The Being a Reader program uses a spell-out strategy for introducing high-frequency words. This strategy allows students who have not mastered spelling-sound relationships to make connections between the graphemes in a word and the word itself. The spell-out strategy draws students’ attention to each individual letter that comprises the word being taught. As they acquire more phoneme-grapheme connections, students will be able to connect the correspondences they know to high-frequency words (as well as to unknown decodable words). High-frequency words can be either permanently or temporarily irregular. A high-frequency word is permanently irregular if one or more graphemes does not conform to its regular phoneme sound. A high-frequency word can also be temporarily irregular because the specific sound-spellings in the word have not yet been acquired.
You may wish to incorporate spelling-sound correspondences students have mastered into the established spell-out strategy (read-spell-read routine). Use the sound-out support described in the guidance referenced below as you introduce high-frequency words and then continue with the review step as it appears in the lesson.
To learn more, read the blog “What Is Orthographic Mapping and How Does It Link to Comprehension?"