When creating a list of high-frequency, irregular sight words, which set of words should be included?

Including high-frequency, irregular sight words in a reading curriculum is essential because these words often do not follow standard phonetic rules and must be memorized for fluent reading. The correct choice encompasses words that are commonly used in written English and frequently appear in texts, making them crucial for developing reading skills.

The selected set—features words like "have," "mother," and "been"—all of which are frequently encountered in both literature and everyday writing. Additionally, these words do not conform to regular phonetic patterns, which makes them irregular. Mastery of these words is important for students, as they will often come across them in various texts, thereby facilitating smoother reading comprehension and fluency.

In contrast, the other sets comprise words that are phonetically regular or less frequently encountered in high-texts, which limits their utility as irregular sight words. For example, words like "go," "play," and "see" (first set) are more phonetically regular, as are those in the third set such as "jump," "run," and "walk." The fourth set consists of descriptive adjectives that, while important, are not typically categorized in the high-frequency irregular sight word list. Therefore, the inclusion of the second set is justified