#Fry sight words we plus

The third 100 Fry words should be mastered in 3rd grade.The second 100 Fry words should be mastered in 2nd grade.The first 100 Fry words should be mastered in 1st grade.Learning all 1,000 words in the Fry list would equip a child to read about 90 percent of the words in a typical book, newspaper, or website. The first hundred make up about half of all written material, and the first three hundred make up about 65 percent of all written material. So the first hundred Fry words are the hundred most frequently occurring words in English. The Fry words are listed by the frequency with which they occur and broken down into groups of hundred. He presents the words in sets of five as a “reminder only to teach a few words at a time.”

Fry espoused teaching children to read by having them learn the Fry 1,000 Instant Words in their order of frequency. Fry developed this expanded list in the 1950s (and updated it in 1980) based on the most common words to appear in reading materials used in Grades 3-9.ĭr. The Fry High-Frequency Instant Words is a more current list of words than the well-known Dolch list and was extended to capture the most common 1,000 words. These words comprise 80% of the words you would find in a typical children’s book and 50% of the words found in writing for adults ( ):Ī, and, away, big, blue, can, come, down, find, for, funny, go, help, here, I, in, is, it, jump, little, look, make, me, my, not, one, play, red, run, said, see, the, three, to, two, up, we, where, yellow, you (40 words)

#Fry sight words we plus

The list contains 220 “service words” plus 95 high-frequency nouns. Edward William Dolch developed the list in the 1930s-40s by studying the most frequently occurring words in children’s books of that era. Lists of sight words The Dolch word listĮducator Dr. The letter a, for example, is given a different sound in the following typical first-grade words: at, Jane, ball, father, was, saw, and are.Īnother example of this complexity is the phoneme of the long i, which has a different spelling pattern in the following words: aisle, aye, I, eye, ice, tie, high, choir, buy, sky, rye, pine, and type. To further complicate the problem of learning to read English, many of the most frequently used sight words in first-grade books have irregular spelling patterns. The relationship between the letter and its sound equivalent is not always predictable. Unlike other languages, written English has an inconsistent phoneme-grapheme relationship or spelling pattern. Research has shown that reading improves as a reader’s sight word vocabulary grows.

A piece that contains too many non-sight words is usually too difficult and frustrating. The child must use other word recognition strategies for only a few words (5 to 10 percent). Fluent reading requires that most words in a selection be sight words. Sight words may refer to reading without hesitationįor others, the term means words recognized instantly, without hesitation or further analysis. In addition to these words being very frequent, many cannot be “sounded out.” Children are expected to learn them by sight, i.e., recognizing them without any attempt to sound them out. ( The Reading Teacher’s Book of Lists, 2000) state that the 25 most common words comprise about one-third of our written material, while the 100 most common words comprise about 50 percent of the material we read. When the term is applied to early reading instruction, it typically refers to about 100 words reappearing on almost any page of text.Īccording to Robert Hillerich, just three words I, and, and the account for 10 percent of all words in printed English. Sight words can be the 100 most common words “Sight words” is a common term in reading with various meanings.