high-frequency words memory game
TRANSCRIPT
K|3|33A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
High-Frequency Words Memory GameUse the provided high-frequency word cards to play a memory game with your child.
Set up
1. Cut apart the high-frequency word cards. There are two matching sets of cards: one has a symbol on each word card (a star) and one does not.
2. Select nine high-frequency words. Use both word cards for each word you select, for a total of 18 cards. For example, if you select the word is, use the two is word cards, one with the star and one without it.
3. Place the selected cards face down in rows.
Play
1. Take turns. Turn over two cards, read each card out loud, and determine whether the same word is on each card.
2. If the cards match (for example, play, play), place to the side. If the cards do not match (for example, one, what), turn the cards back over in their original places.
3. Continue until all cards are matched.
on
e
wh
at
play
play
are
are
K|3|34 A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
a and
away
big
blue
can
com
e
dow
n
find
K|3|35A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
a and
away
big
blue
can
com
e
dow
n
find
for
funn
y
go
help
here I
in is it
K|3|36 A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
jum
p
little
look
mak
e
me
my
not
one
play
red
run
said
see
the
thre
e
to two
up
K|3|37A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
red
run
said
see
the
thre
e
to two
up
K|3|38 A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
we
whe
re
yello
w
you
all
am
are at ate
K|3|39A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
we
whe
re
yello
w
you
all
am
are at ate
be
blac
k
brow
n
but
cam
e
did
do
eat
four
K|3|40 A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
get
good
have
he into
like
mus
t
new
no
K|3|41A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
get
good
have
he into
like
mus
t
new
no
now
on our
out
plea
se
pret
ty
ran
ride
saw
K|3|42 A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
say
she
so
soon
that
they
this
too
und
er
K|3|43A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
wan
t
was
wel
l
wen
t
wha
t
whi
te
who will
with
K|3|44 A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
yes
K|3|45A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
yes
a and
away
big
blue
can
com
e
dow
n
find
K|3|46 A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
for
funn
y
go
help
here I
in is it
K|3|47A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
for
funn
y
go
help
here I
in is it
jum
p
little
look
mak
e
me
my
not
one
play
K|3|48 A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
red
run
said
see
the
thre
e
to two
up
K|3|49A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
red
run
said
see
the
thre
e
to two
up
we
whe
re
yello
w
you
all
am
are at ate
K|3|50 A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
be
blac
k
brow
n
but
cam
e
did
do
eat
four
K|3|51A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
be
blac
k
brow
n
but
cam
e
did
do
eat
four
get
good
have
he into
like
mus
t
new
no
K|3|52 A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
now
on our
out
plea
se
pret
ty
ran
ride
saw
K|3|53A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
now
on our
out
plea
se
pret
ty
ran
ride
saw
say
she
so
soon
that
they
this
too
und
er
K|3|54 A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
wan
t
was
wel
l
wen
t
wha
t
whi
te
who will
with
K|3|55A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills
wan
t
was
wel
l
wen
t
wha
t
whi
te
who will
with
yes