Reading it gives them the chance to map the word in their memory so they can retrieve it instantly. Again, you might think, “What’s the point?”Įvery opportunity they have to connect the sounds to the letters at this point is important. Read the wordįinally, make sure your child reads the word. Plus, your child needs to see the letters together. Writing it together as a whole word is one more way to solidify it in permanent memory. You might think, “My child already wrote the letters, why do they need to rewrite it?” Write the wordĪfter that, your child will spell or write the word on the two sets of lines. You can tell your child this is the part they will need to remember since it isn’t a normal spelling. The schwa sound is the most common vowel sound in English! It’s a lazy /uh/ or /ih/ and usually is in a multi-syllable word. In the second box, write the spelling e for the /uh/ sound. So explain that th spells the /th/ sound. Your child probably hasn’t learned it yet. You can color code it green because this is a typical spelling. In the first box, write the spelling th for the /th/ sound. On a worksheet, a whiteboard, or a scrap of paper, model the mapping for your child. I like to color code at this point with a red, yellow, and green crayon or marker. Next, you will map the letters that spell those sounds in the boxes. Then they can point to each thumb and repeat the sounds /th/ and /uh/. You instruct your child to color in two thumbs. Then you follow the steps on the worksheet:Īfter you have said the word “the” aloud, you will count the sounds. It is critical your child says and hears the word. Say the word “the” aloud for your child or student to hear. These important steps are not on the worksheet: Instead of memorizing, your child’s brain is connecting speech sounds to print. It promotes a process called orthographic mapping. This worksheet is very helpful for teaching your child about the sounds in the word “the.” The words I recommend be taught early and reviewed often are: However, I teach them alongside phonics and help my students learn the decodable parts. Reading Rockets states that about 10-15 sight words should taught prior to phonics instruction. In order to do that, they need to learn a handful of sounds and some sight words. Personally, I want my kindergarten reading students to read decodable texts as soon as possible. Instead, there are theories and various programs. That depends! There is not a lot of research about teaching sight words in any particular order.
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