Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word BETTER when teaching or reviewing short r-controlled vowels.
![sight word better flashcards](https://primarylearning.org/wp-content/uploads/2023/08/Sight-Word-BETTER.png)
Our collection of sight words includes a variety of worksheets and hands-on activities for Preschool children through 3rd Grade. These worksheets will help your child recognize, read, and write high frequency words. All printable worksheets, flash cards, and hands-on activities use various methods to help children recognize sight words in different contexts and avoid the simple memorization of words.
Do not overwhelm kids with multiple new words at a time. They can achieve more success when they fixed their knowledge of one or two words before being introduced to more.
Do not teach visually similar words at a time. Kids easily get confused and there is a higher opportunity for errors.
Make it personal. For example, a child may be excited to read and write about mom or dad. A child who loves soccer may be motivated to learn words such as “like” and “play” so he can include them into the writing.
Let them use magnetic letters, alphabet tiles, or letter stamps. They can create sight words using clay or write them in the sand, on salt trays, or in shaving cream.
Link reading and writing. If a child can write a word, there is a strong chance that he can also read it. Practice short sentences that include the sight words you are focusing on.
Choose texts appropriate for a child’s reading level. Regular exposure to sight words will help children learn them.
Use “word walls” as a visual aid for children who are learning new vocabulary. Children use the word wall to help them while they’re writing, with the end purpose of learning how the word is spelled.
Use of personal dictionaries. Personal dictionaries are a resource that encourages independence as children are learning to use sight words in their writing.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word BETTER when teaching or reviewing short r-controlled vowels.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word ABOUT when teaching or reviewing multisyllable words, shwa sound, diphthongs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word YOUR when teaching or reviewing irregular words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word WRITE when teaching or reviewing irregular words (split digraphs (silent e), silent w).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word WOULD when teaching or reviewing unusual spelling (oul as oo, like in the word cook).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word WORK when teaching or reviewing unusual spelling.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word WISH when teaching or reviewing consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word WHY when teaching or reviewing CV long vowels.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word WHICH when teaching or reviewing digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word WASH when teaching or reviewing unusual spelling (a after w represents short o).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word VERY when teaching or reviewing irregular words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word USE when teaching or reviewing irregular words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word US when teaching or reviewing VC words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word UPON when teaching or reviewing multisyllable words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word THOSE when teaching or reviewing unusual spelling (s as z in VC words), consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word THESE when teaching or reviewing unusual spelling (s as z in VC words), consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word THEIR when teaching or reviewing first set, irregular words, consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word TELL when teaching or reviewing floss rule.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word SLEEP when teaching or reviewing vowel digraphs, beginning blends.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word SIT when teaching or reviewing CVC words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word SING when teaching or reviewing glued sound – ng nk.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word RIGHT when teaching or reviewing trigraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word READ when teaching or reviewing vowel digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word PULL when teaching or reviewing unusual spelling (u as oo like in the word book).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word OR when teaching or reviewing r-controlled vowels.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word OFF when teaching or reviewing VC words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word MANY when teaching or reviewing unusual spelling (a as short e).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word MADE when teaching or reviewing split digraphs (silent e).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word ITS when teaching or reviewing ending blends.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word GREEN when teaching or reviewing vowel digraphs, beginning blends.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word GOES when teaching or reviewing irregular words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word GAVE when teaching or reviewing split digraphs (silent e), v followed e.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word FOUND when teaching or reviewing diphthongs, ending blends.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word FIVE when teaching or reviewing unusual spelling (v followed e).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word FIRST when teaching or reviewing unusual spelling, ending blends.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word FAST when teaching or reviewing ending blends.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word DON’T when teaching or reviewing irregular words, contractions.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word DOES when teaching or reviewing irregular words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word COLD when teaching or reviewing unusual spelling (o as long o in CVC words), ending blends.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word CALL when teaching or reviewing unusual spelling (all spells /oll/).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word BUY when teaching or reviewing unusual spelling (uy as long i).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word BOTH when teaching or reviewing irregular words, o as long o, consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word BEST when teaching or reviewing ending blends.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word BEFORE when teaching or reviewing multisyllable words, r-controlled vowels, split digraphs (silent e).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word BEEN when teaching or reviewing irregular words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word BECAUSE when teaching or reviewing irregular words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word AROUND when teaching or reviewing shwa sound, diphthongs, ending blends.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word ALWAYS when teaching or reviewing multisyllable words, irregular words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word WHEN when teaching or reviewing consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word WERE when teaching or reviewing irregular words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word WALK when teaching or reviewing unusual spelling (silent l).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word THINK when teaching or reviewing consonant digraphs, glued sound – ng nk.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word THEN when teaching or reviewing consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word THEM when teaching or reviewing consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word THANK when teaching or reviewing consonant digraphs, glued sound – ng nk.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word TAKE when teaching or reviewing split digraphs (silent e).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word STOP when teaching or reviewing beginning blends.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word SOME when teaching or reviewing unusual spelling (o-e as a short u).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word ROUND when teaching or reviewing diphthongs, ending blends.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word PUT when teaching or reviewing unusual spelling (u as oo like in the word book).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word OVER when teaching or reviewing multisyllable words, r-controlled vowels.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word OPEN when teaching or reviewing multisyllable words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word ONCE when teaching or reviewing irregular words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word OLD when teaching or reviewing unusual spelling (o as long o), ending blends.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word OF when teaching or reviewing first set, irregular words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word MAY when teaching or reviewing vowel digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word LIVE when teaching or reviewing unusual spelling (v followed e).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word LET when teaching or reviewing CVC words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word KNOW when teaching or reviewing irregular words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word JUST when teaching or reviewing ending blends.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word HOW when teaching or reviewing diphthongs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word HIS when teaching or reviewing unusual spelling pattern (s as /z/).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word HIM when teaching or reviewing CVC words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word HER when teaching or reviewing r-controlled vowels.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word HAS when teaching or reviewing unusual spelling (s as /z/).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word HAD when teaching or reviewing CVC words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word GOING when teaching or reviewing multisyllable words, glued sound – ng nk.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word GIVE when teaching or reviewing unusual spelling (i as long i in CVC words , v followed e).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word FROM when teaching or reviewing irregular words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word FLY when teaching or reviewing CV long vowels.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word EVERY when teaching or reviewing multisyllable words.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word COULD when teaching or reviewing unusual spelling (oul as oo, like in the word cook).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word BY when teaching or reviewing CV long vowels.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word ASK when teaching or reviewing ending blends.
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