What if high-frequency words aren’t “irregular” after all?

In this episode of Literacy in Color, I sit down with Rebecca Loveless and Fiona Hamilton, co-authors of The High Frequency Word Project, to dig into the stories behind some of the most common words in English.

Too often, these little “function words” get handed to students on flashcards with the message: just memorize it. But Rebecca and Fiona show us that high-frequency words aren’t exceptions to the system, they have explanations. When we teach students the phonology, morphology, etymology, and meaning layers of these words, we give them logic, structure, and stories they can hold onto for life.

Key Takeaways:

• Why high-frequency words can be particularly tricky for students (and why function words often have “nebulous” meanings)
• The role of storytelling in making these words memorable, meaningful, and engaging
• How many high-frequency words trace back to Old English and what that history reveals about spelling today
• The difference between memorization and true orthographic mapping
• Practical classroom routines, like anchor–analyze–practice, tap spelling, and meaning games, that help students succeed

Whether you’ve ever wondered why “was” has an a, or why “know” keeps its silent k, this conversation will leave you empowered with strategies and stories to bring into your classroom.

Resources:

• Grab your copy of The High Frequency Word Project
• High Frequency Word Project Website
• High Frequency Word Project Facebook Page

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Connect with Rebecca Loveless:

• Website: www.illuminatewords.com
• LinkedIn
• Email: [email protected]

Connect with Fiona Hamilton:

• Website: https://wordtorque.com
• LinkedIn
• Email: [email protected]

Connect with Me:

• Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademy
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• Visit: www.michelleandthecolorfulclassroom.com
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Interested in Learning More about Morphology?

• Take our Course: Mastering Morphology: Foundations for Every Educator