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28 Cards in this Set

  • Front
  • Back
What is an irregular word?
Contains uncommon letter-sound correspondences
Two kinds of irregular words:
Temporarily Irregular
Always Irregular
Temporarily Irregular:
a word that is considered irregular at an early point in a reading program is not irregular at a later point once students learn all letter-sound correspondences in that word.
e.g.,
Example of Temporarily Irregular:
Once they learn ar =/ar/, words like ‘car’ are no longer irregular
Always Irregular:
some words will always be considered irregular
Example of Always Irregular:
you, said, to
High Frequency Words
words that are most commonly used.
are often also irregular. The most common words in English are from Anglo-Saxon origin, and many contain irregular sounds.
Examples of High Frequency Words
any, been, do, does, one, have, what
See text p. 156-157
Four Guidelines for Introducing Irregular Words
Frequency
Similarity to other words
Type
Related Words
Frequency:
words that appear more often in children’s literature should be introduced earlier
Similarity to other words:
words similar to each other should be separated – not introduced together (e.g., was-saw; of-off; were-where).
Type
if a word has elements that will be taught later & will result in students being able to decode the word, consider delaying its introduction as an irregular word (e.g., vowel team or silent e words)
Related Words
introduce related words together (e.g., walk, talk, chalk; none, done; give, live)
Any word can be considered a “sight word” (a word to learn by sight) until
the sounds/patterns within the word have been taught.
All words become “sight words” once
they are known to automaticity.
When Do You Introduce Irregular Words?
To strengthen students' reliance on the decoding strategy and communicate the utility of that strategy, it is recommended not introducing irregular words until student can read regular CVC words about 1 word every 3 seconds (at a rate of one letter-sound per second) using sounding out strategy. E.g., ‘mop’ with 3 sounds read in 3 seconds.
Guideline for introducing Irregular Words
The first irregular words are introduced 1 every 4-6 lessons. The next 10: 1 or 2 every 3 lessons, as determined by students’ ability

If student is having difficulty with a word, don’t introduce one visually similar, (e.g., ‘were-where.’) OK to introduce one not visually similar, (e.g., ‘were-said.’)
What is introduced 1st? Regular words or Irregular words
Regular (decodable)
This format can be used when the students know the letter names:
1. (point to word on board)
“This word is…gone. What word?” (gone)
2. “Spell gone.” (g-o-n-e)
(Students look at word on board and write in the air while orally spelling)
3. “What word did you spell?” (gone)
4. “Yes, gone.”
5. Have students use ‘gone’ in sentences they create.
Practice Activities
Clap & Chant:
Say a word. Then begin spelling the word but leave out some of the letters and clap your hands for the missing letters.
Teacher: “The word is move: m - o - clap - clap.”
Then students say, spell, and clap: “move, m-o- v-e.” (clap-clap)
Practice Activities
Give a Cheer:
“Gimme an m, gimme an o, gimme a v, gimme an e. What does it spell?” “move!”
Practice Activities
Kickboxing:
Stand, spell & punch: up for tall letters, straight out for middle letters, and kick for low letters. t-h-e-y
Practice Activities
Write Around You:
Stand, write & spell, then swoosh in the air around you. Stiff arm is “pencil.”
Practice Activities
Word Walls:
Have the children make them and use the words in reading and writing activities. Don’t let the wall go unused!
Give children magazines, scissors, tape, art paper. Have them look through the magazines and cut out the words as whole words or as individual letters. Use the words to design and decorate their own Word Wall posters.
Facilitating Retention
The new irregular words should be practiced daily for 3-5 days using the introductory format.
Then, incorporate words along with regular words and previously introduced sight words in word lists and stories.
The new words should appear at least every other day in reading lessons & activities for several more weeks
Correcting Errors
1- Model: “That word was ‘said.’ What word?” (said)
2- Lead: “Spell ‘said.’” (s-a-i-d)
3- Test: “How do we say that word?” (said)
4- Retest: all students back up 4 words in list & redo in unison
Retest student who missed the word later in the lesson.
Teacher keeps alternating between missed word and review words until student is able to identify irregular word correctly 3 times in a lesson.
said, was, said, walk, the, said, walk, the, what, said…
Regular Words
each
sand
Irregular Words
was
one
some
put
the