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1 First Sight Words Frequency, complexity and strategy. Designed by a Speech Pathologist. A Resource for Key Area: Spelling and Decoding First Sight Words outlines a developmental sequence; the first 100 words to be instructed within the first year of reading instruction, the second 100 within second year of reading instruction and the third 100 words within the third year. The ordering of the sequence is based upon frequency of occurrence and also word complexity. COPYRIGHT INFORMATION 2012 PLD Organisation Pty. Ltd. (Publisher) - Written and edited by Diana Rigg. Illustrated by Deborah Walter. First Edition First Sight Words. Frequency, complexity and strategy. ISBN Methods to instruct each sight word are outlined. Flash cards and assessment sheets are also included. This resource is copyright under the Copyright Act, 1968 (Cth). All rights reserved. Copyright Guidelines: The purchasing Educational Institution is granted permission to copy or communicate only a reasonable proportion being no more than 10% or one chapter, at any given time, for educational purposes only. Artistic Works include illustrations, photographs, drawings, pictures and design components within teaching manuals and on flash cards, charts and posters. They should not be adapted or removed and are recognised by the Copyright Act Digital reproduction of this publication/resource or any proportion of it is strictly prohibited without written consent from PLD Organisation Pty. Ltd. This blackline master is published and sold with a limited copyright. It may only be reproduced by the original purchaser for use with their class(es). The publisher (PLD Organisation Pty. Ltd.) prohibits the loaning or onselling of this master for the purposes of reproduction. Please visit for our extended Copyright Guidelines.

2 Overview Of Contents First Sight Words - Frequency, complexity and strategy. 3-5 Key Reading And Spelling Pre-requisite Skills 6 Strategy s 7 The Use of Flash s 8 Target 1: 1a) Words 1-25 and 1b) Words The first 25 words on Fry s list comprise approximately a third of all published works: Target 1a: Words to be learned within the first year of literacy instruction Target 1a: Sight Word Checklist 17 The first 100 words on Fry s list comprise approximately a half of all published works: Target 1b: Words to be learned within the first year of literacy instruction Target 1b: Sight Word Checklist The first 300 words on Fry s list comprise approximately 65% of all published works: to be learned within the second year of literacy instruction Target 2: Sight Word Checklist 37 Target 3: Words The first 300 words on Fry s list comprise approximately 65% of all published works: Target 3: Words to be learned within the third year of literacy instruction. Sight words to supplement phonic based spelling lists Target 3: Sight Word Checklist 42 Remaining Words 301-1,000 From Fry s 1,000 Instant Words 43 Contents 2

3 FIRST SIGHT WORDS - Frequency, complexity and strategy. What are sight words? Sight words are a special category of words that students are instructed to recognise automatically (i.e. without picture cues or sounding-out.) The instant recognition is important due to the frequency at which sight words occur. Over half of every newspaper article, textbook, children s story and novel is comprised of just 300 words (Fry, 2000:4). What are the origins of the sight word lists? In 1948 Dolch developed the theory that children who memorise (or recognise) a key group of core words learn to read more easily and with improved comprehension. As an extension of this research, in the 1990 s Fry compiled a list of 1000 commonly used words and arranged the words according to their frequency of occurrence. Fry s (1999) extensive research uncovered that: The first 25 words on his list word list make up approximately a third of all published works. The first 100 words on his list word list comprise approximately a half of all published works. The first 300 words on his list word list make approximately 65% of all published works. Beginner readers and the sight words. It is well established in the literature that students require simultaneous instruction of phonics and sight words. Both sets of skills have been shown to assist beginning readers. A complication with sight word instruction is that a proportion of the sight words do not follow regular phonic rules. Another complication is that those words that do conform to phonic principles demand phonic knowledge that the beginning reader may not have yet acquired. This resource First Sight Words continues the work of Dolch and Fry by considering: 1. Complexity of the words 2. Methods to instruct each sight word. Beginning readers require the presentation of more simplistic high frequency words before the presentation of more complex and irregular high frequency words. While the sight words are still presented in Fry s groupings (i.e. the first 25, followed by words and finally words 101 to 300), it is within these groupings that the order has been updated to consider word complexity. This order presents words ranging from the regular (and easiest to master) to less regular (and more difficult to master). For the beginning reader this will facilitate greater success and reduced frustration. Presentation order of words (Targets 1 to 3). (The first 25 words on Fry s list comprise approximately a third of all published works.) Target 1a: Words 1-25 to be learned within the first year of literacy instruction. (Words on pages 10 to 16.) (The first 100 words on Fry s list comprise approximately a half of all published works.) Target 1b: Words to be learned within the first year of literacy instruction. (Words on pages 18 to 27.) (Targets 2 and 3: The first 300 words on Fry s list comprise approximately 65% of all published works.) to be learned within the second year of literacy intruction. (Words on pages 30 to 36.) Target 3: Words to be learned within the third year of literacy intruction. (Words on pages 39 to 41.) First Sight Words - Frequency, complexity and strategy. 3

4 FIRST SIGHT WORDS - Frequency, complexity and strategy. continued Flash s For words 1-200, each of these words are represented on a flash card with: Order of presentation (eg: Number 1). This does not represent the frequency ranking of a word within the 300 most commonly appearing words but rather the PLD recommended order of instruction. Please refer to the table at the bottom of page 3. The learning target which includes a guide for when words should be learned. For example: - Target 1a: Words 1-25 to be learned within the first year of literacy instruction. - Target 1b: Words to be learned within the first year of literacy instruction to be learned within the second year of literacy instruction. - Target 3: Words to be learned within the third year of literacy instruction. An explicit teaching strategy (or strategies) on the bottom left hand corner. Outline of strategies: Strategy 1: Sound-Out the Word When the high frequency sight word is regular, it is recommended that students are initially instructed to sound-out (or decode) the word. After repeated practice, students will no longer rely on strategy 1 as the sight words will be recognised automatically by sight. : Sound-Out and Think This is a two-stage strategy. First the sounding out strategy is applied and it produces a nonword; but when the beginning reader stops for a moment to think about the sounds that were produced they are often able to arrive at the associated real word. For example: Was: It then needs to be explained to the student that when sounded wahss is produced, but when the word is read (and spoken) it is verbalised as woz. Over time students will not require the adult s explanation. (For example: Child: W-ah-ss. Oh I know! That is that tricky word woz ). With a little more exposure and rehearsal students will not require strategy 2 and will instantly read the word as woz. : s knowledge assists the mastery of a significant proportion of the list words. The difficulty for beginning readers is that their knowledge of how alphabetic symbols are combined to represent sounds contained within words (i.e. phonics) is extremely limited. The alternating black and grey colour coding of the sight words assists the beginning reader by highlighting the sound and phonic structure in the sight words. However, when students would benefit from the explanation of a particular phonic concept, this is indicated by the phonic symbol being highlighted within the book icon in the left hand corner of the flash card. For example: ea representing an eeee sound greatly assists a beginning reader decode the word each. Where possible, it is recommended that strategy 3 sight words are linked with class-based phonic spelling lists. Strategy 4: Look and Learn If a sounding out strategy will not assist, a visual strategy is required. The icon of an eye, prompts the application of this learn the word by how it looks strategy. While repeated visual exposure may assist word recognition (reading), the application of an acronym will likely fast track the ability to spell the word. (For example: you your own unicorn; said silly ants in dustbins; because big elephants can always understand small elephants.) First Sight Words - Frequency, complexity and strategy. 4

5 The Use of Flash s Application at a Whole Class Level The cards contained within this resource can be used for: Whole class explicit instruction The creation of classroom displays To Establish Home Programs or Programs For Individual Students The reproducable flash cards can also be copied onto coloured paper, then be laminated, hole punched and attached to metal rings. By copying each page onto a different coloured paper sheet, this will also highlight the steps a beginning reader/speller is taking. The Use of Flash s 8

6 Target 1a: Words Number 9. : s th Strategy 1: Sound-Out the Word with Target 1a: Words Number 10. : s th Strategy 1: Sound-Out the Word : s Target 1a: Words Number 11. Strategy 1: Sound-Out the Word th this that Target 1a: Words Number 12. : s or Strategy 1: Sound-Out the Word for Photocopy the above cards then cut out and laminate. If desired, hole punch (top left corner) and attach to a ring. Target 1a 12

7 Target 1a: Words Number 13. : Sound-Out and Think is Target 1a: Words Number 14. Target 1a: Words Number 15. : Sound-Out and Think : Sound-Out and Think his as Target 1a: Words Number 16. : Sound-Out and Think was Photocopy the above cards then cut out and laminate. If desired, hole punch (top left corner) and attach to a ring. Target 1a 13

8 Sight Word Progress Check Target 1a: Words 1-25 to be learned within the first year of literacy instruction. The first 25 words on Fry s list comprise approximately a third of all published works. Student s Name: Order Word Reading Spelling Frequency Of Word* Dates of Assessments: Order Word Reading Spelling Frequency Of Word* 1 at 4th 14 his 18th 2 in 6th 15 as 16th 3 it 10th 16 was 12th 4 on 14th 17 to 5th 5 and 3rd 18 be 22nd 6 a 4th 19 he 11th 7 I 20th 20 of 2nd 8 from 25th 21 have 24th 9 with 17th 22 are 15th 10 this 23rd 23 the 1st 11 that 9th 24 they 19th 12 for 13th 25 you 8th 13 is 7th / / / / / / * Frequency ranking of a word. (Eg: The word at is the 4th most common word within the 25 words that comprise approximately a third of all published works.) A WORD OF CAUTION! Only progress onto the next sight word list (Target 1b) if: Students demonstrate rapid, automatic and accurate reading/recognition (i.e. without any evidence of sounding ) Students demonstrate rapid, automatic and accurate spelling Sight words are evident with correct spelling in the child s written work. Analysis of Performance: Rate student s overall performance. reading spelling and writing Aquisition Stage Mastery Stage Aquisition Stage Mastery Stage Incorrect reading Reliance on sounding-out Reads or recognises the word correctly but slowly Rapid and instant recognition Incorrect spelling evident Multiple attempts at spelling words Correct spelling but slow to process Correct spelling only in spelling tests Correct spelling evident in independent writing Target 1a: Sight Word Progress Check 17

9 how now Target 1b: Words Number 74. ow : s Target 1b: Words Number 75. ow : s down Target 1b: Words Number 76. about out ow : s Target 1b: Words Number 77. : s part ou Target 1b: Words Number 78. ou : s Target 1b: Words Number 79. ar : s has find Target 1b: Words Number 80. : Sound-Out and Think Target 1b: Words Number 81. : Sound-Out and Think Photocopy the above cards then cut out and laminate. If desired, hole punch (top left corner) and attach to a ring. Target 1b 24

10 one said Target 1b: Words Number 82. Strategy 4: Look and Learn Target 1b: Words Number 83. Strategy 4: Look and Learn your Target 1b: Words Number 84. do two Strategy 4: Look and Learn Target 1b: Words Number 85. many Strategy 4: Look and Learn Target 1b: Words Number 86. : Sound-Out and Think Target 1b: Words Number 87. : Sound-Out and Think other what Target 1b: Words Number 88. th : s : Sound-Out and Think Target 1b: Words Number 89. wh : s : Sound-Out and Think Photocopy the above cards then cut out and laminate. If desired, hole punch (top left corner) and attach to a ring. Target 1b 25

11 Sight Word Progress Check - Target 1b: Words to be learned within the first year of literacy instruction. The first 100 words on Fry s list comprise approximately a half of all published works. Student s Name: Order Word Reading Spelling Frequency Of Word* Order Word Reading Spelling Frequency Of Word* Dates of Assessments: / / / / / / Order Word Reading Spelling Frequency Of Word* 26 up 52nd 51 will 51st 76 down 92nd 27 if 50th 52 day 93rd 77 out 55th 28 had 28th 53 way 78th 78 about 54th 29 but 31st 54 may 98th 79 part 99th 30 not 32nd 55 her 62nd 80 has 69th 31 him 66th 56 over 100th 81 find 90th 32 did 94th 57 number 76th 82 one 27th 33 get 95th 58 long 91st 83 said 40th 34 can 39th 59 all 34th 84 your 38th 35 an 43rd 60 call 86th 85 two 71st 36 then 57th 61 each 44th 86 do 47th 37 them 58th 62 first 83rd 87 many 56th 38 than 82nd 63 oil 88th 88 other 53rd 39 look 70th 64 when 37th 89 what 33rd 40 see 75th 65 which 45th 90 word 30th 41 been 85th 66 make 64th 91 were 35th 42 by 29th 67 made 97th 92 there 41st 43 my 81st 68 like 65th 93 their 49th 44 no 77th 69 time 68th 94 use 42nd 45 go 74th 70 write 73rd 95 more 72nd 46 so 60th 71 these 59th 96 water 84th 47 we 36th 72 come 96th 97 who 87th 48 she 46th 73 some 61st 98 people 80th 49 into 67th 74 how 48th 99 could 79th 50 or 26th 75 now 89th 100 would 63rd * Frequency ranking of a word. (Eg: The word up is the 52nd most common word within the100 words that comprise approximately a half of all published works.) A WORD OF CAUTION! Only progress onto the next sight word list (Target 2) if: Students demonstrate rapid, automatic and accurate reading/recognition (i.e. without any evidence of sounding ) Students demonstrate rapid, automatic and accurate spelling Sight words are evident with correct spelling in the child s written work. Analysis of Performance: Rate student s overall performance. reading spelling and writing Aquisition Stage Mastery Stage Aquisition Stage Mastery Stage Incorrect reading Reliance on sounding-out Reads or recognises the word correctly but slowly Rapid and instant recognition Incorrect spelling evident Multiple attempts at spelling words Correct spelling but slow to process Correct spelling only in spelling tests Correct spelling evident in independent writing Target 1b: Sight Word Progress Check 28

12 most Number 165. new Number 166. ew little Number 167. year Number 168. le ear why turn high want Number 169. wh y as i Number 171. ur Number 173. igh Number 175. try right put any Number 170. y as i Number 172. igh Number 174. Number 176. ask Number 177. after Number 178. another Number 179. mother Number 180. Photocopy the above cards then cut out and laminate. If desired, hole punch (top left corner) and attach to a ring. Target 2 34

13 Sight Word Progress Check to be learned within the second year of literacy instruction. The first 300 words on Fry s list comprise approximately 65% of all published works. Student s Name: Dates of Assessments: / / / / / / Word Reading Spelling Frequency Order Of Word* Word Reading Spelling Frequency Order Of Word* Word Reading Spelling Frequency Order Of Word* Word Reading Spelling Frequency Order Of Word* 101 us 173rd 126 three 148th 151 study 194th 176 any 137th 102 man 123rd 127 say 125th 152 very 115th 177 ask 165th 103 set 150th 128 play 182nd 153 read 168th 178 after 116th 104 men 167th 129 away 185th 154 mean 135th 179 another 154th 105 big 158th 130 form 147th 155 found 193rd 180 mother 191st 106 tell 139th 131 small 149th 156 around 146th 181 answer 192nd 107 well 155th 132 boy 140th 157 house 187th 182 air 184th 108 old 136th 133 take 103rd 158 sound 102nd 183 only 104th 109 just 119th 134 place 108th 159 our 118th 184 sentence 122nd 110 land 170th 135 name 120th 160 show 144th 185 America 198th 111 spell 183rd 136 same 138th 161 know 107th 186 large 150th 112 hand 177th 137 came 142nd 162 follow 141st 187 animal 186th 113 still 195th 138 line 132nd 163 me 111th 188 different 171st 114 went 166th 139 home 172nd 164 kind 176th 189 also 145th 115 off 181th 140 page 189th 165 most 114th 190 through 129th 116 must 157th 141 change 180th 166 new 101st 191 great 126th 117 end 152nd 142 here 163rd 167 little 104th 192 move 174th 118 help 128th 143 where 127th 168 year 109th 193 does 153rd 119 such 160th 144 give 113th 169 why 164th 194 learn 196th 120 much 130th 145 live 110th 170 try 175th 195 should 197th 121 good 121st 146 too 134th 171 turn 167th 196 world 199th 122 need 169th 147 even 139th 172 right 133rd 197 work 106th 123 think 124th 148 letter 159th 173 high 200th 198 before 131st 124 thing 117th 149 again 179th 174 put 151st 199 because 161st 125 back 112th 150 point 188th 175 want 143rd 200 picture 178th * Frequency ranking of a word. (Eg: The word man is the 123rd most common word within the 300 words that comprise approximately 65% of all published works.) A WORD OF CAUTION! Only progress onto the next sight word list (Target 3) if: Students demonstrate rapid, automatic and accurate reading/recognition (i.e. without any evidence of sounding ) Students demonstrate rapid, automatic and accurate spelling Sight words are evident with correct spelling in the child s written work. Analysis of Performance: Rate student s overall performance. reading spelling and writing Aquisition Stage Mastery Stage Aquisition Stage Mastery Stage Incorrect reading Reliance on sounding-out Reads or recognises the word correctly but slowly Rapid and instant recognition Incorrect spelling evident Multiple attempts at spelling words Correct spelling but slow to process Correct spelling only in spelling tests Correct spelling evident in independent writing Target 2: Sight Word Progress Check 37

14 Target 3: Words to be learned within the third year of literacy instruction. Sight Words To Supplement Based Spelling Lists. a-e o-e ow be- aw as or ear tch as ch state late close those own below grow between begin began hear near i-e ou ir alk ew as oo y as ee al mile side life white while without mountain girl saw talk walk family body carry story watch always almost few le example ace face Target 3 40

15 Sight Word Progress Check - Target 3: Words to be learned within the second year of literacy instruction. The first 300 words on Fry s list comprise approximately 65% of all published works. Student s Name: Dates of Assessments: / / / / / / Word Spelling Frequency Of Word* Word Spelling Frequency Of Word* Word Spelling Frequency Of Word* Word Spelling Frequency Of Word* every 201st left 226th until 251st idea 276th near 202nd don t 227th children 252nd enough 277th add 203rd few 228th side 253rd eat 278th food 204th while 229th feet 254th face 279th between 205th along 230th car 255th watch 280th own 206th might 231st mile 256th far 281st below 207th close 232nd night 257th Indian 282nd country 208th something 233rd walk 258th real 283rd plant 209th seem 234th white 259th almost 284th last 210th next 235th sea 260th let 285th school 211th hard 236th began 261st above 286th father 212th open 237th grow 262nd girl 287th keep 213th example 238th took 263rd sometimes 288th tree 214th begin 239th river 264th mountain 289th never 215th life 240th four 265th cut 290th start 216th always 241st carry 266th young 291st city 217th those 242nd state 267th talk 292nd earth 218th both 243rd once 268th soon 293rd eye 219th paper 244th book 269th list 294th light 220th together 245th hear 270th song 295th thought 221st got 246th stop 271st leave 296th head 222nd group 247th without 272nd family 297th under 223rd often 248th second 273rd body 298th story 224th run 249th late 274th music 299th saw 225th important 250th miss 275th colour 300th * Frequency ranking of a word. (Eg: The word every is the 201st most common word within the 300 words that comprise approximately 65% of all published works.) A WORD OF CAUTION! Only progress onto the next sight word list if: Students demonstrate rapid, automatic and accurate reading/recognition (i.e. without any evidence of sounding ). However it is likely at this stage in a student s development that they are able to read the sight words and it is just the spelling that requires instruction. Students demonstrate rapid, automatic and accurate spelling Sight words are evident with correct spelling in the child s written work. Analysis of Performance: Rate student s overall performance. spelling and writing Aquisition Stage Mastery Stage Incorrect spelling evident Multiple attempts at spelling words Correct spelling but slow to process Correct spelling only in spelling tests Correct spelling evident in independent writing Target 3: Sight Word Progress Check 42