SIGHT WORD STEPS 1

p. 8 ̶ LIST OF WORDS
p. 9-58 ̶ COLORED STEPS
p. 59-62 ̶ COLORED BLANK STEPS
p.63-112 ̶ WHITE STEPS
p. 113-116 ̶ WHITE BLANK STEPS
p. 117-122 ̶ PICTURES FOR ADVENTURES
The cutest multicolored steps for
teaching young learners to read and spell
first 150 Fry Sight Words.
The set includes: coloured steps with
words, empty coloured steps, white steps with words, empty white steps and pictures for
role play adventures. You may edit the steps in DOCX file, typing any sight words or other
vocabulary you study at this time.
How to use:
- introduce and study new sight words;

- decorate the walls with the most difficult sight words for children to look at and
memorize as a visual aid;
- as a warm-up: put the steps on the walls
(or even on the ceiling!), tell student that
tonight a Mystery Guest got inside your
classroom. He'll teach them some new
words. He's too shy and has hidden
somewhere in the classroom (in our case it
was a big fluffy teddy bear hidden in a
backpack) but he's left a trace. Let's find him!
Read the steps from the beginning to the
place where the Guest has hidden.
Variation: Instead of a mystery guest any
other thing can be used such as a chest with
a secret or treasure, or an object which will
help them elicit the topic of today's lesson;

- impress the kids sticking the steps in

unexpected unusual places, they will follow
the visual aids with their eyes
unconsciously, reading and memorizing the
spelling of sight words;

- create an adventure. Form the trace

made of sight word steps on the floor. It's a
safe way from destination point A to
destination point B. The kids have to follow
the path reading the sight words.
 SIGHT WORD STEPS 2
To make the way more challenging and dangerous, add some conditions: e.g. they have
only 3 lives (3 mistakes acceptable), a magic wand or a supporter (a friend who can help).
Depending on the group (mostly boys or girls), the level and interests of children, the
dangers and adventures on the road may differ. They can be:
џ islands in the ocean infested with sharks;
џ jungles full of dangerous beasts;
џ a frail bridge over the river teemed with hungry crocodiles or piranhas;
џ stones over the burning lava or a slope down from the top of an erupting volcano;
џ a treasure hunt on the inhabited island;
џ rescue of a bewitched princess from an angry dragon (in this adventure kids can be given
different roles: “rescuers” read the sight words steps, “the dragon”(a strong student)
listens carefully and checks the mistakes, if they are made, he takes the lives, and “the
bewitched princess” continuously repeats her spell, reading all the sight words).

- play different flashcard games:

- Listen, point and say. Place flashcards or

objects for the key vocabulary around the
classroom. Call out a vocabulary word. The
children point to the correct flashcard or
object. Alternatively, play the chant with the
target vocabulary and the children point or
touch the correct card when they hear the
word. Now point to the flashcards one by
one, the children must say the words. Option:
describe the location of the card, e.g. It's next
to the window. What's this? The children then
say the word.

- What's missing? Put a number of flashcards (6-8) on the table (or floor) face-up in order all
the players could see them properly. Students look at the cards trying to memorize as many as
possible. Ask them to close their eyes and remove one (or more cards). Ask: What's missing?
They must name the missing card. The student who does it first, gets a point or has a go to
take away another card. Option: to make the game harder, add a new card from a related
lexical set each time or remove more than one card. To make the game more effective, and
reduce teacher talking time, divide the students into groups and give them cards with
vocabulary you want them to learn or revise.

- Memory game. Print two sets of the same necessary sight words steps. Put all cards face
down on the floor (or table), determine the order of the players in the game. Children take
turns to open two cards and name them. If they match, the player keeps the cards and has
another go, if they don't the cards are turned over again and another child goes. At the end of
the game you can ask children to make short sentences with target grammar and vocabulary
using the cards they have won.

- Kim's game. Choose several cards, children look at them very attentively and try to
memorize. Then the cards are covered with a towel and they have to name as many cards as
possible.
 SIGHT WORD STEPS 3
- Snowball. Use the target vocabulary flashcards, give each student a flashcard and ask
them to stand in a line or a circle. The first student names his card, the second student
repeats the first card and the second. Continue in this way until everyone has named the card
s/he has got. You may practice grammar patterns as well, e.g. S1: in. S2: in and their. S3: in,
their and with etc.

- In a flash. Take the flashcards and hold them facing you so that the children can't see
them. Tell the children they are going to see a flashcard for a very short time. Then turn the
card over and back very quickly. Children have to see the picture (or a word) and name it.
That one to do it first gets the card. The winner is the player with the most cards.
Variation: If there are many children in the class, divide them into groups and deal the same
number of cards between the groups. Children play in groups independently (one person
shows the card quickly, others try to see and guess a word). After all cards have been played,
the groups change the sets and play with new cards.

- Bit by bit. The teacher shows the card revealing the picture on it part by part. Players try
to guess what it is. The first to guess it, gets a card. The player with the most cards is the
winner.

- Mousehole. Take a cardboard sheet, cut out a little hole in it. It is considered to be a
mousehole. Hide a necessary card behind it, players will see only a little part of the card. They
must guess what it is and say the correct word.

- The missing word chain. Place 6-8 words on the board (or the table) in a sequence, e.g.
about, out, many, these, them, so. Name the cards in a given order. Remove one card, the
class repeats all the chain, including the missing card. Remove one more flashcard each time,
until children are saying the whole sequence from memory.

- Tic Tac Toe. Draw a large grid 3*3 on the board, stick one card in every square. To put a
cross or a nought, a player must say the correct word on that card or make a short sentence.
(e.g. THESE are dogs. etc.). Variation: stick the flashcards
facing down. Teams take turns to select a card, turn it over
and say a word on the flashcard. If it's correct, remove the
card and write a cross or a nought accordingly.

- Touch. Place flashcards around the room and ask

students to run around the classroom touching the
flashcards that you say.

- Snap! A great game to play in pairs. Prepare two same

sets of cards. Split up players into two teams. Shuffle the sets
independently. One set is for one team, the other one is for
the second team. Put the piles face down. Students open the
top cards simultaneously. If the words match, they shout
Snap! The first team to shout, gets the card. Repeat with the
rest cards in the set. The team with the most cards is the
winner.
 SIGHT WORD STEPS 4
- Active BINGO. Divide students into 2-3 groups, let each group stand up in a line. Give
each child a sight word step. Call out the words randomly. When the student hears his word,
he sits down. When the entire group is sitting, they shout BINGO!

- Jump. Put the cards from the vocabulary set on the floor and say a word. Students jump
on the appropriate flashcard. Option: split up students into pairs. One calls out words,
another jumps on the steps, then they change the roles.

- True or False. Yes or No. (TPR) The teacher holds up flashcards one by one, calling out
the target vocabulary. If the word they hear matches the flashcard, they can respond by:
saying Yes/True, repeating the word, clapping once, jumping etc. If the word doesn't match,
students respond by: saying No/False, stomping feet twice, shaking their heads etc.

- Fortress. Draw a fortress on the board. Tell children that it is attacked by enemies, add a
ladder to the wall without some steps (5-7). The goal is to defend the fortress. Show the
cards, children must say the correct words. 1 mistake – add 1 missing step on the ladder. If
they are mistaken less than the number of missing steps, the fortress is saved!

- Read my lips. The teacher silently mouths the word a few times. You may also give small
miming or gestural clues. The student who first tells the word that has been said can have a
turn or gets a point.

- Race Track. Lay out the flashcards like a race track with a start and finish line on the
table (or on the floor). Students play in pairs, teams or individually. Determine the order of
players in the game. The first student rolls a dice and moves a counter along the track. Then
s/he must read a sight word (in stronger groups - make a sentence using that sight word)
he's landed on and if it's wrong, must move one step back. The first to reach finish is the
winner.

- Change places. Let students sit/stand in a circle, deal out the flashcards one for each
person. The leader stands in the center and names at least two cards. The students who
have those cards must change their places as quick as possible. The leader has to occupy
one of the places. The player who couldn't occupy a free place, becomes a leader.

- Goal! Put flashcards on the floor (or

table) where all pupils can see them. Ask
each student in a turn to throw a coin or a
ball onto one of the cards. If the coin/ball
lands on a flashcard, they must name the
card, make a phrase or a sentence using the
target grammar.

- Who's first? (great for playing in teams

or in pairs). The teacher shows the cards
one by one. The first team to name the word
gets a card or a point. The team with the
most points is the winner.
 SIGHT WORD STEPS 5
- Have a race. It's better to play outside dividing students into teams. Put the flashcards
on one side of the playground. Players are standing on the other side. The teacher says a
sight word, the first representatives of every team run to the cards. The first to bring the
correct card, wins a point for his/her team. The team with the most points is the winner.

- Pass the ball. Have children sit or stand in a circle. Shuffle the cards and put a pile in the
center. Tell them that the ball is a bomb and they have to pass it gently in order not to blow
it up. Start a timer for a few seconds. Ask students to pass the “bomb”. When it blows up,
that student who was holding the ball, takes a card, names it or makes a sentence with the
target grammar pattern.

- Chatterbox. Give a child 10-12 flashcards and ask to name them as quick as possible.
The one who does it faster or makes less mistakes than others is the winner.

- Musical cards. Play the lively music, hand the target vocabulary flashcards out to
different children around the table. They pass the cards to children next to them while the
music is playing. Stop the music suddenly and ask the children to name the cards they are
holding in the moment or make up a short sentence with them using the target grammar as
well. Do it several times. Variation: prepare calling cards, the same like in students' hands,
put them in the hat or a box. Play the music, students keep on passing the flashcards. Stop
the music and take the card out of the box. The student holding this card is out. Play the
music again. The winner is the last student left.

- Circle Drilling. Get students to sit in a circle. Introduce the vocabulary to the learners
and drill pronunciation. Next, hand one flashcard to a student to your left or right and then
get them to say and pass the flashcard to the next student. You can speed up the drilling
by handing more and more cards to the students next to you. The students will find it
incredibly enjoyable and highly competitive. Variation: introduce the cards one by one as it's
been said above. When all necessary cards are in a circle, students keep on pronouncing
the words and passing them to each other. Say stop! at any time and ask the children to
hold their cards, they have at the moment, up and read them. Repeat it several times.

- Broken phone or Whispers. This game develops listening skills. Organize the children
in a row (or if the group is big in rows of 5-6). Show or whisper a flashcard to the first player.
This child whispers the word to the next
player once, children continue whispering
from one to another until the word reaches
the final child. S/he says the word aloud,
writes it or draws it on the board. And the
first child holds up the flashcard to see
whether the word and the flashcard are
the same. Children have to decide it
themselves. Let the final child come to the
beginning of the row and go on the game
with another card.
 SIGHT WORD STEPS 6
- Where was it? Put a number of flashcards on the board (or table) face up. Give the class
five seconds to look at the cards. Then turn them over. Ask the children Where was the…?
The players try to remember the position of the cards. You may practice ordinal numbers
(e.g. EACH was the first. THEIR was the third etc.).

- Cowboys. Split up the class into two teams. Invite one player from each team to come
to the front of the class and stand back to back to each other, holding a flashcard. On the
count of three, players turn around and show their cards to each other. The first student to
shout out the word on the card of his opponent, wins a point for his team. Continue with the
rest of the cards. The players change every time.

- Correct order. Call out 6-8 students to the front of the class and give them each a
flashcard. Then call out the words randomly once or twice. Players have to arrange
themselves in the correct sequence. Try this game several times with different cards or
different order.

- First letter. Put the cards on the table or stick them on the board. Ask the students to
find the card which starts with a certain letter. Variation: after that ask students to put the
cards in alphabetical order.

- I spy. Put known flashcards around the room where all children can see, choose one of
them but don't tell the students (e.g. if you study animals choose a tiger). Say to the class: I
spy with my little eye, something begins with letter Tt. Invite students' guesses: Is it a
tortoise? No, it isn't. Is it a tiger? Yes, it is. The first who guesses the word you were thinking
of is the winner and s/he becomes the leader. Variation: I hear with my little ear something
begins with sound (say the sound)… The rules are the same.

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8 First 150 Fry Sight Words
TOP 25 TOP 50 TOP 75 TOP 100 TOP 125 TOP 150
page 9 page 17 page 25 page 34 page 42 page 50
page 63 page 71 page 79 page 88 page 96 page 104

the or will number over say

of one up no new great
and had other way sound where
a by about could take help
to words out people only through
in but many my little much
is not then than work before
you what them first know line
that all these water place right
it were so been years too
he we some called live means
was when her who me old
for your would oil back any
on can make sit give same
are said like now most tell
as there him find very boy
with use into long after follow
his an time down things came
they each has day our want
I which look did just show
at she two get name also
be do more come good around
this how write made sentence form
have their go may man three
from if see part think small
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First 50 Words (#1-50)

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he
was
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on

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as
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with

his
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th ey
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this
have
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or

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h a d
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words
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bu t
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not

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a l l
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were

we
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w h e n
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your

c a n
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do
how
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t h e i r
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if
Fry Sight Words
Second 50 Words (#51-100)

w i l l
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up
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other
about
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o u t
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many

th e n
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th e m
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these

so
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s o m e
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her

wo u l d
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make
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li ke
him
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in t o
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time

h a s
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look
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two
more
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w r i t e
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go

s e e
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number
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no
way
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c o u l d
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people

m y
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than
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firs t
water
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b e e n
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called

w h o
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oil
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s i t
now
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fi n d
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long

d o w n
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day
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d i d
get
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c o m e
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made

m ay
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part
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Third 50 Words (#101-150)

ove r
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new
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s o u n d
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take

o n l y
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little
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wo rk
know
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p l a c e
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years

li ve
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me
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m o s t
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very

a f t e r
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things
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n a m e
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good

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man
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t h i n k
say
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gre at
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where

he l p
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through
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mu ch
before
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li n e
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right

t o o
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means
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o l d
any
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s a m e
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tell

b oy
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c a m e
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sh o w
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also

aro u n d
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form
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th re e
small
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t h e
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of
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First 50 Words (#1-50)

a n d
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a
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to
in
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is
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you

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it
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he
was
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fo r
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on

a re
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as
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with

his
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th ey
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I
at
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be
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this
have
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fro m
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or

o n e
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h a d
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by
words
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bu t
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not

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a l l
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were

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w h e n
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your

c a n
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s h e
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do
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t h e i r
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if
Fry Sight Words
Second 50 Words (#51-100)

w i l l
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up
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other
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o u t
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many

th e n
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th e m
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these

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s o m e
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her

wo u l d
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make
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in t o
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time

h a s
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look
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two
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w r i t e
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go

s e e
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number
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no
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c o u l d
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people

m y
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than
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firs t
water
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b e e n
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called

w h o
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oil
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s i t
now
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fi n d
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long

d o w n
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day
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d i d
get
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c o m e
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made

m ay
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part
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Third 50 Words (#101-150)

ove r
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new
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s o u n d
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take

o n l y
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little
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wo rk
know
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p l a c e
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years

li ve
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me
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b a ck
give
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m o s t
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very

a f t e r
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things
LANGUAGE
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o u r
just
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n a m e
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good

e n t e n c e
s
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man
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t h i n k
say
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gre at
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where

he l p
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through
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mu ch
before
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li n e
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right

t o o
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means
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o l d
any
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s a m e
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tell

b oy
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follow
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c a m e
want
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sh o w
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also

aro u n d
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form
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th re e
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