Introducing High-Frequency Words
Overview
In this video, the teacher practices a routine to introduce high-frequency words using elkonin boxes to map out the sounds of the letters.
Key Take-aways
• High-frequency words require explicit phonics instruction rather than using flashcards or memorization.
• Identify decodable high-frequency words that align with your phonics scope and sequence.
• When appropriate, identify irregularly spelled high-frequency words and point out the sounds and letters students already know.
Transcript
Dr. Ken Kunz: The classroom comes alive with the hum of learning as pairs of students eagerly work through elkonin in boxes to identify two distinct sounds. In our morning message.
Teacher: We’re going to practice doing our sounds with our el, what is it called?
Student(s): Elkonin boxes.
Teacher: Elkonin boxes, right? Okay. So our chips go down to the bottom and then we slide them up. Let’s try the word it.
Student(s): /i/
Teacher: Second sound?
Student(s): /t/.
Teacher: What’s the word?
Student(s): It.
Teacher: Let’s try another one..is. Ready? First sound?
Student(s): /i/
Teacher: Next sound?
Student(s): /s/. Is.
Teacher: Good. Let’s try… Me. Ready? First sound?
Student(s): /m/
Student(s): /e/
Teacher: What’s the word?
Student(s): Me.
Teacher: Excellent.
Teacher: Okay, so we’re going to go and back to our seats and we’re going to practice this at our desks. Alright. You ready? Get your chips ready. Okay. First word is do. Ready? First sound?
Student(s): /d/
Teacher: Second sound?
Student(s): /oo/
Teacher: What’s the word?
Student(s): Do.
Teacher: Good. Slide ’em back down. Okay. Next word. To. First sound?
Student(s): /t/
Teacher: Try again. First sound?
Student(s): /t/
Teacher: Second sound.
Student(s): /oo/
Teacher: What’s the word?
Student(s): To.
Teacher: Good. Slide it back down. Okay. The next word is it. First sound?
Student(s): /i/
Teacher: Next sound?
Student(s): /t/
Teacher: What’s the word?
Student(s): It.
Teacher: Very good.
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