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Fry’s Sight Words Activities

Fry’s Sight Words Activities

These Fry’s Sight Words Activities are perfect for building pre-reading skills for your young readers. Fun, engaging teaching resources to help kids learn their first sight words!

Sight words, or high frequency words, as they are sometimes known, are the most commonly used words that young children are taught and memorise.

This is so that they can automatically recognise these words while reading without having to use decoding strategies.

Knowing sight words allows students to maintain speed and fluency while reading, which is needed to comprehend a text.

Sight Words are a list of words that appear on almost any page of text. They are often know as 100 common used words, or ‘magic’ 100 sight words, and are required to support the development of reading.

There are many sight word lists and programs, all with sight words that are appropriate for the reading ability of the student. 

They include words that are difficult to spell or sound out, like: 

  • who
  • the
  • he
  • were
  • does
  • their
  • me
  • be

for example.

Learning Sight Words, as part of a Phonics literacy program, is a critical part in the reading  process.  Just know that memorising high frequency words is not the only piece in the learning to read puzzle.  And learning sight words alone or in isolation will not help your kids learn to read.

Knowing Sight words or being able to automatically recognise, pronounce, and understand words in context will help students to read with accuracy and fluency, which in turn builds comprehension.

So teaching Sight Words is pretty important to producing successful Readers!

Teaching High Frequency Sight Words

Here’s the continuum of learning for formally teaching High Frequency Words (Sight Words) from Foundation – Year 6. 

You’ll find teaching Sight words under Phonics & Word Knowledge in the Language Strand, and in Literacy under Interpreting, analysing, evaluating.

Click each arrow to see the details:

Know how to read and write some high frequency words and other familiar words (ACELA1817)

  • Learning an increasing number of high-frequency words recognised in shared texts and texts being read independently, for example ‘and’, ‘my’, ‘is’ ‘the’ ‘and’ ‘went’
  • Knowing how to write students’ own names and those of other familiar people

Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY16549)

Use visual memory to read and write high-frequency words – (ACELA 1821)

  • Learning an increasing number of high-frequency words recognised in shared texts and texts being read independently, for example ‘one’, ‘have’, ‘them’ and ‘about’

Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

  • Recognising most high frequency sight words when reading tex

Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their sounds (ACELA1823)

  • Using known words in writing and spelling unknown words using morphemic knowledge of letter patterns and morphemes, for example the words ‘sometimes’, ‘something’ and ‘anything’
  • Using known words in writing and spelling unknown words using morphemic knowledge of letter patterns and morphemes, for example the words ‘one’, ‘once’, ‘only’ and ‘lone’

Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

  • Using knowledge of sound–letter relationships and high frequency sight words when decoding text

Recognise and know how to write most high frequency words including some homophones (ACELA1486)

  • Drawing on meaning and context to spell single-syllable homophones, for example ‘break’ or ‘brake’ and ‘ate’ or ‘eight’

Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780)

  • Using meaning and context to determine the spelling of homophones, for example ‘there’ and ‘their’; ‘no’ and ‘know

Understand how to use phonic knowledge to read and write less familiar words that share common letter patterns but have different pronunciations

  • Recognising and writing less familiar words that share common letter patterns but have different pronunciations, for example ‘journey’, ‘your’, ‘tour’ and ‘sour’

Understand how to use phonic knowledge and accumulated understandings about blending, letter-sound relationships, common and uncommon letter patterns and phonic generalisations to read and write increasingly complex words

  • Using phonic generalisations to read and write complex words with uncommon letter patterns, for example ‘pneumonia’, ‘resuscitate’ and ‘vegetation’

Fry's Sight Words Activities

There are literally hundreds of Sight Words on the Fry’s High Frequency list! We have split them into more manageable lists which we have used in our resources.

Fry’s First 30 High Frequency Sight Words

the, of, and, a, to, in, is, you, that, it, he, was, for, on, are, as, with, his, they, I, at, be, this have, from, or, one, had, by, words.

 

Frys 31-60

but, not, what, all, were, we, when, your, can, said, there, use, an, each, which, she, do, how, their, if, will, up, other, about, out, many, then, these, so.

Fry’s 61-90

some, her, would, make, like, him, into, time, has, look, two, more, write, go, see, number, no, way, could, people, my, than, first, water, been, called, who, oil, i=sit, now

Fry’s 61-90

some, her, would, make, like, him, into, time, has, look, two, more, write, go, see, number, no, way, could, people, my, than, first, water, been, called, who, oil, sit, now.

find, long, down, day, did, get, come, made, may, part.

FEED Me Fun Sight Word Games

This set of”Feed Me” Fun Sight Word Activities are for the most common 100 words (Magic M100W). These activities contains words from the sight lists above.

These games are perfect for any situation, whole class, literacy centres, independent work, morning work and early finishers. They can even be sent home!

The packs contains several parts that can be used as suggested or however you like! Get Creative! 

We’ve separated & grouped the words into lists 1,2,3, lists 4 & 5, List 6 & 7. this is to keep the file sizes down. You’ll find lists for each “Feed Me animal together so you can easily download what you want.

Here’s what’s included:

  • Say it, Make it, Spell it, Write it! “Feed Me” activity centre⁣
  • Sight word lists for fast recall, display or to send home to parents
  • Sight word flashcards, for play trays, salt writing, sensory bins, swat games, displays, fast recall or sending home
  • 2 B&W Student sheets, one for checking off the memorised words, and one for tracing the words

Fry's Sight Words List Activities

Fry's Sight word Game First 100 Words 1-30
Fry's Sight word Game First 100 Words 31-60
Fry's Sight word Game First 100 Words 61-90
Fry's Sight word Game First 100 Words 91-100

Click the images below to see activities for more Sight Word Lists

Fry's Sight Words Activities
Magic 100 Sight Words Activities

 

 

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