Our Sight Words Teaching Resources are a sure thing if you want to develop those pre reading skills with your students. Fun, hands-on and engaging activities, worksheets & sight word lists!
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:
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’
Teaching Sight Words Teacher Resources
Download our teacher resources for teaching High Frequency Sight Words.
We’ve included a range of popular sight word lists, if you have a specific list of words you use, let us know and we’ll adapt a resource for you!
There’s Sight Word activities for the classroom and versions for distance learning too.
Please note our resources cannot be used on Outschool.
Click the image below to get resources for your Sight Word Lists…