The HeidiSongs sight words songs were specifically written to help children memorize the spellings of the most commonly used high frequency words. Sight words, or "high frequency words", are words that are seen most commonly in children's books and other print. Sight words are an important building block for early readers because they make up much of what a child will encounter when reading any book, worksheet or environmental print. Children are encouraged and expected to recognize these words by sight; that is, to memorize them without sounding out or using other strategies. Every volume covers different high frequency words, increasing in difficulty with each volume. Different schools vary in the sight words they choose to teach first, so parents should check with your child's school to see a list of sight words taught in his or her class. Then see which volume of Heidisongs sight words best matches what you need!
This original set of songs were written specifically to help children memorize the spellings of the first 25 high frequency words presented in the Houghton Mifflin Language Arts Series. Download the printable song lyrics and movements for fun and active learning. Or, get it on DVD in addition to the CD and have your child do the movements right along with Heidi!
Words Covered Are:
and, are, can, for, go, have, he, here, is, like, me, my, of, on, play, said, see, she, that, the, they, to, was, with, you and I'm Done.
The Importance of Sight Words
“Sight word” is the term that many teachers use to describe a word in written English that cannot be sounded out, and therefore must be memorized on sight. The reason that most sight words cannot be sounded out is because they do not follow the regular spelling and phonics patterns that are often taught to children when they are beginning to read.
For example, in the word, “the,” the reader must first recognize that the “th” together forms one sound /th/, and the “e” makes neither the short or long /e/ sound, but a short /u/ sound. Likewise, the word, “said” may start and end phonetically, but the middle of the word has short /e/ sound spelled with two letters (“ai”) that are not sounded at all.
In addition, when the children find the words or movements amusing, they are also more likely to remember that song/word, since it touched their emotional side as well. All of this adds up to a learning tool that can reach even special needs children in a regular classroom setting, while at the same time keeping the faster learners happy and challenged as well- because ALL kids learn best when learning is FUN and ACTIVE!