Arguing that most basal reading programs lack appropriate instructional strategies for teaching irregular words, this paper summarizes a teaching strategy for introducing new irregular words to children and discusses learning activities to ensure students will have an instant recognition of these words. The paper suggests presenting three to six dissimilar words in five steps: (1) present the words to be learned and use them within the context of a sentence; (2) model the words to be learned; (3) have the class read the words as a group; (4) have individual children read the words; and (5) help the children visualize the words in their minds. The paper presents five learning activities (companion study, mastery checking, seat work exercises, parental involvement, and word games and activities) and guiding principles to make sure students receive enough practice and review of the irregular words. Twenty-three references and three appendixes of sample learning activity worksheets are attached. (RS)