© Shell Education
#50277—Increasing Fluency with High Frequency Word Phrases
The Lessons—A Comprehensive Approach
This product combines two research-based approaches to teaching reading—instant words and
phrasing (combining words into meaningful units). Together, these are a powerful tool for building
Many teachers of reading are familiar with Fry’s Instant Words. These are words listed in order of
frequency encountered in typical written material. The first 25 words make up about one-third of all
printed material; the first 100, about half. Words 1–3000 listed have been roughly divided into six
leveled lists in Dr. Fry’s Spelling Book*. Below is the breakdown by level:
Level 1: Instant Words 1–100
Level 4: Instant Words 1326–2025
Level 2: Instant Words 101–625
Level 5: Instant Words 2026–2725
Level 3: Instant Words 626–1325
Level 6: Instant Words 2726–3000
Dr. Fry’s Spelling Book Levels 1–6: Words Most Needed Plus Phonics by Edward Fry, Ph.D.
© 1999, Teacher Created Materials, Inc.
The lessons in this book are based on Fry’s Instant Words. Each lesson focuses on words from
that level. At this level, Fry’s Instant Words 101–625 are introduced sequentially, divided into
20 lessons. The words presented in each lesson are used in the context of an original story or
passage, which students read repeatedly. Whenever possible, words from previous lessons are
used in the stories. The lessons, therefore, should be done in order.
Especially for Level 2
At level 2, students are gaining confidence in their ability to read, write, and understand. However,
they still need plenty of support. This is why, at this level, all directions should be read by the
teacher. To make this clear, teacher-read text appears in italics.
The instant words are presented first in isolation. Students follow along as they listen to the words
read to them. They then practice listening to and reading the words themselves.
The instant words in the lesson are introduced in phrases that will appear in