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By the end of your childs kindergarten year, they should have mastered the first 50 sight words, although its common in many schools to teach the first 100 words. While the common standards state that students should be able to detect high-frequency terms, no exact number is given.
The Dolch Sight Words list is the most commonly used set of sight words. Educator Dr. Edward William Dolch developed the list in the 1930s-40s by studying the most frequently occurring words in childrens books of that era. The list contains 220 service words plus 95 high-frequency nouns.
The Dolch List has not been revised for decades, while the Fry list is more current. The Fry list also is more comprehensive in that it includes 1,000 words that are arranged based on frequency within bands of 100.
Memorizing these words makes reading much easier and smoother, because the child already recognizes most of the words and can concentrate their efforts on new words. For example, knowing just the Dolch Sight Words would enable you to read about 50% of a newspaper or 80% of a childrens book.
Most schools use the term Sight Word loosely when what they actually mean is the term Dolch Word. Dolch Words are words a child needs to know to have a proficient understanding at a given level of reading.

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One list is called the Dolch Word List, created by E.W. Dolch in 1936. The list contains 220 of the most commonly used words that should be recognized by first sight. The list is divided by grade level from Pre-K through third grade, but many educators believe that these words should be mastered by first grade.
The Fry words are listed by the frequency with which they occur and are often broken down into groups of 100. So the first 100 Fry words are the 100 most frequently occurring words in the English language.
Graded Learning: Fry Sight Words are divided into groups of 100, splitting into lists of 50, for 10 groups. These are taught from kindergarten through fifth grade, with the hope children would know the first 100 words by the end of first grade, the second 100 words by the end of second grade, and so on.

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