This is the complete list of the 100 'high frequency words' taught over the course of the government Letters & Sounds guidance;
www.education.gov.uk/publications/eOrderingDownload/Letters%20and%20Sounds-7.pdf
Note that they are not expected to be taught all in one go; if you scroll down, you will see that a few are taught during each 'phase'. Note also that some are perfectly straightforward to decode and blend (providing the child has the requisite phonic knowledge) and only a few are taught as 'tricky words', i.e words that are decodable but with a 'tricky bit', i.e a rare or unusual letter/sound correspondence.
This is the teaching guidance for 'Phase 2' of L & S. If you go to page 64 you will find guidance on how to teach the 'tricky words'. This is good advice and the best way to teach them.
www.education.gov.uk/publications/eOrderingDownload/Letters and Sounds-2.pdf
(sorry, even though I have copied and pasted it straight from the address bar I cannot get that link to work - you'll have to copy & paste it!)
If your child is getting decodable books to read (which the Songbirds are) then the tricky words will be introduced gradually over the course of the reading scheme. If you want her to be reading more than decodables from school (which isn't the best idea until she is secure with the phonics) then words with unfamiliar correspondences can be approached in a similar way, decode the bits that she knows and explain the 'code' which she doesn't yet know as "this is the code for the 'x' sound which you will be taught later." What you are aiming for is always keeping to the principle that unfamiliar words have to be decoded and blended.
ORT is really not the best thing to be reading as it introduces a large number of 'advanced code' correspondences at a time, which is a big load on memory, while not even giving sufficient practice in using them! They are not written to support phonics teaching at all.
I would advise take it very steady, and don't overface her. Some children are a whizz at picking up new correspondences and 'getting' the principle of decoding and blending, others need to work at a slower pace. If she shows signs of getting confused, and/or guessing and memorising instead of decoding and blending , STOP and take it more slowly. Early 'advanced' reading is not a sign of much except a facility in learning to read. The 'slower' to learn get there just the same in the end.