the Decoding Strategies for Literacy Development manual published by HEC Reading Horizons.

author: Heidi Hyte | posted @ Friday, July 18, 2008 5:29 PM | Feedback (0)

Free ESL Worksheets


Continuing the theme of my last post regarding free online resources, I want to share a link that I came across when perusing the website previously mentioned in my last post.  HEC Reading Horizons offers several worksheets from the ESL Student Workbook that can be downloaded for free.  The worksheets include culture lessons, practice pages, and pronunciation guides that correlate with the software and methodology.  These are great resources to keep in your teaching files!

author: Heidi Hyte | posted @ Tuesday, July 08, 2008 4:16 PM | Feedback (0)

Computer-Assisted Language Learning for ESL/EFL


As research has diverted from a principal focus on the teacher to an expanded focus on the learner, the quest to discover what generates effective language learners’ success is under investigation. Research and theory indicate that successful language learners are highly motivated, self-directed, and use language learning strategies. While each of these tenets characterize successful learners, the latter, using language learning strategies, is of particular importance, not only because strategies play a key role in improving learners’ academic accomplishments, but because successful application of these strategies act as the propelling force behind learners’ motivation and self-direction.  
 
Research suggests that an effective method to employ in accomplishing these objectives is the use of Computer-assisted Language Learning (CALL) software.  CALL refers to the use of computer technology in the instruction and learning of a second or foreign language.  The nature of individualized student-to-computer interaction promotes self-directed learning while providing an effective learning environment that increases learners' motivation to use strategies.
Because the teaching and learning of language learning strategies receives much attention in ESL/EFL classrooms, the use of CALL to promote strategy instruction in such environments has become quite popular.  The internet is a commonly-used resource to locate CALL programs to teach and learn ESL/EFL.  Other online resources have abundantly surfaced as well which offer free media and other materials to teach or learn English.
 
One such website recently launched by HEC Reading Horizons provides free resources to learn strategies that improve  reading, spelling, and pronouncing English.  Some of the free resources offered on their website include workbook pages, computer lessons, online teacher training, and learning activities.  (Click here to browse and download these resources.)  
Technology provides a world of opportunities for teaching and learning ESOL.  We just have to be willing to access the resources available to us! 

author: Heidi Hyte | posted @ Thursday, July 03, 2008 2:04 PM | Feedback (0)

The Effects of Teaching Phonics to ELLs/ESOL Students


I participated in an online presentation this morning for an adult education facility where adult non-readers and ESL students are served. Because of my background in ESL teaching and literacy, I was asked to participate in a portion of the presentation to specifically discuss implications of phonics for ESL students learning to read and speak English. Following are a few of the thoughts I shared:
 
1)      When ESL students learn the meaning of the word along with the sound of the word simultaneously, it “sticks” better. Students are able to remember the word more effectively when they associate the meaning and the sound with the written word.
2)      How many times do our ESL students ask, “Teacher, how do you say this word?” We tell our students how to say the word, but we don’t often know why we say it that way. We need to help our students develop autonomy by teaching them strategies to learn how to pronounce words on their own. This approach better prepares them for “real-world” experiences.
3)      An extra bonus of incorporating phonics instruction in ESL students' classrooms is that their pronunciation improves. I incorporate phonics training in both my ESL reading classes and my ESL speaking classes since phonics incorporates both skills.  In addition, since phonics helps with spelling, phonics instruction has a place in an ESL writing class as well. 
4)      ESL students’ confidence increases when they are empowered with skills that help them successfully read and pronounce and spell English independently. 
 
One of my students who I had taught in a previous semester approached me one day in the hallway of the school and was very excited to report that he could decode and pronounce vocabulary better than his friend who was in a higher-level English class who had not had phonics training. His confidence empowered him. To witness this first-hand helps me realize that although this was simply anecdotal feedback, the effects of teaching phonics to ESL students is not only effective, but powerful.

author: Heidi Hyte | posted @ Friday, June 27, 2008 1:15 PM | Feedback (0)