Teaching the First 100 Sight Words - PLD Literacy 100 Sight Words Flash cards, games, ... Explicit...

COPYRIGHT INFORMATION 2015 PLD Organisation Pty. Ltd. (Publisher) - www.pld-literacy.org

Written and edited by Diana Rigg. Illustrated by Deborah Walter.

First Edition 2015 - Teaching the First 100 Sight Words. Flash cards, games, assessments and display.

ISBN 978-1-925057-09-6

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 commu-nicate 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 teach-ing manuals and on flash cards, charts and posters. They should not be adapted or removed and are recognised by the Copyright Act 1968. 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 loan-ing or onselling of this master for the purposes of reproduction.Please visit www.pld-literacy.org for our extended Copyright Guidelines.

Teaching the First 100 Sight Words

Flash cards, games, assessments and display

Designed by a Speech Pathologist.

Four explicit instruction strategies are applied to the first 100 sight words.

Methods for whole class and small group explicit instruction.

Reading and spelling consolidation tasks.

Sight word reading and sight word spelling progress checks.

A Learning Resource for Key Area: Spelling and Decoding

Contents Teaching the First 100 Sight Words PLD Organisation Pty. Ltd. 2

Overview Of Contents

Sight Word Theory Summary 3 - 4

What are sight words? 3What are the origins of sight word lists? 3Beginner readers and the sight words. 3Presentation order of sight words. 3Early reading and spelling of sight words. 4Acquisition period 4

Whole Class and Small Group Explicit Instruction 5

Strategy 1: Sound- out the word 6

Strategy 2: Sound- out and then think 10

Strategy 3: Learn the phonics, learn the word 14

Strategy 4: Look and think and learn a trick 25

Games and Activities 29

Games to Rehearse Sight Word Reading

Bingo 30 - 42

Games to Rehearse Sight Word Reading and Spelling

Find That Dinosaur 43 - 53

Sight Word Fishing 54 - 67

Board Games 68 - 72

Games to Rehearse Sight Word Spelling

Sight Word Spelling Practice 73 - 75

Sight Word Reading Progress Check 76 - 77

Sight Word Spelling Progress Check 78

Sight Word Theory Summary Teaching the First 100 Sight Words PLD Organisation Pty. Ltd. 3

Sight Word Theory Summary

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 compli-cation is that those words that do conform to phonic principles demand phonic knowledge that the beginning reader may not have yet acquired.

This resource 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 pres-entation 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 26-100 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 sight 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.

(The first 100 words on Fry’s list comprise approximately a half of all published works.)Target 1b: Words 26 - 100 to be learned within the first year of literacy instruction.

(Targets 2 and 3: The first 300 words on Fry’s list comprise approximately 65% of all published works.)Target 2: Words 101 - 200 to be learned within the second year of literacy instruction.Target 3: Words 201 - 300 to be learned within the third year of literacy instruction.

Sight Word Theory Summary Teaching the First 100 Sight Words PLD Organisation Pty. Ltd. 4

Sight Word Theory Summary continued

Early reading and spelling of sight words.

A synthetic phonics approach is required along side explicit approach to sight words.

It is common for many students to learn to read the words with relative ease (i.e. by sight) but then to lag with their ability to spell the words. Full and deep sight word mastery requires students to master both the rapid, automatic word recognition and also the ability to spell the words.

Fry cautions “Just because students have mastered the list words one day, don’t be surprised as they don’t remember all the words the next week. This is why review and more practice are needed.” (Fry, 1999: 45) Demonstration of sight words’ in spelling and written tasks ensures a deeper level of mastery of the words than just reading recognition alone.

Acquisition period.

Fry (1999) states “An average student in an average school situation learns most of the first 100 words to-ward the end of the first year. The second hundred words are added during the second year. It is not until sometime in the third year that all 300 words are really mastered ...”. (Fry, 1999: 43). Fry goes on to explain the remainder of the ‘1000 Instant Words’ are recommended for students within Year 4 and 5. Hence take time to introduce, revise and consolidate the word lists in reading, spelling and writing before progressing onto more complex words.

References Dolch, E. W. (1936). A basic sight vocabulary. The Elementary School Journal, 36(6), 456–460. Education Department of South Australia. (1984). Salisbury word list. In Education Department of South Australia (Ed.),

Spelling R–7 Language Arts (pp. 73–80). Adelaide: Education Department of South Australia. Fry, E. (1980). The new instant word list. The Reading Teacher, 34(3), pp. 284–289. Fry, E. (1999) 1000 Instant Words, Teacher Created Resources Inc. Laguna Beach Educational Books, USA

A Word Of Caution Before introducing the sight word lists it is necessary that the pre-literacy (i.e. prerequisite skills) have been acquired.

Blending (a prerequisite for decoding)

Combining of 3 phonemes/sounds to form a word.

Segmentation (a prerequisite for spelling)

The ability to identify the initial, medial and final sound

in a target word.

Phonemic Awareness Prerequisite Skill

What are the sounds in the word ‘tap’?

Explicit teaching instruction on each card...

Guess the picture: Squeeze the sounds together

and guess the picture: “b” (pause) “u” (pause) “s”?

Over 100 colour cards included in the pack to rehearse this skill.

View video demonstrations and order resources at www.pld-literacy.org

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Alphabet ‘Sound’ KnowledgeThe conversion of the

alphabet symbols into their corresponding sounds.

Alphabet Prerequisite Skill

Cards are presented in 4 letter sound groups:Grp 1: s, a, t, p, i, n Grp 2: m, r, h, e, d, cGrp 3: f, l, g, o, u, b Grp 4: w, j, v, k, z, y, q, xFocus on one group at a time.

Double sided A5 flash card set with action on the reverse side.

STEP 1: Strategy 1 Words

is, as, his, to, was, he, be, of, have, no, go, so, has, find, we,

into, do, many, other, what, water, people

REVISE the strategy 1 words while introducing the irregular words for which a decoding strategy can still be applied.

with, this, that, the, then, them, than, she, look, see, been, day, way, may, or, for,

more, her, over, number, all, call, part, are, by, my, make, made, like, time, write,

these, use, how, now, down, out, about, oil

REVISE the strategy 1 and 2 words while introducing the phonic concepts embedded within each of the strategy 3 words.

at, in, it, on, and, from, a, I, up, if, had, but, not, him, did, get, can, an, will, long

FOCUS on the regular sight words which can be decoded (or sounded out).

they, you, one, said, your, two, word, were, there, their,

who, could, would, some, come

REVISE the strategy 1, 2 and 3 words while instructing the most complex words in the list. Teach students to ‘look at the words, and think to find a trick’ to learn the words.




Explicit Instruction Of First 100 Sight Words Teaching the First 100 Sight Words PLD Organisation Pty. Ltd. 5

Whole Class And Small Group Explicit Instruction



is, as, his, to, was, he, be, of, have, no, go, so, has, find, we, into, do, many, other, what, water, people


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with, this, that, the, then, them, than, she, look, see, been, day, way, may, or, for, more, her, over, number, all, call, part . . .

they, you, one, said, your, two, word, were, there, their, who, could, would, some, come


is, as, his, to, was, he, be, of, have, no, go, so, has, find, we, into, do, many, other, what, water, peoplewith, this, that, the, then, them, than, she, look, see, been, day, way, may, or, for, more, her, over, number, all, call, part, are, by, my, each, first, which, when, make, made, like, time, write, these, use, how, now, down, out, about, oil

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Teaching the First 100 Sight Words - Quick Reference Card

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Games to Rehearse Sight Word Learning Teaching the First 100 Sight Words PLD Organisation Pty. Ltd. 29

Games & Activities

Games to Rehearse Sight Word READING

Bingo page 30 - 42

Games to Rehearse Sight Word READING and SPELLING

Find That Dinosaur page 43 - 53

Sight Word Fishing page 54 - 67

Board Games page 68 - 72

Games to Rehearse Sight Word SPELLING

Sight Word Spelling Practice page 73 - 75

Sight Word READING and SPELLING Progress Checks

Reading Progress Check page 76 - 77

Spelling Progress Check page 78


2 or 3 Player Bingo: Incorporating Strategy 1 - Sound-out the words (pages 30 to 32)Photocopy onto paper and laminate. Cut to make bingo board (top section) and bingo word cards (bottom section).

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Strategy1: Sound-out the words

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2 or 3 Player Bingo: Incorporating Strategy 3 - Learn the phonics, learn the words and Strategy 4 - Look and think and learn a trick (pages 40 to 42)Photocopy onto paper and laminate. Cut to make bingo board (top section) and bingo word cards (bottom section).

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Strategy3: Learn the phonics, learn the words AND

Strategy4: Look and think and learn a trick


Instructions for the game: FIND THAT DINOSAURThis game introduces the ‘Look – Say – Cover – Write – Check’ method. Students are required to look at the word, say it aloud, cover the word, spell the word and then check their spelling.

PREPARATION & MATERIALS REQUIRED • Cut out eggs and chicken cards (on page 43 to 53) and then laminate.• Small whiteboards and coloured white board markers.

HOW TO PLAY 1. Play this game with a small group.2. Place all of the cards right way up on the playing surface (i.e. with the words visible).3. Choose one player to be the “chicken hider”. The other players turn away and close eyes while the

“chicken hider” hides the chicken under one of the cards.4. Each of the other players’ take turns to guess which word the chicken is hiding under. They must point to

a word and say: “Is the chicken hiding under the word________?5. When the “chicken” is found, the group look and “say” or read the word on the egg. The word is the

covered. The group then write the word onto a white board. All written words are then checked before steps 3 and 4 are repeated.

Cards for the game: FIND THAT DINOSAUR (Sight Word Learning Strategy 1 “Sound-out the words”)

Game instructions are located above.

at in it

on and


Cards for the game: FIND THAT DINOSAUR (Sight Word Learning Strategy 2 “Sound-out and then think”) continued

Game instructions are located on page 43.

into do many

other what water

people Cards for the game: FIND THAT DINOSAUR (Sight Word Learning Strategy 3 “Learn the phonics, learn the words”)


with this


Cards for the game: FIND THAT DINOSAUR (Sight Word Learning Strategy 4 “Look and think and learn a trick”)


who could would

some come


Instructions for the game: SIGHT WORD FISHINGThis game introduces the ‘Look – Say- Cover – Write – Check’ method. Students are required to look at the word, say it aloud, cover the word, spell the word and then check their spelling.

PREPARATION & MATERIALS REQUIRED • Cut out sea creatures (on page 54 to 67) and then laminate.• Attach a paper clip to each creature and put them in a “bucket” or container.• You will also need a fishing rod which can be made from a magnet tied to a stick or ruler.• Small whiteboards and coloured white board markers.

HOW TO PLAY 1. Play this game in a small group.2. Place all of the sea creatures onto the table/floor.3. Students take turns to catch a fish using the fishing rod.4. When a fish is caught, the group needs to: a. Look at the word. d. Write the word onto a small whiteboard. b. Say or “read” the word aloud. e. Check the spelling of the word. c. Cover or turn over the word.5. Repeat steps 3 and 4.

Cards for the game: SIGHT WORD FISHING (Sight Word Learning Strategy 1 “Sound-out the words”)

Game instructions are located above.

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Cards for the game: SIGHT WORD FISHING (Sight Word Learning Strategy 2 “Sound-out and then think”)


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Cards for the game: SIGHT WORD FISHING (Sight Word Learning Strategy 3 “Learn the phonics, learn the words”)


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Cards for the game: SIGHT WORD FISHING (Sight Word Learning Strategy 4 “Look and think and learn a trick”)



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Reading and Spelling Game: Incorporating Strategy 2 wordsPhotocopy onto coloured paper and laminate. If necessary, enlarge to A3 size.Rules: Roll a dice and move counter. Read the word. Cover the word. Write the word on a white board.

TIP

Remember to sound-out and

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Reading and Spelling Game: Incorporating Strategy 3 words with phonic concepts th, sh, oo, ee, ay, or, ore, er, all, arPhotocopy onto coloured paper and laminate. If necessary, enlarge to A3 size.Rules: Roll a dice and move counter. Read the word. Cover the word. Write the word on a white board.

TIP

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before playing

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Sight Word Reading Progress Check Teaching the First 100 Sight Words PLD Organisation Pty. Ltd. 76

Sight Word Reading Progress Check: Words 1 - 100 (page 1 of 2)

The first 100 words on Fry’s list comprise approximately a half of all published works.

Student’s Name: ___________________________________________

Date of Assessments:

at in it on and

from a I up if

had but not him did

get can an will long

is his as was to

be he of have no

go so has find we

into do many other what

water people

ANALYSIS OF PERFORMANCE: Rate student’s performance.

Acquisition Stage Mastery Stage Other observations:

Incorrect reading.

A reliance on sounding-out.

Reads or recognises the word correctly but slowly.

Rapid and instant recognition of words on flash cards.

Rapid and instant recognition of words in reading books.

Only progress onto the next sight word list when students demon-strate automatic and accurate reading.

____/____/________/____/________/____/____

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Sight Word Spelling Progress Check Teaching the First 100 Sight Words PLD Organisation Pty. Ltd. 78

Sight Word Spelling Progress Check: Words 1 - 100The first 100 words on Fry’s list comprise approximately a half of all published works.

Student’s Name: ___________________________________________

Date of Assessments:

ANALYSIS OF PERFORMANCE: Rate student’s performance.

Acquisition Stage Mastery Stage Other observations:

Incorrect spelling evident.

Two or more attempts at spelling many of the words

Correct spelling but slow processing.

Correct spelling only in spelling tests.

Correct spelling evident in inde-pendent writing.

Only progress onto the next sight word list when correct spelling is evident in the students written work.

____/____/________/____/________/____/____

Teaching the First 100 Sight Words - PLD Literacy 100 Sight Words Flash cards, games, ... Explicit...

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