T.R.I.C.K.y Words
Lesson Goal
By the end of this lesson, you will:
Understand the difference between sight words, high-frequency words, and T.R.I.C.K.y Words.
Learn why memorization alone is not an effective instructional strategy.
Understand how orthographic mapping helps students learn words permanently.
See how the CRSL Red Flag Word approach aligns with the Science of Reading.
Be prepared to use the T.R.I.C.K.y Words Online lessons with confidence.
1: Why T.R.I.C.K.y Words Matter
The Reality of Reading
A relatively small number of words account for a large percentage of the words students encounter in text.
Words such as: { said 𐄁 come 𐄁 they 𐄁 was 𐄁 of } appear repeatedly in beginning reading materials.
Students who can read these words automatically are able to focus more attention on comprehension and fluent reading.
Key Idea
Not all frequently used words are easy to decode.
Some contain spellings students have not learned yet.
Others contain spellings that are genuinely unusual.
These are the words that often require explicit instruction.
2: Understanding the Vocabulary
Not all frequently used words are taught the same way.
Let’s start with four important terms.
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A sight word is any word that has been stored in memory and can be read automatically.
Examples:
cat
because
said
information
Whether a word is a sight word depends on the reader, not the word itself.
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High-frequency words are words that appear often in print.
Examples:
the
and
was
come
Not all high-frequency words are tricky.
Some are completely decodable.
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T.R.I.C.K.y Words contain:
unusual spellings
spellings students have not learned yet
patterns that require special attention
Examples:
said
one
they
come
T.R.I.C.K.y is a mnemonic used to teach students how to study and remember non-phonetic words and higher-level phonetic words that are not yet fully decodable.
T.R.I.C.K.y stands for:
T — Talk about the word, discuss its meaning. Talk about the “tricky” part(s) of the spelling.
R — Read and remember the word in context. Read it in sentences, phrases, and predictable text. Sky write the word while saying the letter names.
I — Imitate the word
Copy the word while saying the letter names.
C — Cover the word
Cover it and write it from memory while saying the letter names.
Emphasize the tricky part(s).K — Keep on guard and check your work. Ask: “Did I remember the tricky part?”
y — Yay! Celebrate that you have studied the word.
We focus on analyzing the spelling rather than simply memorizing the whole word.
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At CRSL, we use the term Red Flag Word.
A Red Flag Word alerts students:
‼️“There is a part of this word that needs special attention.”
This language helps students analyze words instead of treating them as random exceptions.
3: What the Research Shows
What Many of Us Learned
Memorize lists
Use flashcards
Learn words by visual shape
Practice disconnected word drill
What Research Shows
Orthographic mapping
Sound-spelling connections
Meaning matters
Practice in connected text
4: Core Concept: How Students Remember words
Q: How does a word become automatic?
A: By connecting meaning, sounds, and spellings.
Meaning → Sounds → Spellings => Automatic Reading
Research tells us that automatic word recognition develops when students connect what a word means, how it sounds, and how it is spelled. The stronger these connections become, the more easily students can recognize and read the word.
Memorization is the outcome. Connection is the process.
5: The CRSL Way
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LEARN
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REMEMBER
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LEARN * REMEMBER *
6: Temporary vs Permanent T.R.I.C.K.y Words
Some words are only tricky because students haven’t learned the pattern yet.
Some words will always remain tricky.
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SECTION 6:
What does this look like for your students?
Imagine a student reading:
“I said I would come.”
The student understands:
✓ s ✓ d
Only one part requires special attention.
Over time, students learn to think:
“Most of this word makes sense. I just need to remember the tricky part.”
LESSON SUMMARY
Students do not memorize words by shape.
Orthographic mapping builds automaticity.
T.R.I.C.K.y Words become manageable when students identify the tricky part.
CHECK YOURSELF
