High frequency words, sight words, popcorn words, Dolch and Fry words! My Busy Day likes to name them Wonder Words because that is what they are - just wonder ful!

1. TO BUILD
THE SUPER HIGHWAY OF WONDER WORDS.
12 terrific things to do – INDOORS -
www.mybusyday.com.au
high frequency words, sight words, magic words, popcorn words, Dolch or Fry

2. WHY ARE WONDER WORDS SO WONDERFUL?
You may know WONDER WORDS by another name! Sight
words or high frequency words or Fry or Dolch words or
magic words or even popcorn words! I do love the idea of
popcorn words as these are the words that POP up all the
time in kid's readers.
But by far my favourite term is WONDER WORDS.
WONDER WORDS are the high frequency words that readers and
writers must have to instantly and automatically recognise without
having to try to figure them out, sound by sound.

So let’s build a super highway of WONDER WORDS!

3. ALL THE STEPS TO THE SUPER HIGHWAY CAN BE FOUND IN DETAIL AT
Step 1: Start with just 3 little words.
Step 2: Start slow and steady.
Step 3: Pay attention! Eyes on the WONDER WORD!
Step 4: Say the word OUT LOUD together, eyes on the word,
have a chat.
Step 5: Wrap the WONDER WORD up in meaning.
Step 6: Eyes closed! Take a picture!
Step 7: Make the WONDER WORD.
Step 8: Print off the extra WONDER WORDS.
Step 9: Get organised.
Step 10: Have fun
with the Ready, Set, Go activities for WONDER WORDS.
http://www.mybusyday.com.au
This way
to the
Super
Highway
of
Wonder
Words.

4. READY, SET, GO 1 - MATCH UPS
WHAT WE NEED:
‘matching paper,’ WW’s
The GROWN-UP:
*places target WW above line,
other WW’s and target below line.
Our LEARNER:
*chooses matching WW and
places it next to WW above the
line.
*continues with other WWs.
A matching activity, easy on the brain, best place to start.

5. READY, SET, GO 2 - MATCH UP STICKS
WHAT WE NEED:
word sticks in a container
The GROWN-UP:
*gives a matching set of WWs
to our learner
Our LEARNER:
*chooses a WW from
container and matches it to
one in their collection
:
The brain loves novel ways of doing things; matching using different materials.

6. READY, SET, GO 3 – MAKE IT!
WHAT WE NEED:
Magnetic letters, playdough,
wikisticks, letter tiles.
The GROWN –UP:
*provides current WW and the
making materials.
Our LEARNER:
*makes WW by copying and
then as confidence builds, makes
WW from memory.
Making involves movement and the senses. Making makes strong connections.

7. READY, SET, GO 4 - MIND READING
WHAT WE NEED.
Copy of current list of WW.
The Grown-up:
*needs to think out loud, by saying-
I’m thinking of a WW that has 3 letters.
I’m thinking of a WW starting with the letter ‘w’.
I’m thinking of a WW that has the vowel ‘i’ in it.
I’m thinking of a WW that rhymes with ‘he’
Our learner:
* locates the WW on their list and says the WW
OUT LOUD!
Saying the WW OUT LOUD engages more parts of the brain - better to build memory.

8. READY, SET, GO 5 – ME, ME, ME SENTENCES
WHAT WE NEED:
Paper/ cardboard, pencil / texta
The GROWN –UP:
*makes up a simple sentence starting with
learner’s name. Ben is the best. or ‘I am
the best.’
*writes sentence on paper/cardboard.
Our LEARNER –
*reads sentence with support and with
finger under each word for focus.
*makes up more sentences starting with
their name or WW ‘I’
Keep the sentences as they can be used
again in Jumble Up sentences.
Mia
Ben
Joey
For kids, it’s all about me,me,me! That’s why they easily engage when we use their name.

9. READY, SET, GO 6 - JUMBLE UP
WHAT WE NEED::
Re-use the ME,ME.ME sentences
The GROWN–UP:
*Show our learner how to cut up the
sentence, by cutting though the white
spaces between each word.
*Jumble up the sentence.
Our LEARNER –
*Unjumbles the sentence and reads it
with support as needed.
*Repeats this activity with other simple
sentences.
Keep the cut up sentences in envelopes
so they can be used again and again.
Learners must know: words make up a sentence and that there is a space between words.

10. READY, SET, GO 7 – WRITE IT!
WHAT WE NEED:
Shaving cream, coloured
crayons/pencils/textas, wikistix
The GROWN-UP:
*sets up materials.
*Copy of target WWs
Our LEARNER:
*copies target WWs in the chosen way.
To begin with, our learners may need to
copy the WWs but later on, they will be
able to recall them from memory.
Rainbow words
Shaving cream
Writing the WW in novel ways links the action of writing to the look and the feel of the word.

11. READY, SET, GO 8 – WORD SWAT
WHAT WE NEED:
Target WWs, fly [word] swat
The GROWN-UP:
*Set up target WWs in appropriate
places around your home.
*Say a WW that needs to be identified.
Our LEARNER:
*Finds the WW and gives it a swat
while saying the WW OUT LOUD.
Loads of fun and learning swatting WONDER WORDS; spelling them as well when you

12. READY, SET, GO 9 - TIC TAC TOE
WHAT WE NEED:
A few copies of Tic Tac Toe template,
markers/counters
The GROWN-UP:
*selects suitable target WW’s and
writes them on TTT template.
Our LEARNER:
*takes turns with partner to identify
WWs. The player who succeeds in
placing 3 markers in a horizontal,
vertical, or diagonal row is the winner.
Never be short of this fun game to play- again and again, building the super WW highway.

13. READY, SET, GO 10 – LEGO WONDER WORDS
WHAT WE NEED:
Lego, whiteboard pen/ WWs on paper
The GROWN –UP:
*attaches WWs or writes WWs onto Lego
pieces.
The LEARNER –
*can builds a tower of WW’s and reads
them.
*can put Lego WW’s in a bag and pull
them out and say the WW.
*can use them to make a sentence.
And yet another way to repeat the exposures to our WONDER WORDS to make them st

14. READY, SET, GO 11 - WONDER WORD CATCHER
WHAT WE NEED:
A Wonder Word Catcher, set up with
target WWs.
The GROWN–UP and Our LEARNER:
*take turns in choosing colour, then
number, then identifying WWs.
So much fun making a CATCHER
and then consolidating
our WONDER WORDS.
Making connections with hands on learning while talking, listening and moving.

15. READY, SET, GO 12 – FLASH LIGHT
WHAT WE NEED:
Target WWs on cardboard/paper, a
flash light.
The GROWN-UP:
*places target WWs on wall at end of
our learner’s bed.
*Says ‘Light up WONDER WORD ‘stop’
Light up WONDER WORD ‘was’
and so on!
Our LEARNER:
*Lights up the WONDER WORD, says it
and spells it OUT LOUD
saw

16. 1. WONDER WORDS are
part of our child’s reading
journey.
2. Visual memory is the
key.
3. We do not sound out
WONDER WORDS.
4. Less stress, more fun.
5. Less work sheets and
more hands on,
multisensory activities will
build the super highway.
BIG
messages
about -
WONDER
WORDS!

17. THANKS FOR VIEWING -
READY, SET, GO…..WONDER WORDS
For all free templates referred to,
please visit http://www.mybusyday.com.au
Building the SUPER HIGHWAY of WONDER WORDS in 10 minutes a day and
having fun!