look
Vowel Team l - oo - k
LEVEL 1
for
R-Controlled f - or
LEVEL 1
one
★ Heart Word Tricky o, e
© 2026 Sight Word Phonics Curriculum • Cards Set 1
Page 2: Cards 1-12
Cut along the dotted lines. Aligned across Levels 1-3.
Cut 12 Cards
LEVEL 2
out
Vowel Team ou - t
LEVEL 1
day
Vowel Team d - ay
LEVEL 2
will
Floss Rule w - i - ll
LEVEL 3
little
Complex lit - tle
LEVEL 1
to
★ Heart Word Tricky o (/u:/)
LEVEL 3
some
★ Heart Word Tricky o-e (/ʌ/)
LEVEL 1
have
★ Heart Word Short a / Silent e
LEVEL 2
school
★ Heart Word Tricky ch (/k/)
LEVEL 2
what
★ Heart Word Tricky a (/ʌ/)
LEVEL 2
was
★ Heart Word Tricky a, s
LEVEL 3
the
★ Heart Word Tricky e (schwa)
LEVEL 3
you
★ Heart Word Tricky ou (/u:/)
© 2026 Sight Word Phonics Curriculum • Cards Set 2
Page 3: Cards 13-24
Milestone 1: Level 1 Mastered
Total score of 40-50 on words 1-50. Student is ready for complex multisyllabic Level 2 sight words.
Milestone 2: Level 2 Mastered
Cumulative score of 85-100. Student demonstrates excellent grasp of double consonants & vowel diphthongs.
Milestone 3: Level 3 Mastered
Score of 135+. Student displays independent sight-reading proficiency, mapping advanced irregularities.
Developed for Science of Reading Alignment.
Page 2: 150-Word Class Tracker
| [] |
| [] |
| [] |
| [] |
| [] |
| [] |
| who | [] | [] | [] | [] | [] | [] |
| to | [] | [] | [] | [] | [] | [] |
| in | [] | [] | [] | [] | [] | [] |
| so | [] | [] | [] | [] | [] | [] |
| had | [] | [] | [] | [] | [] | [] |
| but | [] | [] | [] | [] | [] | [] |
| don't | [] | [] | [] | [] | [] | [] |
| time | [] | [] | [] | [] | [] | [] |
| people | [] | [] | [] | [] | [] | [] |
| about | [] | [] | [] | [] | [] | [] |
| book | [] | [] | [] | [] | [] | [] |
| Word | S1 | S2 | S3 | S4 | S5 | S6 |
|---|---|---|---|---|---|---|
| sea | [] | [] | [] | [] | [] | [] |
| way | [] | [] | [] | [] | [] | [] |
| here | [] | [] | [] | [] | [] | [] |
| took | [] | [] | [] | [] | [] | [] |
| today | [] | [] | [] | [] | [] | [] |
| some | [] | [] | [] | [] | [] | [] |
| two | [] | [] | [] | [] | [] | [] |
| day | [] | [] | [] | [] | [] | [] |
| on | [] | [] | [] | [] | [] | [] |
| for | [] | [] | [] | [] | [] | [] |
| most | [] | [] | [] | [] | [] | [] |
| how | [] | [] | [] | [] | [] | [] |
| they | [] | [] | [] | [] | [] | [] |
| very | [] | [] | [] | [] | [] | [] |
| keep | [] | [] | [] | [] | [] | [] |
| run | [] | [] | [] | [] | [] | [] |
| made | [] | [] | [] | [] | [] | [] |
| us | [] | [] | [] | [] | [] | [] |
| before | [] | [] | [] | [] | [] | [] |
| than | [] | [] | [] | [] | [] | [] |
| all | [] | [] | [] | [] | [] | [] |
| a | [] | [] | [] | [] | [] | [] |
| can | [] | [] | [] | [] | [] | [] |
| I | [] | [] | [] | [] | [] | [] |
| have | [] | [] | [] | [] | [] | [] |
Intervention Guideline: Check [] when the student reads the word instantly (within 3 seconds) with correct phoneme mapping. Highlight rows where more than 3 students struggle for targeted small group re-teaching.
© 2026 Sight Word Phonics Small Group Trackers
Page 1: Level 1 Words 1-50
Guided Reading & Intervention
Record individual word-by-word mastery checkmarks for up to 6 students
Group File L2 Words 51-100
S1: __________
S2: __________
S3: __________
S4: __________
S5: __________
S6: __________
| Word | S1 | S2 | S3 | S4 | S5 | S6 |
|---|---|---|---|---|---|---|
| down | [] | [] | [] | [] | [] | [] |
| off | [] | [] | [] | [] | [] | [] |
| home | [] | [] | [] | [] | [] | [] |
| from | [] | [] | [] | [] | [] | [] |
| its | [] | [] | [] | [] | [] | [] |
| right | [] | [] | [] | [] | [] | [] |
| find | [] | [] | [] | [] | [] | [] |
| because | [] | [] | [] | [] | [] | [] |
| went | [] | [] | [] | [] | [] | [] |
| let | [] | [] | [] | [] | [] | [] |
| is | [] | [] | [] | [] | [] | [] |
| if | [] | [] | [] | [] | [] | [] |
| school | [] | [] | [] | [] | [] | [] |
| what | [] | [] | [] | [] | [] | [] |
| was | [] | [] | [] | [] | [] | [] |
| over | [] | [] | [] | [] | [] | [] |
| old | [] | [] | [] | [] | [] | [] |
| his | [] | [] | [] | [] | [] | [] |
| long | [] | [] | [] | [] | [] | [] |
| house | [] | [] | [] | [] | [] | [] |
| last | [] | [] | [] | [] | [] | [] |
| air | [] | [] | [] | [] | [] | [] |
| night | [] | [] | [] | [] | [] | [] |
| many | [] | [] | [] | [] | [] | [] |
| best | [] | [] | [] | [] | [] | [] |
| Word | S1 | S2 | S3 | S4 | S5 | S6 |
|---|---|---|---|---|---|---|
| she | [] | [] | [] | [] | [] | [] |
| look | [] | [] | [] | [] | [] | [] |
| at | [] | [] | [] | [] | [] | [] |
| by | [] | [] | [] | [] | [] | [] |
| will | [] | [] | [] | [] | [] | [] |
| when | [] | [] | [] | [] | [] | [] |
| put | [] | [] | [] | [] | [] | [] |
| there | [] | [] | [] | [] | [] | [] |
| has | [] | [] | [] | [] | [] | [] |
| room | [] | [] | [] | [] | [] | [] |
| under | [] | [] | [] | [] | [] | [] |
| could | [] | [] | [] | [] | [] | [] |
| after | [] | [] | [] | [] | [] | [] |
| four | [] | [] | [] | [] | [] | [] |
| would | [] | [] | [] | [] | [] | [] |
| big | [] | [] | [] | [] | [] | [] |
| be | [] | [] | [] | [] | [] | [] |
| he | [] | [] | [] | [] | [] | [] |
| just | [] | [] | [] | [] | [] | [] |
| out | [] | [] | [] | [] | [] | [] |
| help | [] | [] | [] | [] | [] | [] |
| as | [] | [] | [] | [] | [] | [] |
| good | [] | [] | [] | [] | [] | [] |
| their | [] | [] | [] | [] | [] | [] |
| tell | [] | [] | [] | [] | [] | [] |
Intervention Guideline: Check [] when the student reads the word instantly (within 3 seconds) with correct phoneme mapping. Highlight rows where more than 3 students struggle for targeted small group re-teaching.
© 2026 Sight Word Phonics Small Group Trackers
Page 2: Level 2 Words 51-100
Guided Reading & Intervention
Record individual word-by-word mastery checkmarks for up to 6 students
Group File L3 Words 101-150
S1: __________
S2: __________
S3: __________
S4: __________
S5: __________
S6: __________
| Word | S1 | S2 | S3 | S4 | S5 | S6 |
|---|---|---|---|---|---|---|
| got | [] | [] | [] | [] | [] | [] |
| light | [] | [] | [] | [] | [] | [] |
| mother | [] | [] | [] | [] | [] | [] |
| soon | [] | [] | [] | [] | [] | [] |
| red | [] | [] | [] | [] | [] | [] |
| like | [] | [] | [] | [] | [] | [] |
| you | [] | [] | [] | [] | [] | [] |
| little | [] | [] | [] | [] | [] | [] |
| are | [] | [] | [] | [] | [] | [] |
| your | [] | [] | [] | [] | [] | [] |
| first | [] | [] | [] | [] | [] | [] |
| work | [] | [] | [] | [] | [] | [] |
| with | [] | [] | [] | [] | [] | [] |
| of | [] | [] | [] | [] | [] | [] |
| need | [] | [] | [] | [] | [] | [] |
| any | [] | [] | [] | [] | [] | [] |
| only | [] | [] | [] | [] | [] | [] |
| play | [] | [] | [] | [] | [] | [] |
| also | [] | [] | [] | [] | [] | [] |
| may | [] | [] | [] | [] | [] | [] |
| it | [] | [] | [] | [] | [] | [] |
| not | [] | [] | [] | [] | [] | [] |
| food | [] | [] | [] | [] | [] | [] |
| him | [] | [] | [] | [] | [] | [] |
| me | [] | [] | [] | [] | [] | [] |
| Word | S1 | S2 | S3 | S4 | S5 | S6 |
|---|---|---|---|---|---|---|
| back | [] | [] | [] | [] | [] | [] |
| end | [] | [] | [] | [] | [] | [] |
| door | [] | [] | [] | [] | [] | [] |
| them | [] | [] | [] | [] | [] | [] |
| it's | [] | [] | [] | [] | [] | [] |
| show | [] | [] | [] | [] | [] | [] |
| each | [] | [] | [] | [] | [] | [] |
| thing | [] | [] | [] | [] | [] | [] |
| eat | [] | [] | [] | [] | [] | [] |
| other | [] | [] | [] | [] | [] | [] |
| and | [] | [] | [] | [] | [] | [] |
| the | [] | [] | [] | [] | [] | [] |
| or | [] | [] | [] | [] | [] | [] |
| up | [] | [] | [] | [] | [] | [] |
| did | [] | [] | [] | [] | [] | [] |
| then | [] | [] | [] | [] | [] | [] |
| into | [] | [] | [] | [] | [] | [] |
| this | [] | [] | [] | [] | [] | [] |
| now | [] | [] | [] | [] | [] | [] |
| say | [] | [] | [] | [] | [] | [] |
| well | [] | [] | [] | [] | [] | [] |
| again | [] | [] | [] | [] | [] | [] |
| which | [] | [] | [] | [] | [] | [] |
| never | [] | [] | [] | [] | [] | [] |
| small | [] | [] | [] | [] | [] | [] |
Intervention Guideline: Check [] when the student reads the word instantly (within 3 seconds) with correct phoneme mapping. Highlight rows where more than 3 students struggle for targeted small group re-teaching.
© 2026 Sight Word Phonics Small Group Trackers
Page 3: Level 3 Words 101-150
Page 2 of 2
Words 75-86. Cut along dotted lines. Print-ready.
Cards 25-36
CLOSED • L2
best
Closed Box b - e - s - t
OPEN • L2
she
Open Syllable sh - e
TEAM • L2
look
Short oo l - oo - k
CLOSED • L2
at
Closed Box a - t
OPEN • L2
by
Open Syllable b - y(i)
CLOSED • L2
will
Floss Rule w - i - ll
CLOSED • L2
when
Digraph wh wh - e - n
CLOSED • L2
put
Closed Box p - u - t
CVCe • L2
there
Silent E th - e_e - r
CLOSED • L2
has
Voiced /z/ h - a - s(/z/)
TEAM • L2
room
Long oo r - oo - m
TEAM • L2
under
Vowel team er u - n - d - er
© 2026 Sight Word Phonics Curriculum • L2 Cards Page 3
Page 3 of 4
Words 87-50. Cut along dotted lines. Print-ready.
Cards 37-48
TEAM • L2
could
Vowel team oul c - oul - d
TEAM • L2
after
Vowel team er af - t - er
TEAM • L2
four
Vowel team our f - our
TEAM • L2
would
Vowel team oul w - oul - d
TEAM • L2
out
Diphthong ou ou - t
CLOSED • L2
help
Blend -lp h - e - l - p
CLOSED • L2
as
Voiced /z/ a - s(/z/)
TEAM • L2
good
Short oo g - oo - d
TEAM • L2
their
Vowel team ei th - eir
CLOSED • L2
tell
Floss Rule t - e - ll
HEART • L2
are
★ Bossy R / e ar - e
TARGET KEY
Contains double consonant floss letters, blends, digraphs, and basic team vowels.
Watch for 10 Hearts!
Sight Word Decoder Form 2 (51-100)
© 2026 Sight Word Phonics Curriculum • L2 Cards Page 4
Page 4 of 4
Words 125-136. Cut along dotted lines. Print-ready.
Cards 25-36
OPEN • L3
me
Open Syllable m - e
CLOSED • L3
back
Digraph ck b - a - ck
CLOSED • L3
end
Closed Box e - n - d
TEAM • L3
door
Vowel team oo d - oor
CLOSED • L3
them
Digraph th th - e - m
CLOSED • L3
it's
Contraction i - t - 's
OPEN • L3
show
Open Syllable sh - ow
TEAM • L3
each
Vowel team ea ea - ch
CLOSED • L3
thing
Digraph th/ng th - i - ng
TEAM • L3
eat
Vowel team ea ea - t
HEART • L3
other
★ Tricky o (/u/) o - th - er
CLOSED • L3
and
Closed Box a - n - d
© 2026 Sight Word Phonics Curriculum • L3 Cards Page 3
Page 3 of 4
Words 137-150. Cut along dotted lines. Print-ready.
Cards 37-48
HEART • L3
the
★ Tricky e th - e(/ə/)
CLOSED • L3
or
R-Controlled or
CLOSED • L3
up
Closed Box u - p
CLOSED • L3
did
Closed Box d - i - d
CLOSED • L3
then
Digraph th th - e - n
CLOSED • L3
into
Compound word in - to
CLOSED • L3
this
Digraph th th - i - s
OPEN • L3
now
Open Syllable n - ow
OPEN • L3
say
Vowel team ay s - ay
CLOSED • L3
well
Floss Rule w - e - ll
HEART • L3
again
★ Tricky ai (/e/) a - g - ai - n
TARGET KEY
Covers advanced vowel team trigraphs, complex ending digraphs, and multisyllables.
Excellent Mastery Goal!
Sight Word Decoder Form 3 (101-150)
© 2026 Sight Word Phonics Curriculum • L3 Cards Page 4
Page 4 of 4