Dolch Sight Words Grade 3 Free Download

Click the image to open up a printable PDF document with all 220 of the Dolch words sorted by grade. Within each grade the words are in frequency order with the most frequent word at the top of the list.

Below are the Dolch word lists, the 220 most common words and 95 additional nouns in children's reading books, in alphabetical order. Dolch words, or sight words, provide an excellent base for reading at an early age. They are often called sight words because some of them can't be sounded out, and need to be learned by sight.

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Note that all the Dolch words can be taught before children finish the first grade in school. Words in the second and third grade lists are more common in books for those age groups, but they do appear in books for earlier grades, just less frequently.

First of all I would Like to thank you for the website. I have a 4 1/2 year old daughter who is in Pre-k. I was trying to teach her sight words but she was uninterested and thought they are very boring. I had tried all sorts of things to make her learn sight words ex: using ipad, iphone, computer etc etc. but just printing a paper with simple word on it did the trick. She knows all her Pre-k 40 sight words and now has moved on to Kindergarten words. Just awesome.

We think kids should be taught to read with a foundation of phonemic awareness. Then with a combination of phonics and sight words. You need both. Phonics lets you decode new words. Sight Words gives you speed and helps you with phonetically irregular words. You need both.

Sight words are also essential to the instruction of English Language Learners (ELLs, also known as ESL students) at the upper grades. Sight words are not only critical for learning to read the English language, they are also the building blocks of conversation. Focusing instruction in the ESL classroom on sight words benefits ELLs in the same ways that elementary level instruction does. It provides these students access to at least half of the words they will read allowing them to concentrate on decoding and learning more complex English vocabulary.

After last year being my first year and feeling so overwhelmed with sight words, this is a wonderful resource to me! I just printed the personal word wall pages, the punch cards, the BANG game, and the word collector notebook. I'm thinking of taking the word collector notebook cover page and gluing it to little half sized notebooks from the dollar store. We don't get a lot of copies at my school and I could just write the word in the upper corner and have them glue the words on the pages. Thank you so so much for sharing these great things! Hopefully I am more prepared to teach sight words next year!! ?

I agree the ideas to retain the sight words are wonderful. However let's keep in mind most of the words are highly decodable if students are taught spelling patterns and rules. If you read the book Reading in the Brain, scientists have discovered that whole word reading is not the most efficient for the brain. Even sight words can be taught using phonics or spelling patterns or etimology. Sight words shouldn't be treated as words completely different than the rest of our language.

A number of years ago, a teacher we respect enormously asked for help because many of her Tier 2 students and all of her Tier 3 students in first and second grades were failing to learn high-frequency words, even though they were progressing in their phonics lessons. We observed her teaching the digraph th to a group of four Tier 3 first grade students. This lesson was in April. Her students had learned to read CVC words and this was their first lesson with digraphs. The high-frequency words the students were responsible for knowing in this lesson were the color words: blue, red, yellow, orange, purple, and green. None of the four students could spell more than two of the words accurately. All four students had difficulty reading those words when they were mixed into lists with other high-frequency words. (Indeed, they were having difficulty reading all the high-frequency words in the lists.)

To teach these ten pre-reading sight words, we recommend introducing one word at a time. Teaching these words in the order listed can minimize confusion for students. For example, the and a are unlikely to be confused, as are I and to. However, to and of are widely separated on the table because both are two-letter words with the letter o, and t and f have similar formations.

1The source for words on the Dolch 220 List is: Dolch, E. W. (1936). A basic sight vocabulary. The Elementary School Journal, 36(6), 456-460. Tables in this article show frequency rankings for words on the Dolch 220 list. Rankings for words on the Dolch 220 List can be found in many places, but we did not find a primary source that can be attributable to Dr. Dolch.

In order to implement the new phonics-based model for teaching high-frequency words, teachers will need to fit high-frequency words into phonics instruction. To do this, generally a committee of three or four kindergarten and first grade teachers organizes their lists of high-frequency words according to Heart Words and Flash Words by spelling patterns. Next they determine when and how high-frequency words fit into the phonics scope and sequence. These same teachers provide professional development to show other teachers how to implement the new model.

The Dolch word list is a list of frequently used English words (also known as sight words), compiled by Edward William Dolch, a major proponent of the "whole-word" method of beginning reading instruction. The list was first published in a journal article in 1936[1] and then published in his book Problems in Reading in 1948.[2]

Dolch compiled the list based on children's books of his era, which is why nouns such as "kitty" and "Santa Claus" appear on the list instead of more current high-frequency words. The list contains 220 "service words" that Dolch thought should be easily recognized in order to achieve reading fluency in the English language. The compilation excludes nouns, which comprise a separate 95-word list. According to Dolch, between 50% and 75% of all words used in schoolbooks, library books, newspapers, and magazines are a part of the Dolch basic sight word vocabulary; however, bear in mind that he compiled this list in 1936.

Cognitive neuroscientist, Stanislas Dehaene, writes "cognitive psychology directly refutes any notion of teaching via a 'global' or 'whole language' method." He goes on to talk about "the myth of whole-word reading" (also: sight words), saying it has been refuted by recent experiments. "We do not recognize a printed word through a holistic grasping of its contours, because our brain breaks it down into letters and graphemes."[4] Cognitive neuroscientist, Mark Seidenberg, says "the persistence of the whole language ideas despite the mass of evidence against them is most striking at this point", and goes on to describe it as a "theoretical zombie" because it persists in spite of a lack of supporting evidence.[5] In addition, according to research, whole-word memorisation is "labor-intensive", requiring on average about 35 trials per word.[6]

These lists of words are still assigned for memorization in elementary schools in America and elsewhere. Although most of the 220 Dolch words are phonetic, children are sometimes told that they can't be "sounded out" using common sound-to-letter phonics patterns and have to be learned by sight; hence the alternative term, "sight word". The list is divided according to the educational stage in which it was intended that children would memorize these words.

Dolch third grade sight words flash cards are a great exercise to practice recognizing these 41 common words. Dolch included the following sight words on his third grade list: about, better, bring, carry, clean, cut, done, draw, drink, eight, fall, far, full, got, grow, hold, hot, hurt, if, keep, kind, laugh, light, long, much, myself, never, only, own, pick, seven, shall, show, six, small, start, ten, today, together, try & warm.

The three PDF files noted below contain 41 Dolch third grade sight word flash cards. The PDF files are large so it will take a few moments to retrieve them. Consider laminating the flash cards or pasting them to index cards or a similar card stock.

If your child needs practice writing each sight word, consider using the dotted line flash cards. If your child is creative and enjoys coloring, consider using the flash cards with bubble fonts. Color each sight word and add a stick figure to represent the word (some words will be more difficult than others to illustrate, e.g., if). You could also look for pictures or words in a magazine and glue them to the flash card. The regular font sight word flash cards will give you a traditional looking flash card. Consider laminating each flash card as you will most likely use these cards numerous times.

Third grade-level sight words include words that students are most likely familiar with and will be encountering more frequently in age-appropriate reading materials. Memorizing these words will not only help them with reading comprehension and fluency, but will also help them further develop their writing skills. The comprehensive list of 3rd grade Dolch sight words includes: e24fc04721