Teaching the First 100 Sight Words
- Page 2 and 3: PLD’s Three Key Areas ...to maxim
- Page 4 and 5: Overview Of Contents Sight Word The
- Page 6 and 7: Sight Word Theory Summary continued
- Page 8 and 9: Word 1 TIP Sound-out the word Word
- Page 10 and 11: Word 13 Word 10 not TIP TIP if Word
- Page 12 and 13: Word 22 TIP Sound-out and then thin
- Page 14 and 15: Word 34 Word 31 find TIP TIP go Wor
- Page 16 and 17: Hole Punch Hole Punch Hole Punch th
- Page 18 and 19: oi ar y as igh ir wh ir ea wh Teach
- Page 20 and 21: Word 45 TIPS th Learn the phonics S
- Page 22 and 23: Word 57 or day or ay TIPS Learn the
- Page 24 and 25: Word 69 TIPS ea Learn the phonics S
- Page 26 and 27: Word 81 TIPS ow Learn the phonics S
- Page 28 and 29: Word 90 TIP Look and think and lear
- Page 30 and 31: Teaching the First 100 Sight Words
- Page 32 and 33: Strategy 1: Sound-out the words at
- Page 34 and 35: Strategy 1: Sound-out the words fro
- Page 36 and 37: Strategy 1: Sound-out the words AND
- Page 38 and 39: Strategy 2: Sound-out and then thin
- Page 40 and 41: Strategy 2: Sound-out and then thin
- Page 42 and 43: Strategy 3: Learn the phonics, lear
- Page 44 and 45: Strategy 3: Learn the phonics, lear
- Page 46 and 47: Cards for the game: FIND THAT DINOS
- Page 48 and 49: Cards for the game: FIND THAT DINOS
- Page 50 and 51: Cards for the game: FIND THAT DINOS
PLD’s Three Key Areas<br />
...to maximise primary school literacy achievement<br />
Mission Statement<br />
PLD is a dynamic organisation that<br />
equips parents and teachers with<br />
quality education programs,<br />
resources and services designed<br />
to maximise literacy-based learning<br />
outcomes for 3 to 11 year olds.<br />
PLD’s resource range is derived<br />
from <strong>the</strong> disciplines of speech<br />
pathology, occupational <strong>the</strong>rapy<br />
and education.<br />
PLD advocates that a child<br />
is more likely to reach <strong>the</strong>ir full<br />
academic potential when<br />
three, key areas are<br />
simultaneously developed.<br />
Spelling and Decoding Skills<br />
‘Word Attack’ skills are predominately<br />
derived from:<br />
• Orthographic knowledge - <strong>the</strong> order and<br />
use of symbols (letters) in written language<br />
(eg: <strong>the</strong> alphabet, phonics, sight words).<br />
• Phonemic Awareness or <strong>the</strong> ability to<br />
‘sound-out’ words.<br />
Sub skills include:<br />
• Phonological Awareness Skills<br />
• Alphabet Skills<br />
• Spelling and Decoding Skills<br />
• Phonic Skills<br />
Oral Language Skills<br />
Oral language refers to <strong>the</strong> act of speaking<br />
and listening which strongly impacts on literacy<br />
outcomes. The main skill components include:<br />
• Language understanding (semantic and<br />
comprehension).<br />
• Vocabulary and grammar.<br />
• The ability to organise, sequence and<br />
elaborate upon one’s thoughts (narrative).<br />
Sub skills include:<br />
• Comprehension Skills<br />
• Speaking and Listening Skills<br />
• Narrative Skills<br />
• Writing Skills<br />
• Semantic Skills<br />
Resources that address<br />
Spelling and Decoding<br />
Skills are identified with<br />
green toned covers.<br />
Resources that address<br />
Oral Language Skills<br />
are identified with<br />
blue toned covers.<br />
Movement and Motor Skills<br />
These skills provide <strong>the</strong> ability to interpret<br />
information and form an appropriate motor<br />
response. Importantly, <strong>the</strong> way a child<br />
organises and uses <strong>the</strong>ir body is a significant<br />
part of literacy-based learning.<br />
• Perceptual - input/receiving a message.<br />
• Motor - output through response.<br />
Sub skills include:<br />
• Fine and Gross Motor Skills<br />
• Handwriting Skills<br />
Resources that address<br />
Movement and Motor<br />
Skills are identified with<br />
red toned covers.<br />
Founder of PLD Literacy and Learning<br />
Diana Rigg BA(Ed), BEd, CPP(UK), MEd, MSc(SpPath)<br />
Diana Rigg combines postgraduate education and speech pathology<br />
qualifications with an understanding of <strong>the</strong> education system. This provides<br />
a platform for an innovative and practical approach. Her work aims to<br />
extend teachers’ and parents’ ability to cater for <strong>the</strong> specific developmental<br />
needs that impact literacy and academic performance. Diana inspires,<br />
educates and equips teachers and parents with specialised techniques,<br />
programs and assessment tools.
<strong>Teaching</strong> <strong>the</strong><br />
<strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong><br />
Flash cards, games,<br />
assessments and display<br />
Designed by a Speech Pathologist.<br />
A Learning Resource for<br />
Key Area: Spelling and Decoding<br />
Four explicit instruction strategies are<br />
applied to <strong>the</strong> first <strong>100</strong> sight words.<br />
Methods for whole class and small<br />
group explicit instruction.<br />
Reading and spelling consolidation<br />
tasks.<br />
<strong>Sight</strong> word reading and sight word<br />
spelling progress checks.<br />
COPYRIGHT INFORMATION<br />
2015 PLD Organisation Pty. Ltd. (Publisher) - www.pld-literacy.org<br />
Written and edited by Diana Rigg. Illustrated by Deborah Walter.<br />
<strong>First</strong> Edition 2015 - <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong>. Flash cards, games, assessments and display.<br />
ISBN 978-1-925057-09-6<br />
This resource is copyright under <strong>the</strong> Copyright Act, 1968 (Cth). All rights reserved.<br />
Copyright Guidelines: The purchasing Educational Institution is granted permission to copy or communicate<br />
only a reasonable proportion – being no more than 10% or one chapter, at any given time, for<br />
educational purposes only.<br />
Artistic Works include illustrations, photographs, drawings, pictures and design components within teaching<br />
manuals and on flash cards, charts and posters. They should not be adapted or removed and are<br />
recognised by <strong>the</strong> Copyright Act 1968.<br />
Digital reproduction of this publication/resource or any proportion of it is strictly prohibited without written<br />
consent from PLD Organisation Pty. Ltd.<br />
This blackline master is published and sold with a limited copyright. It may only be reproduced by <strong>the</strong><br />
original purchaser for use with <strong>the</strong>ir class(es). The publisher (PLD Organisation Pty. Ltd.) prohibits <strong>the</strong> loaning<br />
or onselling of this master for <strong>the</strong> purposes of reproduction.<br />
Please visit www.pld-literacy.org for our extended Copyright Guidelines.
Overview Of Contents<br />
<strong>Sight</strong> Word Theory Summary 3 - 4<br />
What are sight words? 3<br />
What are <strong>the</strong> origins of sight word lists? 3<br />
Beginner readers and <strong>the</strong> sight words. 3<br />
Presentation order of sight words. 3<br />
Early reading and spelling of sight words. 4<br />
Acquisition period 4<br />
Whole Class and Small Group Explicit Instruction 5<br />
Strategy 1: Sound- out <strong>the</strong> word 6<br />
Strategy 2: Sound- out and <strong>the</strong>n think 10<br />
Strategy 3: Learn <strong>the</strong> phonics, learn <strong>the</strong> word 14<br />
Strategy 4: Look and think and learn a trick 25<br />
Games and Activities 29<br />
Games to Rehearse <strong>Sight</strong> Word Reading<br />
Bingo 30 - 42<br />
Games to Rehearse <strong>Sight</strong> Word Reading and Spelling<br />
Find That Dinosaur 43 - 53<br />
<strong>Sight</strong> Word Fishing 54 - 67<br />
Board Games 68 - 72<br />
Games to Rehearse <strong>Sight</strong> Word Spelling<br />
<strong>Sight</strong> Word Spelling Practice 73 - 75<br />
<strong>Sight</strong> Word Reading Progress Check 76 - 77<br />
<strong>Sight</strong> Word Spelling Progress Check 78<br />
Contents <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 2
<strong>Sight</strong> Word Theory Summary<br />
What are sight words?<br />
”<strong>Sight</strong> words” are a special category of words that students are instructed to recognise automatically<br />
(i.e. without picture cues or sounding-out.) The instant recognition is important due to <strong>the</strong> frequency<br />
at which sight words occur.<br />
“Over half of every newspaper article, textbook, children’s story and novel is comprised of<br />
just 300 words” (Fry, 2000:4).<br />
What are <strong>the</strong> origins of <strong>the</strong> sight word lists?<br />
In 1948 Dolch developed <strong>the</strong> <strong>the</strong>ory that children who memorise (or recognise) a key group of core<br />
words learn to read more easily and with improved comprehension. As an extension of this research,<br />
in <strong>the</strong> 1990’s Fry compiled a list of <strong>100</strong>0 commonly used words and arranged <strong>the</strong> words according to<br />
<strong>the</strong>ir frequency of occurrence. Fry’s (1999) extensive research uncovered that:<br />
• The first 25 words on his list word list make up approximately a third of all published works.<br />
• The first <strong>100</strong> words on his list word list comprise approximately a half of all published works.<br />
• The first 300 words on his list word list make approximately 65% of all published works.<br />
Beginner readers and <strong>the</strong> sight words.<br />
It is well established in <strong>the</strong> literature that students require simultaneous instruction of phonics and sight<br />
words. Both sets of skills have been shown to assist beginning readers. A complication with sight word<br />
instruction is that a proportion of <strong>the</strong> sight words do not follow regular phonic rules. Ano<strong>the</strong>r complication<br />
is that those words that do conform to phonic principles demand phonic knowledge that <strong>the</strong><br />
beginning reader may not have yet acquired.<br />
This resource continues <strong>the</strong> work of Dolch and Fry by considering:<br />
1. Complexity of <strong>the</strong> words<br />
2. Methods to instruct each sight word.<br />
Beginning readers require <strong>the</strong> presentation of more simplistic high frequency words before <strong>the</strong> presentation<br />
of more complex and irregular high frequency words. While <strong>the</strong> sight words are still presented<br />
in Fry’s groupings (i.e. <strong>the</strong> first 25, followed by words 26-<strong>100</strong> and finally words 101 to 300), it is within <strong>the</strong>se<br />
groupings that <strong>the</strong> order has been updated to consider word complexity. This order presents words<br />
ranging from <strong>the</strong> regular (and easiest to master) to less regular (and more difficult to master). For <strong>the</strong><br />
beginning reader this will facilitate greater success and reduced frustration.<br />
Presentation order of sight words (Targets 1 to 3).<br />
(The first 25 words on Fry’s list comprise approximately a third of all published works.)<br />
Target 1a: <strong>Words</strong> 1 - 25 to be learned within <strong>the</strong> first year of literacy instruction.<br />
(The first <strong>100</strong> words on Fry’s list comprise approximately a half of all published works.)<br />
Target 1b: <strong>Words</strong> 26 - <strong>100</strong> to be learned within <strong>the</strong> first year of literacy instruction.<br />
(Targets 2 and 3: The first 300 words on Fry’s list comprise approximately 65% of all published works.)<br />
Target 2: <strong>Words</strong> 101 - 200 to be learned within <strong>the</strong> second year of literacy instruction.<br />
Target 3: <strong>Words</strong> 201 - 300 to be learned within <strong>the</strong> third year of literacy instruction.<br />
<strong>Sight</strong> Word Theory Summary <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 3
<strong>Sight</strong> Word Theory Summary continued<br />
Early reading and spelling of sight words.<br />
A syn<strong>the</strong>tic phonics approach is required along side explicit approach to sight words.<br />
It is common for many students to learn to read <strong>the</strong> words with relative ease (i.e. by sight) but <strong>the</strong>n to lag<br />
with <strong>the</strong>ir ability to spell <strong>the</strong> words. Full and deep sight word mastery requires students to master both <strong>the</strong><br />
rapid, automatic word recognition and also <strong>the</strong> ability to spell <strong>the</strong> words.<br />
Fry cautions “Just because students have mastered <strong>the</strong> list words one day, don’t be surprised as <strong>the</strong>y<br />
don’t remember all <strong>the</strong> words <strong>the</strong> next week. This is why review and more practice are needed.”<br />
(Fry, 1999: 45) Demonstration of sight words’ in spelling and written tasks ensures a deeper level of mastery<br />
of <strong>the</strong> words than just reading recognition alone.<br />
Acquisition period.<br />
Fry (1999) states “An average student in an average school situation learns most of <strong>the</strong> first <strong>100</strong> words toward<br />
<strong>the</strong> end of <strong>the</strong> first year. The second hundred words are added during <strong>the</strong> second year. It is not until<br />
sometime in <strong>the</strong> third year that all 300 words are really mastered ...”. (Fry, 1999: 43). Fry goes on to explain<br />
<strong>the</strong> remainder of <strong>the</strong> ‘<strong>100</strong>0 Instant <strong>Words</strong>’ are recommended for students within Year 4 and 5. Hence take<br />
time to introduce, revise and consolidate <strong>the</strong> word lists in reading, spelling and writing before progressing<br />
onto more complex words.<br />
References Dolch, E. W. (1936). A basic sight vocabulary. The Elementary School Journal, 36(6), 456–460.<br />
Education Department of South Australia. (1984). Salisbury word list. In Education Department of South Australia (Ed.),<br />
Spelling R–7 Language Arts (pp. 73–80). Adelaide: Education Department of South Australia.<br />
Fry, E. (1980). The new instant word list. The Reading Teacher, 34(3), pp. 284–289.<br />
Fry, E. (1999) <strong>100</strong>0 Instant <strong>Words</strong>, Teacher Created Resources Inc. Laguna Beach Educational Books, USA<br />
A Word Of Caution<br />
Alphabet Prerequisite Skill<br />
Alphabet ‘Sound’ Knowledge<br />
The conversion of <strong>the</strong><br />
alphabet symbols into <strong>the</strong>ir<br />
corresponding sounds.<br />
Before introducing <strong>the</strong> sight word lists it is necessary that <strong>the</strong><br />
pre-literacy (i.e. prerequisite skills) have been acquired.<br />
Phonemic Awareness Prerequisite Skill<br />
Blending<br />
(a prerequisite for decoding)<br />
Combining of 3 phonemes/sounds<br />
to form a word.<br />
Segmentation<br />
(a prerequisite for spelling)<br />
The ability to identify <strong>the</strong> initial,<br />
medial and final sound<br />
in a target word.<br />
Available in foundation<br />
or cursive font.<br />
Double sided<br />
A5 flash card set<br />
with action on<br />
<strong>the</strong> reverse side.<br />
Cards are presented in 4 letter sound groups:<br />
Grp 1: s, a, t, p, i, n Grp 2: m, r, h, e, d, c<br />
Grp 3: f, l, g, o, u, b Grp 4: w, j, v, k, z, y, q, x<br />
Focus on one group at a time.<br />
Explicit teaching instruction<br />
on each card...<br />
Guess <strong>the</strong> picture:<br />
Squeeze <strong>the</strong> sounds toge<strong>the</strong>r<br />
and guess <strong>the</strong> picture:<br />
“b” (pause) “u” (pause) “s”?<br />
Over <strong>100</strong> colour cards included in<br />
<strong>the</strong> pack to rehearse this skill.<br />
What are <strong>the</strong> sounds<br />
in <strong>the</strong> word ‘tap’?<br />
View video demonstrations<br />
and order resources at<br />
www.pld-literacy.org<br />
<strong>Sight</strong> Word Theory Summary <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 4
Whole Class And Small Group Explicit Instruction<br />
STEP 1: Strategy 1 <strong>Words</strong><br />
at, in, it, on, and, from,<br />
a, I, up, if, had, but,<br />
not, him, did, get,<br />
can, an, will, long<br />
at, in, it, on, and, from, a, I, up, if, had, but,<br />
not, him, did, get, can, an, will, long<br />
FOCUS on <strong>the</strong> regular sight<br />
words which can be decoded<br />
(or sounded out).<br />
STEP 2: Strategy 2 <strong>Words</strong><br />
is, as, his, to, was, he, be, of,<br />
have, no, go, so, has, find, we,<br />
into, do, many, o<strong>the</strong>r, what,<br />
water, people<br />
at, in, it, on, and, from, a, I, up, if, had, but,<br />
not, him, did, get, can, an, will, long<br />
is, as, his, to, was, he, be, of, have, no, go,<br />
so, has, find, we, into, do, many, o<strong>the</strong>r,<br />
what, water, people<br />
REVISE <strong>the</strong> strategy 1 words<br />
while introducing <strong>the</strong> irregular<br />
words for which a decoding<br />
strategy can still be applied.<br />
STEP 3: Strategy 3 <strong>Words</strong><br />
with, this, that, <strong>the</strong>, <strong>the</strong>n, <strong>the</strong>m, than, she,<br />
look, see, been, day, way, may, or, for,<br />
more, her, over, number, all, call, part, are,<br />
by, my, make, made, like, time, write,<br />
<strong>the</strong>se, use, how, now, down, out, about, oil<br />
REVISE <strong>the</strong> strategy 1 and 2<br />
words while introducing <strong>the</strong><br />
phonic concepts embedded<br />
within each of <strong>the</strong> strategy<br />
3 words.<br />
at, in, it, on, and, from, a, I, up, if, had, but,<br />
not, him, did, get, can, an, will, long<br />
is, as, his, to, was, he, be, of, have, no, go,<br />
so, has, find, we, into, do, many, o<strong>the</strong>r,<br />
what, water, people<br />
with, this, that, <strong>the</strong>, <strong>the</strong>n, <strong>the</strong>m, than, she,<br />
look, see, been, day, way, may, or, for,<br />
more, her, over, number, all, call, part,<br />
are, by, my, each, first, which, when, make,<br />
made, like, time, write, <strong>the</strong>se, use, how,<br />
now, down, out, about, oil<br />
STEP 4: Strategy 4 <strong>Words</strong><br />
<strong>the</strong>y, you, one, said, your,<br />
two, word, were, <strong>the</strong>re, <strong>the</strong>ir,<br />
who, could, would,<br />
some, come<br />
REVISE <strong>the</strong> strategy 1, 2 and 3<br />
words while instructing <strong>the</strong> most<br />
complex words in <strong>the</strong> list.<br />
Teach students to ‘look at <strong>the</strong><br />
words, and think to find a trick’<br />
to learn <strong>the</strong> words.<br />
at, in, it, on, and, from, a, I, up, if, had, but,<br />
not, him, did, get, can, an, will, long<br />
is, as, his, to, was, he, be, of, have, no, go,<br />
so, has, find, we, into, do, many, o<strong>the</strong>r,<br />
what, water, people<br />
with, this, that, <strong>the</strong>, <strong>the</strong>n, <strong>the</strong>m, than, she,<br />
look, see, been, day, way, may, or, for,<br />
more, her, over, number, all, call, part . . .<br />
<strong>the</strong>y, you, one, said, your, two, word, were,<br />
<strong>the</strong>re, <strong>the</strong>ir, who, could, would, some, come<br />
Explicit Instruction Of <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 5
Word 1<br />
TIP<br />
Sound-out<br />
<strong>the</strong> word<br />
Word 2<br />
TIP<br />
Sound-out<br />
<strong>the</strong> word<br />
Word 3<br />
TIP<br />
Sound-out<br />
<strong>the</strong> word<br />
at<br />
in<br />
it<br />
SIGHT WORD LEARNING<br />
STRATEGY 1<br />
Sound-out <strong>the</strong> words<br />
Green cards link to Strategy 1.<br />
Strategy 1 - Sound-out <strong>the</strong> words <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 6<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.
Word 7 Word 4<br />
a on<br />
TIP TIP<br />
and<br />
up from<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
abc<br />
Letter name Sound-out<br />
<strong>the</strong> word<br />
Word 8 Word 5<br />
TIP TIP<br />
hijk<br />
Letter name Sound-out<br />
<strong>the</strong> word<br />
Word 9 Word 6<br />
TIP TIP<br />
Sound-out<br />
<strong>the</strong> word<br />
Sound-out<br />
<strong>the</strong> word
Word 13 Word 10<br />
not<br />
TIP TIP<br />
if<br />
Word 14 Word 11<br />
him<br />
had<br />
did but<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
Sound-out<br />
<strong>the</strong> word<br />
Sound-out<br />
<strong>the</strong> word<br />
TIP TIP<br />
Sound-out<br />
<strong>the</strong> word<br />
Sound-out<br />
<strong>the</strong> word<br />
Word 15 Word 12<br />
TIP TIP<br />
Sound-out<br />
<strong>the</strong> word<br />
Sound-out<br />
<strong>the</strong> word
Word 19 Word 16<br />
will<br />
TIP TIP<br />
get<br />
Word 20 Word 17<br />
long<br />
can<br />
Word 21<br />
TIP<br />
Sound-out<br />
and <strong>the</strong>n think<br />
is<br />
an<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
Sound-out<br />
<strong>the</strong> word<br />
Sound-out<br />
<strong>the</strong> word<br />
TIP TIP<br />
Sound-out<br />
<strong>the</strong> word<br />
Sound-out<br />
<strong>the</strong> word<br />
Word 18<br />
TIP<br />
Sound-out<br />
<strong>the</strong> word
Word 22<br />
TIP<br />
Sound-out<br />
and <strong>the</strong>n think<br />
Word 23<br />
TIP<br />
Sound-out<br />
and <strong>the</strong>n think<br />
Word 24<br />
TIP<br />
Sound-out<br />
and <strong>the</strong>n think<br />
his<br />
as<br />
was<br />
SIGHT WORD LEARNING<br />
STRATEGY 2<br />
Sound-out and <strong>the</strong>n think<br />
Orange cards link to Strategy 2.<br />
Strategy 2 - Sound-out and <strong>the</strong>n think <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 10<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.
Word 28 Word 25<br />
of<br />
TIP TIP<br />
to<br />
Word 29 Word 26<br />
have<br />
be<br />
no he<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
Sound-out<br />
and <strong>the</strong>n think<br />
Sound-out<br />
and <strong>the</strong>n think<br />
TIP TIP<br />
Sound-out<br />
and <strong>the</strong>n think<br />
Sound-out<br />
and <strong>the</strong>n think<br />
Word 30 Word 27<br />
TIP TIP<br />
Sound-out<br />
and <strong>the</strong>n think<br />
Sound-out<br />
and <strong>the</strong>n think
Word 34 Word 31<br />
find<br />
TIP TIP<br />
go<br />
Word 35 Word 32<br />
we<br />
so<br />
into has<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
Sound-out<br />
and <strong>the</strong>n think<br />
Sound-out<br />
and <strong>the</strong>n think<br />
TIP TIP<br />
Sound-out<br />
and <strong>the</strong>n think<br />
Sound-out<br />
and <strong>the</strong>n think<br />
Word 36 Word 33<br />
TIP TIP<br />
Sound-out<br />
and <strong>the</strong>n think<br />
Sound-out<br />
and <strong>the</strong>n think
Word 40 Word 37<br />
what<br />
TIP TIP<br />
do<br />
water<br />
TIP TIP<br />
many<br />
people o<strong>the</strong>r<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
Sound-out<br />
and <strong>the</strong>n think<br />
Sound-out<br />
and <strong>the</strong>n think<br />
Word 41 Word 38<br />
Sound-out<br />
and <strong>the</strong>n think<br />
Sound-out<br />
and <strong>the</strong>n think<br />
Word 42 Word 39<br />
TIP TIP<br />
Sound-out<br />
and <strong>the</strong>n think<br />
Sound-out<br />
and <strong>the</strong>n think
Hole<br />
Punch<br />
Hole<br />
Punch<br />
Hole<br />
Punch<br />
th<br />
sh<br />
oo<br />
th<br />
as in moth<br />
sh<br />
as in ship<br />
oo<br />
as in book<br />
SIGHT WORD LEARNING<br />
STRATEGY 3<br />
Learn <strong>the</strong> phonics, learn <strong>the</strong> word<br />
Blue cards link to Strategy 3.<br />
Strategy 3 - Learn <strong>the</strong> phonics, learn <strong>the</strong> word <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 14<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.
ore<br />
er<br />
all<br />
ay<br />
or<br />
ee<br />
ay<br />
or<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
Hole<br />
Punch<br />
Hole<br />
Punch<br />
Hole<br />
Punch<br />
Hole<br />
Punch<br />
ee<br />
ore<br />
as in core<br />
er<br />
as in jumper<br />
Hole<br />
Punch<br />
all<br />
as in ball<br />
Hole<br />
Punch<br />
as in bee<br />
as in tray<br />
as in fork
oi<br />
ar<br />
y<br />
as igh<br />
ir<br />
wh<br />
ir<br />
ea<br />
wh<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
Hole<br />
Punch<br />
Hole<br />
Punch<br />
Hole<br />
Punch<br />
Hole<br />
Punch<br />
ea<br />
oi<br />
as in oil<br />
ar<br />
as in scarf<br />
Hole<br />
Punch<br />
y<br />
as in type<br />
Hole<br />
Punch<br />
as in leaf<br />
as in bird<br />
as in whip
u-e<br />
ow<br />
ou<br />
Hole<br />
Punch<br />
a-e<br />
u-e<br />
as in cube<br />
i-e<br />
e-e<br />
a-e<br />
i-e<br />
e-e<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
Hole<br />
Punch<br />
Hole<br />
Punch<br />
Hole<br />
Punch<br />
ow<br />
as in owl<br />
Hole<br />
Punch<br />
ou<br />
as in cloud<br />
Hole<br />
Punch<br />
as in snake<br />
as in dive<br />
as in Steve
Word 45<br />
TIPS<br />
th<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
that<br />
Hole<br />
Punch<br />
wr<br />
as in wrench<br />
wr<br />
Word 46 Word 43<br />
th<br />
<strong>the</strong><br />
th<br />
TIPS<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
with<br />
Word 47 Word 44<br />
th<br />
<strong>the</strong>n<br />
th<br />
this<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
TIPS<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
and <strong>the</strong>n think<br />
TIPS<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
TIPS<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
and <strong>the</strong>n think
Word 51<br />
TIPS<br />
oo<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
look<br />
Word 48<br />
TIPS<br />
th<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
<strong>the</strong>m<br />
Word 52 Word 49<br />
TIPS<br />
see<br />
TIPS<br />
ee<br />
th<br />
Learn <strong>the</strong><br />
Learn <strong>the</strong><br />
phonics<br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
than<br />
been<br />
she<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
Sound-out<br />
<strong>the</strong> word<br />
Word 53 Word 50<br />
TIPS<br />
ee<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
TIPS<br />
sh<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
and <strong>the</strong>n think<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.
Word 57<br />
or day<br />
or ay<br />
TIPS<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
Word 54<br />
TIPS<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
Word 58 Word 55<br />
or<br />
for<br />
ay<br />
TIPS<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
way<br />
Word 59 Word 56<br />
more<br />
may<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
TIPS<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
TIPS<br />
ore ay<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
TIPS<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.
Word 63<br />
TIPS<br />
all<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
all<br />
Word 60<br />
TIPS<br />
er<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
her<br />
Word 64 Word 61<br />
all<br />
call<br />
er<br />
TIPS<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
over<br />
Word 65 Word 62<br />
ar<br />
part<br />
er<br />
number<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
TIPS<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
TIPS<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
TIPS<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word
Word 69<br />
TIPS<br />
ea<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
each<br />
Word 66<br />
TIPS<br />
ar<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
and <strong>the</strong>n think<br />
are<br />
Word 70 Word 67<br />
ir<br />
first<br />
TIPS<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
by<br />
which<br />
my<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
TIPS<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
y<br />
as<br />
igh<br />
Word 71 Word 68<br />
TIPS<br />
wh<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
TIPS<br />
y<br />
as<br />
igh<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word
Word 75<br />
TIPS<br />
i-e<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
like<br />
Word 72<br />
TIPS<br />
wh<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
when<br />
Word 76 Word 73<br />
i-e<br />
time<br />
TIPS<br />
a-e<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
make<br />
Word 77 Word 74<br />
wr<br />
write<br />
i-e<br />
made<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
TIPS<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
TIPS<br />
Learn <strong>the</strong> phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
TIPS<br />
a-e<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word
Word 81<br />
TIPS<br />
ow<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
now<br />
Word 78<br />
TIPS<br />
e-e<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
<strong>the</strong>se<br />
Word 82 Word 79<br />
down<br />
TIPS<br />
u-e<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
use<br />
Word 83 Word 80<br />
out<br />
ow<br />
how<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
TIPS<br />
ow<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
TIPS<br />
ou<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
TIPS<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word
oil<br />
<strong>the</strong>y<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
SIGHT WORD LEARNING<br />
STRATEGY 4<br />
Look and think and learn a trick<br />
Red cards link to Strategy 4.<br />
Strategy 3 - Learn <strong>the</strong> phonics, learn <strong>the</strong> word <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 25<br />
Word 84<br />
TIPS<br />
ou<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
Word 85<br />
TIPS<br />
oi<br />
Learn <strong>the</strong><br />
phonics<br />
Sound-out<br />
<strong>the</strong> word<br />
Word 86<br />
TIPS<br />
th<br />
Learn <strong>the</strong><br />
phonics<br />
Look and think<br />
and learn a trick<br />
e.g.:<br />
<strong>the</strong> egg yolk<br />
about<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.
Word 90<br />
TIP<br />
Look and think<br />
and learn a trick<br />
your<br />
you<br />
Word 91 Word 88<br />
two<br />
one<br />
word<br />
said<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
e.g.:<br />
you only<br />
understand<br />
reindeers<br />
Word 87<br />
TIP<br />
Look and think<br />
and learn a trick<br />
e.g.:<br />
you or us<br />
TIP<br />
Look and think<br />
and learn a trick<br />
e.g.:<br />
two wild ox<br />
TIP<br />
Look and think<br />
and learn a trick<br />
e.g.:<br />
ordinary<br />
nor<strong>the</strong>rn<br />
elephant<br />
Word 92 Word 89<br />
TIP<br />
Look and think<br />
and learn a trick<br />
e.g.:<br />
world over<br />
run with<br />
dragons<br />
TIP<br />
Look and think<br />
and learn a trick<br />
e.g.:<br />
silly ants<br />
in dustbins
Word 96<br />
who were<br />
and learn a trick<br />
TIP<br />
Look and think<br />
Word 93<br />
TIP<br />
Look and think<br />
and learn a trick<br />
e.g.:<br />
worms<br />
eat raw<br />
egg<br />
Word 97 Word 94<br />
could<br />
Learn <strong>the</strong><br />
phonics<br />
<strong>the</strong>re<br />
would<br />
Learn <strong>the</strong><br />
phonics<br />
<strong>the</strong>ir<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
TIP<br />
Look and think<br />
and learn a trick<br />
TIPS<br />
th<br />
Look and think<br />
and learn a trick<br />
Word 98 Word 95<br />
TIP<br />
Look and think<br />
and learn a trick<br />
TIPS<br />
th<br />
Look and think<br />
and learn a trick<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
e.g.:<br />
wet hot<br />
whales<br />
e.g.:<br />
Oh u lucky<br />
duck!<br />
e.g.: There has<br />
‘here’ in it.<br />
e.g.:<br />
Oh u lucky<br />
duck!<br />
e.g.: Their has<br />
‘i’ in it.
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd.<br />
Word 99<br />
TIP<br />
Look and think<br />
and learn a trick<br />
e.g.:<br />
several ox<br />
marched<br />
to <strong>the</strong> edge<br />
Word <strong>100</strong><br />
TIP<br />
Look and think<br />
and learn a trick<br />
e.g.:<br />
come on<br />
my<br />
elevator<br />
some<br />
come<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> - Quick Reference Card<br />
at<br />
in<br />
it<br />
on<br />
and<br />
from<br />
a<br />
up<br />
if<br />
had<br />
but<br />
not<br />
him<br />
did<br />
get<br />
can<br />
an<br />
will<br />
long<br />
is<br />
as<br />
his<br />
to<br />
was<br />
he<br />
be<br />
of<br />
have<br />
no<br />
go<br />
so<br />
has<br />
find<br />
we<br />
into<br />
do<br />
many<br />
o<strong>the</strong>r<br />
what<br />
water<br />
people<br />
with<br />
this<br />
that<br />
<strong>the</strong><br />
<strong>the</strong>n<br />
<strong>the</strong>m<br />
than<br />
she<br />
look<br />
see<br />
been<br />
day<br />
way<br />
may<br />
or<br />
for<br />
more<br />
her<br />
over<br />
number<br />
all<br />
call<br />
part<br />
are<br />
by<br />
my<br />
each<br />
first<br />
which<br />
when<br />
make<br />
made<br />
like<br />
time<br />
write<br />
<strong>the</strong>se<br />
use<br />
how<br />
now<br />
down<br />
out<br />
about<br />
oil<br />
<strong>the</strong>y<br />
you<br />
one<br />
said<br />
your<br />
two<br />
word<br />
were<br />
<strong>the</strong>re<br />
<strong>the</strong>ir<br />
who<br />
could<br />
would<br />
some<br />
come<br />
<strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 28
Games & Activities<br />
Games to Rehearse<br />
<strong>Sight</strong> Word READING<br />
Bingo page 30 - 42<br />
Games to Rehearse<br />
<strong>Sight</strong> Word READING and SPELLING<br />
Find That Dinosaur page 43 - 53<br />
<strong>Sight</strong> Word Fishing page 54 - 67<br />
Board Games page 68 - 72<br />
Games to Rehearse<br />
<strong>Sight</strong> Word SPELLING<br />
<strong>Sight</strong> Word Spelling Practice page 73 - 75<br />
<strong>Sight</strong> Word READING and SPELLING<br />
Progress Checks<br />
Reading Progress Check page 76 - 77<br />
Spelling Progress Check page 78<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 29
Strategy 1: Sound-out <strong>the</strong> words<br />
at<br />
had<br />
can<br />
on<br />
him<br />
an<br />
at<br />
on<br />
had<br />
him<br />
can<br />
an<br />
Bingo cards Bingo board<br />
2 or 3 Player Bingo: Incorporating Strategy 1 - Sound-out <strong>the</strong> words (pages 30 to 32)<br />
Photocopy onto paper and laminate. Cut to make bingo board (top section) and bingo word cards (bottom section).<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 30
Strategy 1: Sound-out <strong>the</strong> words<br />
and<br />
up<br />
but<br />
get<br />
in<br />
will<br />
and<br />
up<br />
but<br />
get<br />
in<br />
will<br />
Bingo cards Bingo board<br />
2 or 3 Player Bingo: Incorporating Strategy 1 - Sound-out <strong>the</strong> words (pages 30 to 32)<br />
Photocopy onto paper and laminate. Cut to make bingo board (top section) and bingo word cards (bottom section).<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 31
Strategy 1: Sound-out <strong>the</strong> words<br />
from<br />
not<br />
it<br />
if<br />
did<br />
long<br />
from<br />
if<br />
not<br />
did<br />
it<br />
long<br />
Bingo cards Bingo board<br />
2 or 3 Player Bingo: Incorporating Strategy 1 - Sound-out <strong>the</strong> words (pages 30 to 32)<br />
Photocopy onto paper and laminate. Cut to make bingo board (top section) and bingo word cards (bottom section).<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 32
Strategy 1: Sound-out <strong>the</strong> words<br />
AND<br />
Strategy 2: Sound-out and <strong>the</strong>n think<br />
is<br />
people<br />
long<br />
no<br />
can<br />
has<br />
was<br />
him<br />
he<br />
had<br />
o<strong>the</strong>r<br />
into<br />
is<br />
people<br />
long<br />
no<br />
can<br />
has<br />
was<br />
him<br />
he<br />
had<br />
o<strong>the</strong>r<br />
into<br />
Bingo cards Bingo board<br />
2 or 3 Player Bingo: Incorporating Strategy 1 - Sound-out <strong>the</strong> words and Strategy 2 - Sound-out and <strong>the</strong>n think (pages 33 to 35)<br />
Photocopy onto paper and laminate. Cut to make bingo board (top section) and bingo word cards (bottom section).<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 33
Strategy 1: Sound-out <strong>the</strong> words<br />
AND<br />
Strategy 2: Sound-out and <strong>the</strong>n think<br />
his<br />
not<br />
will<br />
go<br />
get<br />
find<br />
to<br />
if<br />
of<br />
from<br />
what<br />
do<br />
his<br />
not<br />
will<br />
go<br />
get<br />
find<br />
to<br />
if<br />
of<br />
from<br />
what<br />
do<br />
Bingo cards Bingo board<br />
2 or 3 Player Bingo: Incorporating Strategy 1 - Sound-out <strong>the</strong> words and Strategy 2 - Sound-out and <strong>the</strong>n think (pages 33 to 35)<br />
Photocopy onto paper and laminate. Cut to make bingo board (top section) and bingo word cards (bottom section).<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 34
Strategy 1: Sound-out <strong>the</strong> words<br />
AND<br />
Strategy 2: Sound-out and <strong>the</strong>n think<br />
as<br />
but<br />
an<br />
so<br />
did<br />
we<br />
be<br />
up<br />
have<br />
and<br />
water<br />
many<br />
as<br />
but<br />
an<br />
so<br />
did<br />
we<br />
be<br />
up<br />
have<br />
and<br />
water<br />
many<br />
Bingo cards Bingo board<br />
2 or 3 Player Bingo: Incorporating Strategy 1 - Sound-out <strong>the</strong> words and Strategy 2 - Sound-out and <strong>the</strong>n think (pages 33 to 35)<br />
Photocopy onto paper and laminate. Cut to make bingo board (top section) and bingo word cards (bottom section).<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 35
Strategy 2: Sound-out and <strong>the</strong>n think<br />
AND<br />
Strategy 3: Learn <strong>the</strong> phonics, learn <strong>the</strong> words<br />
with<br />
more<br />
has<br />
all<br />
way<br />
<strong>the</strong>n<br />
each<br />
like<br />
find<br />
by<br />
look<br />
use<br />
with<br />
all<br />
way<br />
by<br />
more<br />
<strong>the</strong>n<br />
each<br />
look<br />
has<br />
like<br />
find<br />
use<br />
Bingo cards Bingo board<br />
2, 3 or 4 Player Bingo: Incorporating Strategy 2 - Sound-out and <strong>the</strong>n think and Strategy 3 - Learn <strong>the</strong> phonics, learn <strong>the</strong> words (pages 36 to 39)<br />
Photocopy onto paper and laminate. Cut to make bingo board (top section) and bingo word cards (bottom section).<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 36
Strategy 2: Sound-out and <strong>the</strong>n think<br />
AND<br />
Strategy 3: Learn <strong>the</strong> phonics, learn <strong>the</strong> words<br />
this<br />
call<br />
may<br />
my<br />
her<br />
<strong>the</strong>m<br />
first<br />
see<br />
into<br />
time<br />
many<br />
how<br />
this<br />
call<br />
may<br />
my<br />
her<br />
<strong>the</strong>m<br />
first<br />
see<br />
into<br />
time<br />
many<br />
how<br />
Bingo cards Bingo board<br />
2, 3 or 4 Player Bingo: Incorporating Strategy 2 - Sound-out and <strong>the</strong>n think and Strategy 3 - Learn <strong>the</strong> phonics, learn <strong>the</strong> words (pages 36 to 39)<br />
Photocopy onto paper and laminate. Cut to make bingo board (top section) and bingo word cards (bottom section).<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 37
Strategy 2: Sound-out and <strong>the</strong>n think<br />
AND<br />
Strategy 3: Learn <strong>the</strong> phonics, learn <strong>the</strong> words<br />
that<br />
part<br />
or<br />
make<br />
over<br />
than<br />
which<br />
been<br />
what<br />
write<br />
water<br />
now<br />
that<br />
part<br />
or<br />
make<br />
over<br />
than<br />
which<br />
been<br />
what<br />
write<br />
water<br />
now<br />
Bingo cards Bingo board<br />
2, 3 or 4 Player Bingo: Incorporating Strategy 2 - Sound-out and <strong>the</strong>n think and Strategy 3 - Learn <strong>the</strong> phonics, learn <strong>the</strong> words (pages 36 to 39)<br />
Photocopy onto paper and laminate. Cut to make bingo board (top section) and bingo word cards (bottom section).<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 38
Strategy 2: Sound-out and <strong>the</strong>n think<br />
AND<br />
Strategy 3: Learn <strong>the</strong> phonics, learn <strong>the</strong> words<br />
<strong>the</strong><br />
are<br />
for<br />
made<br />
number<br />
she<br />
when<br />
day<br />
was<br />
<strong>the</strong>se<br />
his<br />
down<br />
<strong>the</strong><br />
are<br />
for<br />
made<br />
number<br />
she<br />
when<br />
day<br />
was<br />
<strong>the</strong>se<br />
his<br />
down<br />
Bingo cards Bingo board<br />
2, 3 or 4 Player Bingo: Incorporating Strategy 2 - Sound-out and <strong>the</strong>n think and Strategy 3 - Learn <strong>the</strong> phonics, learn <strong>the</strong> words (pages 36 to 39)<br />
Photocopy onto paper and laminate. Cut to make bingo board (top section) and bingo word cards (bottom section).<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 39
Strategy 3: Learn <strong>the</strong> phonics, learn <strong>the</strong> words<br />
AND<br />
Strategy 4: Look and think and learn a trick<br />
about<br />
said<br />
my<br />
would<br />
<strong>the</strong>y<br />
<strong>the</strong>se<br />
word<br />
when<br />
now<br />
like<br />
<strong>the</strong>ir<br />
each<br />
about<br />
said<br />
my<br />
would<br />
<strong>the</strong>y<br />
<strong>the</strong>se<br />
word<br />
when<br />
now<br />
like<br />
<strong>the</strong>ir<br />
each<br />
Bingo cards Bingo board<br />
2 or 3 Player Bingo: Incorporating Strategy 3 - Learn <strong>the</strong> phonics, learn <strong>the</strong> words and Strategy 4 - Look and think and learn a trick (pages 40 to 42)<br />
Photocopy onto paper and laminate. Cut to make bingo board (top section) and bingo word cards (bottom section).<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 40
Strategy 3: Learn <strong>the</strong> phonics, learn <strong>the</strong> words<br />
AND<br />
Strategy 4: Look and think and learn a trick<br />
out<br />
your<br />
by<br />
some<br />
you<br />
write<br />
were<br />
which<br />
how<br />
made<br />
who<br />
all<br />
out<br />
your<br />
by<br />
some<br />
you<br />
write<br />
were<br />
which<br />
how<br />
made<br />
who<br />
all<br />
Bingo cards Bingo board<br />
2 or 3 Player Bingo: Incorporating Strategy 3 - Learn <strong>the</strong> phonics, learn <strong>the</strong> words and Strategy 4 - Look and think and learn a trick (pages 40 to 42)<br />
Photocopy onto paper and laminate. Cut to make bingo board (top section) and bingo word cards (bottom section).<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 41
Strategy 3: Learn <strong>the</strong> phonics, learn <strong>the</strong> words<br />
AND<br />
Strategy 4: Look and think and learn a trick<br />
down<br />
two<br />
are<br />
come<br />
one<br />
time<br />
<strong>the</strong>re<br />
first<br />
use<br />
make<br />
could<br />
call<br />
down<br />
two<br />
are<br />
come<br />
one<br />
time<br />
<strong>the</strong>re<br />
first<br />
use<br />
make<br />
could<br />
call<br />
Bingo cards Bingo board<br />
2 or 3 Player Bingo: Incorporating Strategy 3 - Learn <strong>the</strong> phonics, learn <strong>the</strong> words and Strategy 4 - Look and think and learn a trick (pages 40 to 42)<br />
Photocopy onto paper and laminate. Cut to make bingo board (top section) and bingo word cards (bottom section).<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 42
Instructions for <strong>the</strong> game: FIND THAT DINOSAUR<br />
This game introduces <strong>the</strong> ‘Look – Say – Cover – Write – Check’ method. Students are required to look at <strong>the</strong><br />
word, say it aloud, cover <strong>the</strong> word, spell <strong>the</strong> word and <strong>the</strong>n check <strong>the</strong>ir spelling.<br />
PREPARATION & MATERIALS REQUIRED<br />
• Cut out eggs and chicken cards (on page 43 to 53) and <strong>the</strong>n laminate.<br />
• Small whiteboards and coloured white board markers.<br />
HOW TO PLAY<br />
1. Play this game with a small group.<br />
2. Place all of <strong>the</strong> cards right way up on <strong>the</strong> playing surface (i.e. with <strong>the</strong> words visible).<br />
3. Choose one player to be <strong>the</strong> “chicken hider”. The o<strong>the</strong>r players turn away and close eyes while <strong>the</strong><br />
“chicken hider” hides <strong>the</strong> chicken under one of <strong>the</strong> cards.<br />
4. Each of <strong>the</strong> o<strong>the</strong>r players’ take turns to guess which word <strong>the</strong> chicken is hiding under. They must point to<br />
a word and say: “Is <strong>the</strong> chicken hiding under <strong>the</strong> word________?<br />
5. When <strong>the</strong> “chicken” is found, <strong>the</strong> group look and “say” or read <strong>the</strong> word on <strong>the</strong> egg. The word is <strong>the</strong><br />
covered. The group <strong>the</strong>n write <strong>the</strong> word onto a white board. All written words are <strong>the</strong>n checked before<br />
steps 3 and 4 are repeated.<br />
Cards for <strong>the</strong> game: FIND THAT DINOSAUR (<strong>Sight</strong> Word Learning Strategy 1 “Sound-out <strong>the</strong> words”)<br />
Game instructions are located above.<br />
at in it<br />
on<br />
and<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 43
Cards for <strong>the</strong> game: FIND THAT DINOSAUR (<strong>Sight</strong> Word Learning Strategy 1 “Sound-out <strong>the</strong> words”) continued<br />
Game instructions are located on page 43.<br />
from<br />
a<br />
up if had<br />
but not him<br />
did<br />
get<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 44
Cards for <strong>the</strong> game: FIND THAT DINOSAUR (<strong>Sight</strong> Word Learning Strategy 1 “Sound-out <strong>the</strong> words”) continued<br />
Game instructions are located on page 43.<br />
is his as<br />
was<br />
will<br />
long<br />
can<br />
an<br />
Cards for <strong>the</strong> game: FIND THAT DINOSAUR (<strong>Sight</strong> Word Learning Strategy 2 “Sound-out and <strong>the</strong>n think”)<br />
Game instructions are located on page 43.<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 45
Cards for <strong>the</strong> game: FIND THAT DINOSAUR (<strong>Sight</strong> Word Learning Strategy 2 “Sound-out and <strong>the</strong>n think”) continued<br />
Game instructions are located on page 43.<br />
to be he<br />
of have no<br />
go so has<br />
find<br />
we<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 46
Cards for <strong>the</strong> game: FIND THAT DINOSAUR (<strong>Sight</strong> Word Learning Strategy 2 “Sound-out and <strong>the</strong>n think”) continued<br />
Game instructions are located on page 43.<br />
into do many<br />
o<strong>the</strong>r what water<br />
people<br />
Cards for <strong>the</strong> game: FIND THAT DINOSAUR<br />
(<strong>Sight</strong> Word Learning Strategy 3 “Learn <strong>the</strong> phonics, learn <strong>the</strong> words”)<br />
Game instructions are located on page 43.<br />
with<br />
this<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 47
Cards for <strong>the</strong> game: FIND THAT DINOSAUR (<strong>Sight</strong> Word Learning Strategy 3 “Learn <strong>the</strong> phonics, learn <strong>the</strong> words”) continued<br />
Game instructions are located on page 43.<br />
that <strong>the</strong> <strong>the</strong>n<br />
<strong>the</strong>m than<br />
she<br />
look see been<br />
day<br />
way<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 48
Cards for <strong>the</strong> game: FIND THAT DINOSAUR (<strong>Sight</strong> Word Learning Strategy 3 “Learn <strong>the</strong> phonics, learn <strong>the</strong> words”) continued<br />
Game instructions are located on page 43.<br />
may or for<br />
more her over<br />
number all call<br />
part<br />
are<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 49
Cards for <strong>the</strong> game: FIND THAT DINOSAUR (<strong>Sight</strong> Word Learning Strategy 3 “Learn <strong>the</strong> phonics, learn <strong>the</strong> words”) continued<br />
Game instructions are located on page 43.<br />
by my each<br />
first<br />
which when<br />
make made<br />
like<br />
time<br />
write<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 50
Cards for <strong>the</strong> game: FIND THAT DINOSAUR (<strong>Sight</strong> Word Learning Strategy 3 “Learn <strong>the</strong> phonics, learn <strong>the</strong> words”) continued<br />
Game instructions are located on page 43.<br />
<strong>the</strong>se use how<br />
now down<br />
out<br />
about<br />
oil<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 51
Cards for <strong>the</strong> game: FIND THAT DINOSAUR (<strong>Sight</strong> Word Learning Strategy 4 “Look and think and learn a trick”)<br />
Game instructions are located on page 43.<br />
<strong>the</strong>y<br />
you<br />
one said your<br />
two<br />
word were<br />
<strong>the</strong>re<br />
<strong>the</strong>ir<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 52
Cards for <strong>the</strong> game: FIND THAT DINOSAUR (<strong>Sight</strong> Word Learning Strategy 4 “Look and think and learn a trick”)<br />
Game instructions are located on page 43.<br />
who could would<br />
some come<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 53
Instructions for <strong>the</strong> game: SIGHT WORD FISHING<br />
This game introduces <strong>the</strong> ‘Look – Say- Cover – Write – Check’ method. Students are required to look at <strong>the</strong><br />
word, say it aloud, cover <strong>the</strong> word, spell <strong>the</strong> word and <strong>the</strong>n check <strong>the</strong>ir spelling.<br />
PREPARATION & MATERIALS REQUIRED<br />
• Cut out sea creatures (on page 54 to 67) and <strong>the</strong>n laminate.<br />
• Attach a paper clip to each creature and put <strong>the</strong>m in a “bucket” or container.<br />
• You will also need a fishing rod which can be made from a magnet tied to a stick or ruler.<br />
• Small whiteboards and coloured white board markers.<br />
HOW TO PLAY<br />
1. Play this game in a small group.<br />
2. Place all of <strong>the</strong> sea creatures onto <strong>the</strong> table/floor.<br />
3. Students take turns to catch a fish using <strong>the</strong> fishing rod.<br />
4. When a fish is caught, <strong>the</strong> group needs to:<br />
a. Look at <strong>the</strong> word. d. Write <strong>the</strong> word onto a small whiteboard.<br />
b. Say or “read” <strong>the</strong> word aloud. e. Check <strong>the</strong> spelling of <strong>the</strong> word.<br />
c. Cover or turn over <strong>the</strong> word.<br />
5. Repeat steps 3 and 4.<br />
Cards for <strong>the</strong> game: SIGHT WORD FISHING (<strong>Sight</strong> Word Learning Strategy 1 “Sound-out <strong>the</strong> words”)<br />
Game instructions are located above.<br />
at<br />
it<br />
in<br />
on<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 54
Cards for <strong>the</strong> game: SIGHT WORD FISHING (<strong>Sight</strong> Word Learning Strategy 1 “Sound-out <strong>the</strong> words”) continued<br />
Game instructions are located on page 54.<br />
and<br />
a<br />
had<br />
if<br />
up<br />
not<br />
from<br />
but<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 55
Cards for <strong>the</strong> game: SIGHT WORD FISHING (<strong>Sight</strong> Word Learning Strategy 1 “Sound-out <strong>the</strong> words”) continued<br />
Game instructions are located on page 54.<br />
an<br />
him<br />
can<br />
did<br />
get<br />
will<br />
long<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 56
Cards for <strong>the</strong> game: SIGHT WORD FISHING (<strong>Sight</strong> Word Learning Strategy 2 “Sound-out and <strong>the</strong>n think”)<br />
Game instructions are located on page 54.<br />
his<br />
is<br />
be<br />
he<br />
as<br />
to<br />
was<br />
have<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 57
Cards for <strong>the</strong> game: SIGHT WORD FISHING (<strong>Sight</strong> Word Learning Strategy 2 “Sound-out and <strong>the</strong>n think”)<br />
Game instructions are located on page 54.<br />
no<br />
go<br />
into<br />
has<br />
of<br />
so<br />
we<br />
do<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 58
Cards for <strong>the</strong> game: SIGHT WORD FISHING (<strong>Sight</strong> Word Learning Strategy 2 “Sound-out and <strong>the</strong>n think”)<br />
Game instructions are located on page 54.<br />
find<br />
water<br />
what<br />
many<br />
people<br />
o<strong>the</strong>r<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 59
Cards for <strong>the</strong> game: SIGHT WORD FISHING (<strong>Sight</strong> Word Learning Strategy 3 “Learn <strong>the</strong> phonics, learn <strong>the</strong> words”)<br />
Game instructions are located on page 54.<br />
this<br />
<strong>the</strong><br />
that<br />
with<br />
than<br />
<strong>the</strong>n<br />
<strong>the</strong>m<br />
she<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 60
Cards for <strong>the</strong> game: SIGHT WORD FISHING (<strong>Sight</strong> Word Learning Strategy 3 “Learn <strong>the</strong> phonics, learn <strong>the</strong> words”)<br />
Game instructions are located on page 54.<br />
look<br />
see<br />
or<br />
may<br />
been<br />
day<br />
for<br />
way<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 61
Cards for <strong>the</strong> game: SIGHT WORD FISHING (<strong>Sight</strong> Word Learning Strategy 3 “Learn <strong>the</strong> phonics, learn <strong>the</strong> words”)<br />
Game instructions are located on page 54.<br />
her<br />
call<br />
more<br />
number<br />
over<br />
are<br />
part<br />
all<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 62
Cards for <strong>the</strong> game: SIGHT WORD FISHING (<strong>Sight</strong> Word Learning Strategy 3 “Learn <strong>the</strong> phonics, learn <strong>the</strong> words”)<br />
Game instructions are located on page 54.<br />
by<br />
my<br />
first<br />
make<br />
each<br />
when<br />
which<br />
made<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 63
Cards for <strong>the</strong> game: SIGHT WORD FISHING (<strong>Sight</strong> Word Learning Strategy 3 “Learn <strong>the</strong> phonics, learn <strong>the</strong> words”)<br />
Game instructions are located on page 54.<br />
like<br />
write<br />
now<br />
use<br />
<strong>the</strong>se<br />
time<br />
how<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 64
Cards for <strong>the</strong> game: SIGHT WORD FISHING (<strong>Sight</strong> Word Learning Strategy 3 “Learn <strong>the</strong> phonics, learn <strong>the</strong> words”)<br />
Game instructions are located on page 54.<br />
down<br />
out<br />
about<br />
oil<br />
Cards for <strong>the</strong> game: SIGHT WORD FISHING (<strong>Sight</strong> Word Learning Strategy 4 “Look and think and learn a trick”)<br />
Game instructions are located on page 54.<br />
you<br />
<strong>the</strong>y<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 65
Cards for <strong>the</strong> game: SIGHT WORD FISHING (<strong>Sight</strong> Word Learning Strategy 4 “Look and think and learn a trick”)<br />
Game instructions are located on page 54.<br />
your<br />
said<br />
weretwo<br />
one<br />
<strong>the</strong>re<br />
<strong>the</strong>ir<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 66
Cards for <strong>the</strong> game: SIGHT WORD FISHING (<strong>Sight</strong> Word Learning Strategy 4 “Look and think and learn a trick”)<br />
Game instructions are located on page 54.<br />
word<br />
could<br />
some<br />
who<br />
would<br />
come<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 67
TIP<br />
Remember to<br />
sound-out <strong>the</strong> words<br />
Reading and Spelling Game: Incorporating Strategy 1 <strong>Words</strong><br />
Photocopy onto coloured paper and laminate. If necessary, enlarge to A3 size.<br />
Rules: Roll a dice and move counter. Read <strong>the</strong> word. Cover <strong>the</strong> word. Write <strong>the</strong> word on a white board.<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 68
TIP<br />
Remember to<br />
sound-out and<br />
<strong>the</strong>n think<br />
Reading and Spelling Game: Incorporating Strategy 2 words<br />
Photocopy onto coloured paper and laminate. If necessary, enlarge to A3 size.<br />
Rules: Roll a dice and move counter. Read <strong>the</strong> word. Cover <strong>the</strong> word. Write <strong>the</strong> word on a white board.<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 69
TIP<br />
Present <strong>the</strong><br />
phonic flash cards<br />
before playing<br />
Reading and Spelling Game: Incorporating Strategy 3 words with phonic concepts th, sh, oo, ee, ay, or, ore, er, all, ar<br />
Photocopy onto coloured paper and laminate. If necessary, enlarge to A3 size.<br />
Rules: Roll a dice and move counter. Read <strong>the</strong> word. Cover <strong>the</strong> word. Write <strong>the</strong> word on a white board.<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 70
TIP<br />
Present <strong>the</strong><br />
phonic flash cards<br />
before playing<br />
Reading and Spelling Game: Incorporating Strategy 3 words with phonic concepts ar, y as igh, ea, ir, wh, a-e, i-e, wr, e-e, u-e, ow, ou, oi<br />
Photocopy onto coloured paper and laminate. If necessary, enlarge to A3 size.<br />
Rules: Roll a dice and move counter. Read <strong>the</strong> word. Cover <strong>the</strong> word. Write <strong>the</strong> word on a white board.<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 71
TIP<br />
Share your trick each turn<br />
e.g. “said” silly ants in<br />
dust bins that’s how<br />
I remember <strong>the</strong> word<br />
Reading and Spelling Game: Incorporating Strategy 4 words<br />
Photocopy onto coloured paper and laminate. If necessary, enlarge to A3 size.<br />
Rules: Roll a dice and move counter. Read <strong>the</strong> word. Cover <strong>the</strong> word. Write <strong>the</strong> word on a white board.<br />
Games to Rehearse <strong>Sight</strong> Word Learning <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 72
<strong>Sight</strong> Word Spelling Practise 1<br />
Sound-out words Sound-out and think words<br />
<strong>Sight</strong> Word Spelling Practise <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 73
<strong>Sight</strong> Word Spelling Practise 2<br />
Sound-out and<br />
spell words<br />
Sound-out and<br />
think words<br />
th ay<br />
er<br />
Phonic <strong>Words</strong><br />
<strong>Sight</strong> Word Spelling Practise <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 74
<strong>Sight</strong> Word Spelling Practise 3<br />
Sound-out and<br />
spell words<br />
Sound-out and<br />
think words<br />
th ay<br />
er<br />
Phonic <strong>Words</strong><br />
Look and think<br />
- use trick words<br />
<strong>Sight</strong> Word Spelling Practise <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 75
<strong>Sight</strong> Word Reading Progress Check: <strong>Words</strong> 1 - <strong>100</strong> (page 1 of 2)<br />
The first <strong>100</strong> words on Fry’s list comprise approximately a half of all published works.<br />
Student’s Name: ___________________________________________<br />
Date of<br />
Assessments:<br />
____/____/____<br />
____/____/____<br />
____/____/____<br />
at in it on and<br />
Strategy 1 <strong>Words</strong><br />
from a I up if<br />
had but not him did<br />
get can an will long<br />
is his as was to<br />
be he of have no<br />
Strategy 2 <strong>Words</strong><br />
go so has find we<br />
into do many o<strong>the</strong>r what<br />
water<br />
people<br />
ANALYSIS OF PERFORMANCE: Rate student’s performance.<br />
Acquisition Stage Mastery Stage O<strong>the</strong>r observations:<br />
Incorrect reading.<br />
A reliance on<br />
sounding-out.<br />
Reads or recognises<br />
<strong>the</strong> word correctly<br />
but slowly.<br />
Rapid and instant<br />
recognition of words<br />
on flash cards.<br />
Rapid and instant<br />
recognition of<br />
words in reading<br />
books.<br />
Only progress onto<br />
<strong>the</strong> next sight word list<br />
when students demonstrate<br />
automatic and<br />
accurate reading.<br />
<strong>Sight</strong> Word Reading Progress Check <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 76
<strong>Sight</strong> Word Reading Progress Check: <strong>Words</strong> 1 - <strong>100</strong> (page 2 of 2)<br />
The first <strong>100</strong> words on Fry’s list comprise approximately a half of all published works.<br />
Student’s Name: ___________________________________________<br />
Date of<br />
Assessments:<br />
____/____/____<br />
____/____/____<br />
____/____/____<br />
with this that <strong>the</strong> <strong>the</strong>n<br />
<strong>the</strong>m than she look see<br />
been day way may or<br />
Strategy 3 <strong>Words</strong><br />
for more her over number<br />
all call part are by<br />
my each first which when<br />
make made like time write<br />
<strong>the</strong>se use how now down<br />
out about oil<br />
Strategy 4 <strong>Words</strong><br />
<strong>the</strong>y you one said your<br />
two word were <strong>the</strong>re <strong>the</strong>ir<br />
who could would some come<br />
ANALYSIS OF PERFORMANCE: Rate student’s performance.<br />
Acquisition Stage Mastery Stage O<strong>the</strong>r observations:<br />
Incorrect reading.<br />
A reliance on<br />
sounding-out.<br />
Reads or recognises<br />
<strong>the</strong> word correctly<br />
but slowly.<br />
Rapid and instant<br />
recognition of words<br />
on flash cards.<br />
Rapid and instant<br />
recognition of<br />
words in reading<br />
books.<br />
Only progress onto<br />
<strong>the</strong> next sight word list<br />
when students demonstrate<br />
automatic and<br />
accurate reading.<br />
<strong>Sight</strong> Word Reading Progress Check <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 77
<strong>Sight</strong> Word Spelling Progress Check: <strong>Words</strong> 1 - <strong>100</strong><br />
The first <strong>100</strong> words on Fry’s list comprise approximately a half of all published works.<br />
Student’s Name: ___________________________________________<br />
Date of<br />
Assessments:<br />
____/____/____<br />
____/____/____<br />
____/____/____<br />
ANALYSIS OF PERFORMANCE: Rate student’s performance.<br />
Acquisition Stage Mastery Stage O<strong>the</strong>r observations:<br />
Incorrect spelling<br />
evident.<br />
Two or more attempts<br />
at spelling many of<br />
<strong>the</strong> words<br />
Correct spelling but<br />
slow processing.<br />
Correct spelling only<br />
in spelling tests.<br />
Correct spelling<br />
evident in independent<br />
writing.<br />
Only progress onto<br />
<strong>the</strong> next sight word list<br />
when correct spelling is<br />
evident in <strong>the</strong> students<br />
written work.<br />
<strong>Sight</strong> Word Spelling Progress Check <strong>Teaching</strong> <strong>the</strong> <strong>First</strong> <strong>100</strong> <strong>Sight</strong> <strong>Words</strong> PLD Organisation Pty. Ltd. 78
O<strong>the</strong>r resources in <strong>the</strong> <strong>First</strong> <strong>Words</strong> range.<br />
<strong>First</strong> Reading <strong>Words</strong><br />
For <strong>the</strong> early childhood years<br />
Program for 5 to 6 year olds<br />
Single Word Reading Tasks: The child is to sound-out<br />
(i.e. decode) <strong>the</strong> word. When <strong>the</strong> word is verbalised<br />
(i.e. read) <strong>the</strong> picture is <strong>the</strong>n revealed.<br />
This resource presents a<br />
progressive approach to decoding<br />
(or “sounding-out”) some of <strong>the</strong><br />
earliest reading words. It also provides<br />
ample practise reading simple regular<br />
alphabet words.<br />
The pack includes:<br />
• Instruction card<br />
• 78 single word reading cards<br />
• 42 sentence reading cards<br />
• 2 X A3 board games that provide<br />
10 game variations<br />
Code: CCfrw<br />
2 game boards<br />
to practise reading<br />
CVC words and<br />
sentences.<br />
Sentence Reading Tasks:<br />
The child is to sound-out<br />
(i.e. decode) <strong>the</strong> words.<br />
When <strong>the</strong> sentence is<br />
verbalised (i.e. read)<br />
<strong>the</strong> picture is<br />
<strong>the</strong>n revealed.<br />
The words in both FIRST READING WORDS and FIRST SPELLING WORDS are introduced in 4 Steps:<br />
Step 1: <strong>Words</strong> comprised of 6 alphabet sounds: s, a, t, p, i, n (cards with yellow borders)<br />
Step 2: <strong>Words</strong> comprised of 12 alphabet sounds: Step 1 plus m, r, h, e, d, c (cards with blue borders)<br />
Step 3: <strong>Words</strong> comprised of 18 alphabet sounds: Step 1 and 2 plus f, l, g, o, u, b (cards with green borders)<br />
Step 4: <strong>Words</strong> comprised of <strong>the</strong> entire alphabet (cards with red borders)<br />
<strong>First</strong> Spelling <strong>Words</strong> - Set 1<br />
For <strong>the</strong> early childhood years<br />
Program for 5 to 6 year olds<br />
This resource presents a progressive<br />
approach to ‘sounding-out’ and<br />
spelling some of <strong>the</strong> earliest spelling<br />
words. It also provides ample practise<br />
spelling simple regular alphabet words.<br />
The pack includes:<br />
• Instruction card outlining 7 activity<br />
options to apply to 46 cards.<br />
• 46 x A4 colour cards<br />
Code: CCfsw<br />
Includes 3 different<br />
card templates<br />
to perform <strong>the</strong> tasks.<br />
See back cover for... <strong>First</strong> <strong>Sight</strong> <strong>Words</strong><br />
The instruction card outlines<br />
explicit teaching instructions for <strong>the</strong> 7 options used in<br />
conjunction with <strong>the</strong> card spelling tasks.<br />
Use <strong>the</strong> following options to complete <strong>the</strong> spelling task.<br />
Option 1: Sounding-out practise using mats<br />
Option 2: Sounding-out practise using counters<br />
Option 3: Sounding-out practise using fingers<br />
Option 4: Spelling with play-dough<br />
Option 5: Spelling with magnetic letters<br />
Option 6: Spelling with wiki stix<br />
Option 7: Spelling with letter-formation<br />
Example card instructions...Template 1 Single Word Spelling Card 5:<br />
Step 2 - 12 alphabet sounds: Step 1 plus m, r, h, e, d, c (Cards with blue borders.)<br />
Task 1 Instructions: “We are going to spell some words today, but before we start let’s practice<br />
sounding-out <strong>the</strong> words pictured. What are <strong>the</strong> sounds in <strong>the</strong> word ‘ten’?”<br />
Task 2 Instructions: “Now it’s time to sound-out and spell <strong>the</strong> words.” (Use play dough letters,<br />
plastic letters, wiki stix or handwritten letters.)<br />
Visit www.pld-literacy.org to view PLD’s comprehensive range of resources.
<strong>First</strong> SIGHT WORDS and WRITING ACTIVITIES<br />
Designed by a Speech Pathologist.<br />
Four explicit instruction strategies are applied<br />
to <strong>the</strong> first <strong>100</strong> sight words.<br />
Methods for whole class and small group<br />
explicit instruction.<br />
Reading and spelling consolidation tasks.<br />
<strong>Sight</strong> word reading and sight word spelling<br />
progress checks.<br />
”SIGHT WORDS” are a special category of<br />
words that students are instructed to recognise<br />
automatically (i.e. without picture cues<br />
or sounding-out.) The instant recognition is<br />
important due to <strong>the</strong> frequency at which<br />
sight words occur.<br />
Designed by a Speech Pathologist for students<br />
in <strong>the</strong> early years.<br />
A large range of writing genres for designed to<br />
move students from ‘role-play’ writing into early<br />
phonetic writing and finally into writing with<br />
emerging conventional spelling.<br />
Short pictorially supported writing tasks that<br />
involve an adult providing an oral model, along<br />
with opportunities for students to orally rehearse<br />
<strong>the</strong> sentence(s).<br />
Three levels of templates for <strong>the</strong> range evident<br />
in all early years classes (i.e. <strong>the</strong> delayed, age<br />
appropriate and advanced students).<br />
Literacy, language and motor assessment points<br />
at <strong>the</strong> base of each template.<br />
Visit www.pld-literacy.org to view PLD’s comprehensive range of resources.<br />
116 Parry Street<br />
Perth WA 6000, Australia<br />
Tel: +61 (08) 9227 0846<br />
Fax: +61 (08) 9227 0865<br />
www.pld-literacy.org<br />
mail@pld-literacy.org<br />
CCsight2