This action research study explored the connection between sight words and fluency. The researcher implemented an orthographic mapping intervention with a group of six first-grade students. Throughout the three-week study, students systematically examined the irregularities of first-grade sight words and mapped the expected and unexpected parts of the word. Students practiced reading these words in isolation and in context each week and were progress monitored using FastBridge sight word and CBMr assessments. The six participants were assessed on newly taught sight words as well as previously taught sight words. Data was collected to determine if the intervention resulted in long-term memory and recall of the words. Additionally, the researcher wanted to determine the impact the intervention had on passage reading. The action research study answers the question: How does the grapho-phonemic approach to teaching sight words impact first grade reading fluency? The findings from this action research project report that five of the six students increased in overall fluency and all six participants gained sight word automaticity over the course of the intervention. A dependent sample statistical analysis determined that the intervention made a statistically significant difference for both sight word and passage fluency. This study suggests that the grapho-phonemic approach to teaching sight words has a positive impact on first grade reading fluency.