Despite the similarities of the two words, they sound different when spoken. Getting comfortable with a list of sight words for kindergarten will alleviate these concerns. Please note that this is only meant as an example of a sight words list for kindergarten. You may find others that have fewer words, more words, or slightly different words. You can find plenty of other examples on any educational pre-k or kindergarten site. Words list basic vocabulary and above all should create the essential framework of reading skills that your child can build upon. ![]() What Should a Child Know by Kindergarten?īy the time your child enters kindergarten, they should have an understanding of basic colors. They should be able to count to ten on their fingers. They should be comfortable with the entirety of the alphabet.Īdditionally, they should have some practice with writing, reading, and spelling their name. They should have the ability to recognize the most basic sight words. A few examples of these are he, she, the, and it. Observation and curiosity should be encouraged as early and as often as possible. The ability to identify objects and make observations will help them immensely with kindergarten sight words.įor example, knowing an object is blue will help connect the spelling and structure of the word blue to the color itself. This extends to identifying the object as a blue hat. How Many Sight Words Should a Kindergartener Know? They can then associate the object and the color to their corresponding words, and so on. Most children know approximately 50 sight words by the end of kindergarten. However, learning more is always helpful. If your child is comfortable with at least 50 words, try incorporating some new vocabulary to their sight word list. For kindergarten students, be aware that trying to learn too many at the same time may hurt rather than help.Īvoid studying a high number of sight words at a time. For example, if you’re studying over the summer, find or create a list of sight words for kindergarteners. My students love these simple sentence center activities and so do I.If the list has 100 words, split them into groups of 10 or 20. While the beginning of the year starts with single words, we quickly move into simple sentences. Practice with CentersĬenter time is one the places that my students have a ton of practice with reading and writing sight words. Those repetitions lead students to not only spell the word but also be able to recognize the spelling pattern when they are reading. The more students write the word, the deeper they are able to connect that word in their long term memory. ![]() This is where the reading helps the spelling. One technique that I teach my students in spelling is to ask themselves “do all the sounds match?” when they are unsure of the proper spelling. That’s why it is important to give students opportunities to work on writing and spelling sight words, too.Īs students learn to recognize these words by sight, they can use this visual memory to help with their spelling. With opposite activities working on one helps to strengthen the other. ![]() Have you ever thought about the fact that reading and writing are opposite activities just like addition and subtraction. Not only do students get opportunities to practice sight words within a sentence, but they also get to work on the important blending skill which is foundational to their overall reading skills. One of my favorite ways to do this is with simple sentences that use sight words *along side* CVC words. It is so important for our students to see sight words in sentences and other texts. ![]() While learning sight words starts with the word in isolation, we do not stop there. As students add more and more sight words to their memory, they are able to focus their efforts on comprehending the text they are reading. This helps to equip our students with the necessary skills to learn to read. As the year goes on, we add more and more sight words to our sight word bank and begin to build up our reading skills. We usually introduce the word in isolation, decode the parts that we can, and remind ourselves the part that we need to remember. Some sight words do not follow normal phonetic patterns, but we can help teach our students to remember the *tricky* part of the word.
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