January 19, 2025 • 23 mins
TD Flenaugh discusses strategies for improving children's reading fluency through word families. The episode focuses on the CVC (consonant-vowel-consonant) pattern, emphasizing the use of short vowel sounds, and the concept of "magic E." Flenaugh introduces -ID and -IDE words, explaining how children can recognize patterns to read more efficiently.
The importance of reading connected text and sight words is highlighted, along with the use of tools like ChatGPT and Project Read AI for creating decodable passages.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
TD Flenaugh (00:06):
Do you want to know how to get your children reading
fluently? Well, this episode isfor that especially so you want
to tune in like subscribe. We'regoing to get into how to make it
our students read fluently, andthat's reading like we're
talking if they sound likerobots, it's really slow, then
(00:27):
we're gonna figure out how tochange that. Let's get started.
Hi. Thank you so much forjoining the following for
learning podcast. We have thispodcast to help parents and
caregivers with having theresources, strategies and tools
needed to make sure that theirchildren are on track for
learning and to stay on trackfor success.
(00:55):
We're gonna go ahead and getstarted. So let me just tell
you, I have had an accident inJuly, and I have had back
problems since then, been goingto the physical therapy. I'm
sitting down today because I amhaving a little setback today.
So anyway, anyway, we're goingto get started. So here we go.
(01:19):
So we're going to be talkingabout word families today. So
word families is a way to helpour kids become more fluent.
Word families have to do withrecognizing the patterns in
words so that they can not justread one word, but read dozens
of words with similar patterns.
So today we're going to firstlook at some ID words with the
(01:42):
ID at the end. Now these arevery simple, three letter words
with the CVC pattern. By CVC, wemean vow, sorry, we mean
consonant, vowel and consonant.
Okay, and here we go withconsonant, vowel and consonant.
(02:05):
The rule for that is, again,this middle vowel is always
going to be the short vowelsound. Okay, so that's what we
know about the rules forsounding out words with the CVC
pattern. Now, to make it alittle bit more challenging, you
(02:26):
might add another consonant tothe end, for example, with vids.
So obviously we know that theymay not know a word like video,
but vid is short for video, soyou could use that word, and
then you could put an S at theend. And some people speak that
way anyway, as we know again,lids. So we have our consonant,
(02:48):
we have our vowel, we have ourconsonant, we have another
consonant. The rule is the same.
It's a short I sound, ih, okay.
And in that same vein, we havethe IDE words, which would be
eyed at the end. Now here is avowel, consonant, E. So here is
(03:10):
like a magic E. This magic emeaning it's silent, and it
makes that vowel sound say itsname. So instead of IH, the
short I sound, it says I so itis saying I'd so we have the eye
(03:31):
and the e is silent. You don'thear it, but if you don't have
the E there, then you're back tosaying bid. So this is what we
mean about helping the kidsunderstand the rules for
sounding out words, and then theword families help them to
recognize these same patternsand get away from sounding out
(03:51):
every letter the ID, the IDinstead of that they can See,
oh, all these words have the IDsound in it. All I am doing now
is the ID. They have that firstsound, and they're putting the
ID with it. The ID bid, VID did.
Vids hid. They skip it. Did.
(04:19):
Vids hid, lids, Kid slid lidRID. Sid, so I have a capital S
here, because we're gonna callthe character in the little
passage we're reading. Sid, nowremember, you don't want your
kid just reading list and listof words without reading
(04:41):
passages. They need to readconnected text. So we're reading
it words. We should have apassage with ID words in it. If
we have an eye list that we'rereading, we should have a
passage with I'd words in it. Solet's go through these. I'd
words, bide, hide, rise. Sideagain, the same thing you are
(05:04):
understanding that the IDE saysi You're understanding the rule
of the silent E, making the Isay its name I but I bide, and
you don't have to sound thisout. No, yes, the kids will
begin with sounding out all ofthese words, right? But with
(05:24):
repeated readings and repeatedlyshowing them different word
families, they'll begin to seethese rules and understand the
patterns and internalize therules for how to sound out words
and transfer that information tonew words that they're reading.
(05:45):
So this is very key. They aretransferring the knowledge of
how to sound out one word toanother. So even as we do
practice in other videos, notall of them gonna have the ID,
but they'll start recognizingit. Even if it's that Ed, or if
(06:06):
it's that consonant, vowelconsonant, they'll start to get
it. Okay, I added as well theccvc, which is the consonant,
consonant, vowel consonant,that's where you have a blend or
a diagraph or something in frontof it. We talked about diagraphs
in another video, but here we'retalking about the blend. So this
(06:28):
two letters both have their ownsounds, ooh, but it's
problematic if you're just lookif when you could put it
together, slid right. So thistakes some of the guesswork out,
the more they could recognizepatterns. And they will not
recognize patterns at first, butyou helping them to identify
(06:51):
these patterns, helping them toread these words and do repeated
readings and practicing forfluency. And I really like to
emphasize that fluency isreading like you're talking,
right? So sometimes people havegotten it twisted up over the
years, and they think thatfluency means that you're
reading your speed reading.
You're reading as quickly as youcan. And then you'll find that
(07:13):
some of the kids really don'teven know what they were reading
at all, right, like, what wereyou reading? And the purpose for
reading, of course, is that youare reading so you can
understand. And as they getolder, is not just reading for
understanding. Is reading tolearn. They learn about science,
math, social studies, histories,whatever they're learning.
(07:38):
They're often told to readsomething about that. So they
are reading to learn as they getolder. In the early grades, if
the student is progressing inthe way that you know they're
supposed to, they are learningto read from K pre K through
three. And then we go into thetransition of reading to learn.
(08:00):
You're really using reading as atool or a method for learning
content information. Okay, solet's get back to it. We went
through our CVC word CVCC, whenyou maybe add an s at the end,
(08:21):
we have two vowels, right again.
Same thing here. We have acouple of words that we've added
a couple of word parts, such asa blend the bar, beat, sorry,
the BR, the GL, and the SL. Sowhen you have added these to the
(08:47):
words, then you are making itmore complicated and helping to
expand the amount of words thatthey're able to read. Okay, I've
left the sight words blank herebecause what I'm using is chat
GPT to create a reading passageusing these words. I just
(09:10):
plugged in these words and hadchat GPT do that. I have also
used project read AI, and thatlink is here as well. So that
you can see, I'm going to putthe link in the show notes, so
that you can see that's aresource for using. You know,
decodable passages. Again,decodable passages are passages
(09:34):
that are predictable becausethey are really based closely
linked to the words that they'vealready worked on. So of course,
that is a tool you use for earlyreaders. But of course, as they
learn to read again, teachingthem the rules, focusing on
patterns, so that eventually anybook that's put before them,
(09:55):
they're able to sound out thewords, read the words, and not
just read them, but. Alsocomprehend and know what they're
reading. And with that, we aregoing to take a short break so
that you can see moreinformation about the books that
I offer as these kids are goingto be learning writing, the
(10:17):
rewrite method and the rewritemethod workbook are your go to
resource for helping kids tolearn to fall in love with
writing. It has the tips, tools,resources, strategies and skill
(10:38):
building activities to help kidsfall out of writing and into
loving to write, get your bookset Today.
(10:59):
All right, get that book. Okay,falling for learning.com we
offer the book. We also haveresources there. And at falling
for falling in love withlearning.com we have my blog,
and again, I will put the linkshere at the show notes for you.
Okay, so let's get into ourpassage that we have based on
this, that we have created. Andagain, I just went down the
(11:24):
alphabet. You see it'salphabetical basically, because
that's how I did it with this.
So I'm giving you a resource forjust the reasons why you built
these in. And of course, youcould use this various tools and
curriculum out there, but Iwould just want you to know the
reason why this is set up theway it is. And of course, that
could help you to really adaptthings for your child. If you're
(11:47):
at home reading with them, whichyou should be, we all should be
reading with our kids, right?
Even if they're, um, older kids,you could still read articles
and all of that. So let's get tothe video. I mean, to the video.
We're in the video. Let's get tothe passage. Okay, and I don't
think you can see this verymuch. I'm gonna slide it over a
(12:09):
little bit so you can see alittle better. Okay, good. All
right. So here we go. SID on theslide. Sid did not bide. He slid
on the slide. A kid with a hatslid on the wide slide. It was
too hot to glide, so the ride.
And then I, I just crossed thisI was gonna made his backside,
(12:33):
right? I just like to make itfunny a little bit hurt his
backside. So these are some sidewords we added to it. This had
side in it. That's why I decidedto use it again. When you are
doing this with kids, because itis a predictable, connected
text, right? It has words thatthey already read. You give them
(12:53):
the first read. You do not readit for them, like I've just done
for you. I'm just showing you,right? But you have the kids
read it first. They should beable and give them pay, you
know, give them patience, givethem grace. Sound out the help
them. Sound out the words. Letthem know they can sound out the
words, because, of course,they've read these words
(13:15):
earlier. So sounding out thesewords is not a big problem. And
so you need to make sure thatyou give them the confidence and
the experience of reading a textindependently. First, if you
just read it for them, it's easyfor them to kind of copy you or
whatever you want to know, whatthey know and what they're
(13:36):
retaining. And the more they dothis, the more confident they'll
be and that'll help them alongthe path of becoming independent
readers. Very important. WhatI'm going to do now is underline
the sight words for them. Now,because I've used long vowels
and consonant, vowel, consonant,like the three letter word,
we're going to assume that thekid can read other three letter
(14:00):
words, such as with the youknow, and we'll point them out,
but I will be just doing sidewords again, sight words and
different people call themdifferent things. It doesn't
matter that much. The realityis, if you are a proficient
reader, an adult level reader,you have lots of words that you
know by sight. But I'm usingsight words in the way that
(14:22):
these are words that they havenot been taught the rules for,
and they may not follow therules. So they also may not, may
not follow the rules at all. Andagain, we'll go into that
detail, so you may hear highfrequency words, right? There's
certain words in the Englishlanguage that appear all the
time, the word the if you'rereading a science text that is
(14:46):
at the college level, the wordthat is going to be in it. If
you're reading a very you know,elementary level, first grade
level text, you're going to havethe word the in there, so it's.
High frequency words, sightwords, they're used
interchangeably. There are somedifferences, but it doesn't
matter that much. So, all right,so the word, the the word on,
(15:10):
it's just a short on, it isprobably part of their sight
words, right? The you might needmore challenging, maybe more
challenging for kids, but it'sone of the earliest sight words
that they learn. But again, it'sa good way to review. Did not
buy. I do want to point out theword bide means to wait. It's
(15:33):
not something that we use thisvery often, but you know, as
you're just trying to find wordsthat fit into the word family,
you may come across some kind ofweird words and just let them
know it means, wait, he slid onthe slide. And don't be
surprised how this is on theslide. On the slide, the kid may
need to get help on each wordthe first time they read it. And
(15:58):
with this connected text youwant to read it, I would say a
minimum of five times. You couldeven have them annotated, and
I'm annotating right now forsight words. Okay? On the slide,
he did not buy so he again, itis a word that's a sight word,
right? They may not have learnedthese other long vowel sounds,
(16:18):
the he, and notice how the itdoesn't really follow the rules.
It would maybe be he the andsome of them people say that,
but we know that when we speak,we say the right. Most of us
aren't saying the even though itfollows that rule, it does not
follow the rule. Okay? Soanother one the here's the word
(16:42):
uh. When kids see this, whenthey're reading, they usually
say a right, but we know whenwe're speaking, we say, I had a
party, right? Uh, the word theletter A, says uh, we don't
usually say, I had a party. Now,of course we could say it,
(17:06):
either one works, but just letthem know, because you want to
associate the way they speak towhat they're reading and
writing. A kid with. So thatword with, again, it's a sight
word. Later on, they'll learnlike the T H and all that. And
again, you may teach the T Hthere. Teach the T H, the the
uh, the and then here's what if.
(17:33):
So you want to quickly show themlike the rule for how to sound
it out, and then you want togive them some practice with it
so they could get used to it.
Okay, a kid with a hat. Again.
Here it is, again. Kids mightget tripped up. This is a
capital A. That's a short a,depending on their level, so be
aware of that. Those are maybesome little barriers with a hat.
(17:57):
And I can put in a CVC wordhere. It's not one of the ID
words, ID, but I put it in therebecause, you know, it should be
a predictable enough it's apretty simple word. It's not a
sight word. But again, like Isaid, if you're a really good
reader, a lot of words, youknow, by sight, very few times
(18:17):
you would have to sound outwords. If you're a very, you
know, college level, adultlevel, reader, again, we have
the again, wide side, again,came right from the list,
predictable, connected text. It,it's, again, a very simple word,
(18:38):
like on it is part of the sightwords. But you don't really have
to do a special like lesson likeit doesn't follow the rules.
Just remember on it. And youwant them to get very
comfortable with it, so thatevery time they see the word on,
they're just saying on insteadof ah, on, right? You want to
get them past that. Here's theword to and was so. Was doesn't
(19:06):
follow the rules. It says whatthe A says, Uh, and then it says
was. It doesn't say was right.
It says was so, when you seekids writing. You might see them
write w u z. They might writethe words w u z, because it's
not clear to them that you knowthey're just reading phonetic
(19:29):
they're writing phonetically. Soyou may see them write that and
not know the difference. Okay,so now we're going to go to Hot
again, a three letter word, CVC.
They should know how to readthis. Here's two with 1o glide.
Again, came straight from thelist. Here's the word so, so
(19:51):
again, that long O they are notmaybe familiar with. So you help
them with that, to get familiarwith that the the. Ride hurt,
and I just made it, you know,I'm just being silly here. Hurt
his backside. So you could justtell them what that word is. It
has side in. It has a word back.
They may not be familiar. Youjust let them know. A lot of
(20:12):
them have been able to go down aslide when it was really hot and
experience that little burn,right? So again, you are helping
them understand the rules.
You're helping them getcomfortable. And I said, again,
have them read it at least fivetimes. Don't have them just read
(20:35):
it one time and then read it tothem. Help them annotate it.
Notice those patterns go backright and again. You can have a
list that you go over with them,and I'm going to write the sight
words for them right here we hadon the
(20:58):
he, a uh, with right we'rewriting these sight words, and
so it's part of a list that youcan help. And they could read
that list every day, and thenread the passage several times
(21:21):
as well. So you're getting themvery much used to reading the
words. You can put the to andthe to right next to each other,
so they could know thedifference. And you may or may
not put this on here so theycould read it every time. But I
just added a couple of words tohelp them out. And so there you
(21:42):
have it. This is how we getstudents from sounding out each
word to recognizing patterns inwords, to learning sight words,
to reading passages in a fluentway. So having them read it at
least five times and annotatingthe passage is going to help
them get to the point wherethey're reading it like they're
(22:03):
speaking. You could even havethem draw a picture of what the
story was about to make surethat they go back to the text,
label the picture with wordsfrom the text, right? So really
making sure that they understandwhat they're reading and that
they're able to understand therules for sounding out words so
they could transfer thatknowledge to any text that they
(22:24):
read. Okay, so thank you againfor joining us. We know that you
love your kids. You're doingthings for them all the time. We
want you to make sure you givethem the competitive advantage,
and that's why you can watchfiling for learning and get
those resources and informationto make it, make sure your kids
(22:45):
are on track for learning and tostay on track for success.
Thanks again for joining us.
Thanks again for supporting thefalling for learning podcast,
new episodes go live everySaturday at 5pm you can watch us
on youtube.com, at falling forlearning, or listen on all major
(23:09):
podcast platforms such as Apple,Google, Audible, Spotify and
Much more for more resources,visit falling in love with
learning.com we reallyappreciate you. Have a wonderful
week. You.
Do you want to know how to get your children reading
fluently? Well, this episode isfor that especially so you want
to tune in like subscribe. We'regoing to get into how to make it
our students read fluently, andthat's reading like we're
talking if they sound likerobots, it's really slow, then
(00:27):
we're gonna figure out how tochange that. Let's get started.
Hi. Thank you so much forjoining the following for
learning podcast. We have thispodcast to help parents and
caregivers with having theresources, strategies and tools
needed to make sure that theirchildren are on track for
learning and to stay on trackfor success.
(00:55):
We're gonna go ahead and getstarted. So let me just tell
you, I have had an accident inJuly, and I have had back
problems since then, been goingto the physical therapy. I'm
sitting down today because I amhaving a little setback today.
So anyway, anyway, we're goingto get started. So here we go.
(01:19):
So we're going to be talkingabout word families today. So
word families is a way to helpour kids become more fluent.
Word families have to do withrecognizing the patterns in
words so that they can not justread one word, but read dozens
of words with similar patterns.
So today we're going to firstlook at some ID words with the
(01:42):
ID at the end. Now these arevery simple, three letter words
with the CVC pattern. By CVC, wemean vow, sorry, we mean
consonant, vowel and consonant.
Okay, and here we go withconsonant, vowel and consonant.
(02:05):
The rule for that is, again,this middle vowel is always
going to be the short vowelsound. Okay, so that's what we
know about the rules forsounding out words with the CVC
pattern. Now, to make it alittle bit more challenging, you
(02:26):
might add another consonant tothe end, for example, with vids.
So obviously we know that theymay not know a word like video,
but vid is short for video, soyou could use that word, and
then you could put an S at theend. And some people speak that
way anyway, as we know again,lids. So we have our consonant,
(02:48):
we have our vowel, we have ourconsonant, we have another
consonant. The rule is the same.
It's a short I sound, ih, okay.
And in that same vein, we havethe IDE words, which would be
eyed at the end. Now here is avowel, consonant, E. So here is
(03:10):
like a magic E. This magic emeaning it's silent, and it
makes that vowel sound say itsname. So instead of IH, the
short I sound, it says I so itis saying I'd so we have the eye
(03:31):
and the e is silent. You don'thear it, but if you don't have
the E there, then you're back tosaying bid. So this is what we
mean about helping the kidsunderstand the rules for
sounding out words, and then theword families help them to
recognize these same patternsand get away from sounding out
(03:51):
every letter the ID, the IDinstead of that they can See,
oh, all these words have the IDsound in it. All I am doing now
is the ID. They have that firstsound, and they're putting the
ID with it. The ID bid, VID did.
Vids hid. They skip it. Did.
(04:19):
Vids hid, lids, Kid slid lidRID. Sid, so I have a capital S
here, because we're gonna callthe character in the little
passage we're reading. Sid, nowremember, you don't want your
kid just reading list and listof words without reading
(04:41):
passages. They need to readconnected text. So we're reading
it words. We should have apassage with ID words in it. If
we have an eye list that we'rereading, we should have a
passage with I'd words in it. Solet's go through these. I'd
words, bide, hide, rise. Sideagain, the same thing you are
(05:04):
understanding that the IDE saysi You're understanding the rule
of the silent E, making the Isay its name I but I bide, and
you don't have to sound thisout. No, yes, the kids will
begin with sounding out all ofthese words, right? But with
(05:24):
repeated readings and repeatedlyshowing them different word
families, they'll begin to seethese rules and understand the
patterns and internalize therules for how to sound out words
and transfer that information tonew words that they're reading.
(05:45):
So this is very key. They aretransferring the knowledge of
how to sound out one word toanother. So even as we do
practice in other videos, notall of them gonna have the ID,
but they'll start recognizingit. Even if it's that Ed, or if
(06:06):
it's that consonant, vowelconsonant, they'll start to get
it. Okay, I added as well theccvc, which is the consonant,
consonant, vowel consonant,that's where you have a blend or
a diagraph or something in frontof it. We talked about diagraphs
in another video, but here we'retalking about the blend. So this
(06:28):
two letters both have their ownsounds, ooh, but it's
problematic if you're just lookif when you could put it
together, slid right. So thistakes some of the guesswork out,
the more they could recognizepatterns. And they will not
recognize patterns at first, butyou helping them to identify
(06:51):
these patterns, helping them toread these words and do repeated
readings and practicing forfluency. And I really like to
emphasize that fluency isreading like you're talking,
right? So sometimes people havegotten it twisted up over the
years, and they think thatfluency means that you're
reading your speed reading.
You're reading as quickly as youcan. And then you'll find that
(07:13):
some of the kids really don'teven know what they were reading
at all, right, like, what wereyou reading? And the purpose for
reading, of course, is that youare reading so you can
understand. And as they getolder, is not just reading for
understanding. Is reading tolearn. They learn about science,
math, social studies, histories,whatever they're learning.
(07:38):
They're often told to readsomething about that. So they
are reading to learn as they getolder. In the early grades, if
the student is progressing inthe way that you know they're
supposed to, they are learningto read from K pre K through
three. And then we go into thetransition of reading to learn.
(08:00):
You're really using reading as atool or a method for learning
content information. Okay, solet's get back to it. We went
through our CVC word CVCC, whenyou maybe add an s at the end,
(08:21):
we have two vowels, right again.
Same thing here. We have acouple of words that we've added
a couple of word parts, such asa blend the bar, beat, sorry,
the BR, the GL, and the SL. Sowhen you have added these to the
(08:47):
words, then you are making itmore complicated and helping to
expand the amount of words thatthey're able to read. Okay, I've
left the sight words blank herebecause what I'm using is chat
GPT to create a reading passageusing these words. I just
(09:10):
plugged in these words and hadchat GPT do that. I have also
used project read AI, and thatlink is here as well. So that
you can see, I'm going to putthe link in the show notes, so
that you can see that's aresource for using. You know,
decodable passages. Again,decodable passages are passages
(09:34):
that are predictable becausethey are really based closely
linked to the words that they'vealready worked on. So of course,
that is a tool you use for earlyreaders. But of course, as they
learn to read again, teachingthem the rules, focusing on
patterns, so that eventually anybook that's put before them,
(09:55):
they're able to sound out thewords, read the words, and not
just read them, but. Alsocomprehend and know what they're
reading. And with that, we aregoing to take a short break so
that you can see moreinformation about the books that
I offer as these kids are goingto be learning writing, the
(10:17):
rewrite method and the rewritemethod workbook are your go to
resource for helping kids tolearn to fall in love with
writing. It has the tips, tools,resources, strategies and skill
(10:38):
building activities to help kidsfall out of writing and into
loving to write, get your bookset Today.
(10:59):
All right, get that book. Okay,falling for learning.com we
offer the book. We also haveresources there. And at falling
for falling in love withlearning.com we have my blog,
and again, I will put the linkshere at the show notes for you.
Okay, so let's get into ourpassage that we have based on
this, that we have created. Andagain, I just went down the
(11:24):
alphabet. You see it'salphabetical basically, because
that's how I did it with this.
So I'm giving you a resource forjust the reasons why you built
these in. And of course, youcould use this various tools and
curriculum out there, but Iwould just want you to know the
reason why this is set up theway it is. And of course, that
could help you to really adaptthings for your child. If you're
(11:47):
at home reading with them, whichyou should be, we all should be
reading with our kids, right?
Even if they're, um, older kids,you could still read articles
and all of that. So let's get tothe video. I mean, to the video.
We're in the video. Let's get tothe passage. Okay, and I don't
think you can see this verymuch. I'm gonna slide it over a
(12:09):
little bit so you can see alittle better. Okay, good. All
right. So here we go. SID on theslide. Sid did not bide. He slid
on the slide. A kid with a hatslid on the wide slide. It was
too hot to glide, so the ride.
And then I, I just crossed thisI was gonna made his backside,
(12:33):
right? I just like to make itfunny a little bit hurt his
backside. So these are some sidewords we added to it. This had
side in it. That's why I decidedto use it again. When you are
doing this with kids, because itis a predictable, connected
text, right? It has words thatthey already read. You give them
(12:53):
the first read. You do not readit for them, like I've just done
for you. I'm just showing you,right? But you have the kids
read it first. They should beable and give them pay, you
know, give them patience, givethem grace. Sound out the help
them. Sound out the words. Letthem know they can sound out the
words, because, of course,they've read these words
(13:15):
earlier. So sounding out thesewords is not a big problem. And
so you need to make sure thatyou give them the confidence and
the experience of reading a textindependently. First, if you
just read it for them, it's easyfor them to kind of copy you or
whatever you want to know, whatthey know and what they're
(13:36):
retaining. And the more they dothis, the more confident they'll
be and that'll help them alongthe path of becoming independent
readers. Very important. WhatI'm going to do now is underline
the sight words for them. Now,because I've used long vowels
and consonant, vowel, consonant,like the three letter word,
we're going to assume that thekid can read other three letter
(14:00):
words, such as with the youknow, and we'll point them out,
but I will be just doing sidewords again, sight words and
different people call themdifferent things. It doesn't
matter that much. The realityis, if you are a proficient
reader, an adult level reader,you have lots of words that you
know by sight. But I'm usingsight words in the way that
(14:22):
these are words that they havenot been taught the rules for,
and they may not follow therules. So they also may not, may
not follow the rules at all. Andagain, we'll go into that
detail, so you may hear highfrequency words, right? There's
certain words in the Englishlanguage that appear all the
time, the word the if you'rereading a science text that is
(14:46):
at the college level, the wordthat is going to be in it. If
you're reading a very you know,elementary level, first grade
level text, you're going to havethe word the in there, so it's.
High frequency words, sightwords, they're used
interchangeably. There are somedifferences, but it doesn't
matter that much. So, all right,so the word, the the word on,
(15:10):
it's just a short on, it isprobably part of their sight
words, right? The you might needmore challenging, maybe more
challenging for kids, but it'sone of the earliest sight words
that they learn. But again, it'sa good way to review. Did not
buy. I do want to point out theword bide means to wait. It's
(15:33):
not something that we use thisvery often, but you know, as
you're just trying to find wordsthat fit into the word family,
you may come across some kind ofweird words and just let them
know it means, wait, he slid onthe slide. And don't be
surprised how this is on theslide. On the slide, the kid may
need to get help on each wordthe first time they read it. And
(15:58):
with this connected text youwant to read it, I would say a
minimum of five times. You couldeven have them annotated, and
I'm annotating right now forsight words. Okay? On the slide,
he did not buy so he again, itis a word that's a sight word,
right? They may not have learnedthese other long vowel sounds,
(16:18):
the he, and notice how the itdoesn't really follow the rules.
It would maybe be he the andsome of them people say that,
but we know that when we speak,we say the right. Most of us
aren't saying the even though itfollows that rule, it does not
follow the rule. Okay? Soanother one the here's the word
(16:42):
uh. When kids see this, whenthey're reading, they usually
say a right, but we know whenwe're speaking, we say, I had a
party, right? Uh, the word theletter A, says uh, we don't
usually say, I had a party. Now,of course we could say it,
(17:06):
either one works, but just letthem know, because you want to
associate the way they speak towhat they're reading and
writing. A kid with. So thatword with, again, it's a sight
word. Later on, they'll learnlike the T H and all that. And
again, you may teach the T Hthere. Teach the T H, the the
uh, the and then here's what if.
(17:33):
So you want to quickly show themlike the rule for how to sound
it out, and then you want togive them some practice with it
so they could get used to it.
Okay, a kid with a hat. Again.
Here it is, again. Kids mightget tripped up. This is a
capital A. That's a short a,depending on their level, so be
aware of that. Those are maybesome little barriers with a hat.
(17:57):
And I can put in a CVC wordhere. It's not one of the ID
words, ID, but I put it in therebecause, you know, it should be
a predictable enough it's apretty simple word. It's not a
sight word. But again, like Isaid, if you're a really good
reader, a lot of words, youknow, by sight, very few times
(18:17):
you would have to sound outwords. If you're a very, you
know, college level, adultlevel, reader, again, we have
the again, wide side, again,came right from the list,
predictable, connected text. It,it's, again, a very simple word,
(18:38):
like on it is part of the sightwords. But you don't really have
to do a special like lesson likeit doesn't follow the rules.
Just remember on it. And youwant them to get very
comfortable with it, so thatevery time they see the word on,
they're just saying on insteadof ah, on, right? You want to
get them past that. Here's theword to and was so. Was doesn't
(19:06):
follow the rules. It says whatthe A says, Uh, and then it says
was. It doesn't say was right.
It says was so, when you seekids writing. You might see them
write w u z. They might writethe words w u z, because it's
not clear to them that you knowthey're just reading phonetic
(19:29):
they're writing phonetically. Soyou may see them write that and
not know the difference. Okay,so now we're going to go to Hot
again, a three letter word, CVC.
They should know how to readthis. Here's two with 1o glide.
Again, came straight from thelist. Here's the word so, so
(19:51):
again, that long O they are notmaybe familiar with. So you help
them with that, to get familiarwith that the the. Ride hurt,
and I just made it, you know,I'm just being silly here. Hurt
his backside. So you could justtell them what that word is. It
has side in. It has a word back.
They may not be familiar. Youjust let them know. A lot of
(20:12):
them have been able to go down aslide when it was really hot and
experience that little burn,right? So again, you are helping
them understand the rules.
You're helping them getcomfortable. And I said, again,
have them read it at least fivetimes. Don't have them just read
(20:35):
it one time and then read it tothem. Help them annotate it.
Notice those patterns go backright and again. You can have a
list that you go over with them,and I'm going to write the sight
words for them right here we hadon the
(20:58):
he, a uh, with right we'rewriting these sight words, and
so it's part of a list that youcan help. And they could read
that list every day, and thenread the passage several times
(21:21):
as well. So you're getting themvery much used to reading the
words. You can put the to andthe to right next to each other,
so they could know thedifference. And you may or may
not put this on here so theycould read it every time. But I
just added a couple of words tohelp them out. And so there you
(21:42):
have it. This is how we getstudents from sounding out each
word to recognizing patterns inwords, to learning sight words,
to reading passages in a fluentway. So having them read it at
least five times and annotatingthe passage is going to help
them get to the point wherethey're reading it like they're
(22:03):
speaking. You could even havethem draw a picture of what the
story was about to make surethat they go back to the text,
label the picture with wordsfrom the text, right? So really
making sure that they understandwhat they're reading and that
they're able to understand therules for sounding out words so
they could transfer thatknowledge to any text that they
(22:24):
read. Okay, so thank you againfor joining us. We know that you
love your kids. You're doingthings for them all the time. We
want you to make sure you givethem the competitive advantage,
and that's why you can watchfiling for learning and get
those resources and informationto make it, make sure your kids
(22:45):
are on track for learning and tostay on track for success.
Thanks again for joining us.
Thanks again for supporting thefalling for learning podcast,
new episodes go live everySaturday at 5pm you can watch us
on youtube.com, at falling forlearning, or listen on all major
(23:09):
podcast platforms such as Apple,Google, Audible, Spotify and
Much more for more resources,visit falling in love with
learning.com we reallyappreciate you. Have a wonderful
week. You.
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