High Frequency First Grade Words
    High Frequency Second Grade Words



    Comprehension is the key to reading.


    ·        After a student reads a book they need to be able to retell a book from the beginning to the end with only the following prompt:


    “Start at the beginning and tell me what happened in this story.”


    ·        A good retell will include the following:

    -          Names of characters (people/animals) instead of just he, she, it

    -          Important vocabulary words in the story

    -          Information from the beginning, middle, and end of the story

    -          Where and when the story took place

    -          Problem and solution (how the story was solved)


    ·        If a student gets stuck prompt with some of the following:

    -          What happened at the beginning/ middle/ end of the story?

    -          What happened before/after _____

    -          Who else was in the story?

    -          What was the problem in the story and how did it get solved?


    ·        Higher level questions to be asking:

    -          What part did you like best and why did you like that part?

    -          What did this story make you think of?

    -          What connections did you make while reading this story?

    -          What do you think the author is trying to tell you in this story?

    -          What do you think was the most important thing that happened in this story and why was it important?



    ·        Students have to be able to comprehend at the level they are reading at or it is seen as just word calling.
    What To Say/Do When A Student Is Stuck On A Word



    ·        Try to avoid sound it out. 


    Try These Instead:

    ·         Have the child think about what would make sense and get the word started.  It is VERY important for kids to use the pictures when they read; it helps them when thinking about the story (comprehension).


    “Get that word started and think what would make sense.”


    ·        Have them find a part of the word or word pattern that they know (ex. eat in the word seat or –ot to get to spot).  We call this crashing through words instead of sounding it out as we are looking at word parts instead of individual letter/sounds)


    “Find a part in that word that you know.”


    ·        Have them use a word they know to get to an unknown word (ex.  look to took)


    “You know the word look now change the l to a t.”


    When The Child Makes a Mistake Ask Them:

    ·        Did that word start/end with that letter?”

    ·        “Does that word look right?”

    ·        “Did it make sense/ sound right?”




    You want them to use the meaning (comprehension) of the story along with visual information to solve, check/monitor and self-correct the words.