Learn to Read 24

Ages 4–6 · 12 minutes · English

Party with sight words!

Students will help pick out decorations for a sight word party and practice:

- Reviewing sight words from previous lessons
- Differentiating between sight words
- Reading sentences that include sight words

Prior reading experience required.

Part of

Learn to Read

Standards alignment

Common Core State Standards

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.b — Decode regularly spelled one-syllable words.

Alabama

ELA21.K.10c — Decode consonant-vowel-consonant (CVC) words in isolation and in decodable text.
ELA21.K.15 — Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension.
ELA21.K.16 — Recognize and read grade-appropriate high-frequency words with accuracy and automaticity.
ELA21.K.10i — Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences.

Alaska

RF.K.3.c — Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Arizona

K.RF.3.c — Read 50 common high-frequency words by sight from a research-based word list.
K.RF.4 — Read emergent-reader texts with purpose and understanding.
K.RF.2.c — Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Blend spoken phonemes to form one-syllable words (e.g., /m/ /a/ /n/).
K.RF.3.b — Decode regularly spelled closed-syllable words.

Arkansas

K.FR.12.PD — Read high-frequency words.
K.FR.22.F — Orally read texts consisting of previously taught grapheme-phoneme correspondences, self-correcting as necessary.
K.FR.6.PA — Blend two to four individual sounds to create one-syllable words (e.g., /a/ /t/ to at; /s/ /i/ /p/ to sip; /c/ /a/ /t/ /s/ to cats).
K.FR.9.PD — Decode one-syllable words with single consonants and all short vowels (e.g., bag, sip, web, hog, cut).
K.FR.3.CP — Point to words, using one-to-one correspondence to demonstrate that words are separated by spaces.

California

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.2.f — Blend two to three phonemes into recognizable words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.

Colorado

RWC20-GR.K-S.2-GLE.3-EO.b.vi — Read text consisting of short sentences comprised of learned sight words and consonant-vowel-consonant (CVC) words.
RWC20-GR.K-S.2-GLE.3-EO.c.iii — Read common high-frequency words by sight (for example: the, of, to, you, she, my, is, are, do, does).
RWC20-GR.K-S.2-GLE.3-EO.c — Know and apply grade-level phonics and word analysis skills in decoding words.

Connecticut

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Delaware

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

Florida

ELA.K.F.1.4 — Recognize and read with automaticity grade-level high frequency words.
ELA.K.F.1.2 — Demonstrate phonological awareness. • Blend and segment syllables in spoken words. • Identify and produce alliterative and rhyming words. • Blend and segment onset and rimes of single-syllable words. • Identify the initial, medial, and final sound of spoken words. • Add or delete phonemes at the beginning or end of a spoken word and say the resulting word. • Segment and blend phonemes in single-syllable spoken words.
ELA.K.F.1.3 — Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. • Demonstrate knowledge of the most frequent sound for each consonant. • Demonstrate knowledge of the short and long sounds for the five major vowels. • Decode consonant-vowel-consonant (CVC) words. • Encode consonant-vowel-consonant (CVC) words.

Georgia

ELAGSEKRF4 — Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does); read emergent-reader texts with purpose and understanding.
ELAGSEKRF3 — Know and apply grade-level phonics and word analysis skills in decoding words.
ELAGSEKRF2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

Hawaii

K.RF.3c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.4 — Read emergent-reader texts with purpose and understanding.
K.RF.2d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

Idaho

K.FR.PH.3c — Read common high-frequency words with automaticity by sight (e.g., the, of, to, you, she, my, is, are, do, does).
K.FR.PH.3 — Use knowledge of grade-level phonics and word analysis skills in decoding words.
K.RC.RF.4 — Read emergent-reader texts (e.g., rhymes, songs, simple poems) with purpose and understanding.
K.FR.PA.2d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in spoken three-phoneme (consonant-vowel-consonant, or CVC) words and say the resulting word (Note: This does not include CVCs ending with /l/, /r/, or /x/.)

Illinois

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Indiana

K.RF.9 — Orally read decodable texts with appropriate accuracy and automaticity.
K.RF.7 — Use letter-sound knowledge to decode the sound of each consonant. (E)
K.RF.8 — Use letter-sound knowledge to decode words, including open and closed syllables, consonant digraphs, and blends. (E)
K.RF.2 — Recognize that written words are made up of sequences of letters.

Iowa

RF.K.3.c — Read common high-frequency words with accuracy and automaticity (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Orally read grade-appropriate text with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics, which includes word analysis skills to support decoding and encoding words.

Kansas

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.

Kentucky

RF.K.3.c — Read common high-frequency words by sight.
RF.K.4.a — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.2.d — Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme words.

Louisiana

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.1.a — Follow words from left to right, top to bottom, and page by page.

Maine

R.12.K.a — Read emergent-reader texts with purpose and understanding.
R.3.K.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
R.3.1.b — Decode regularly spelled one-syllable words.
R.3.K.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

Maryland

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Massachusetts

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.4 — Read early-emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.

Michigan

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Minnesota

0.1.1.2.b — Know and apply grade-level phonics and word analysis skills in decoding words: read high-frequency words, in and out of context, demonstrating both accuracy and automaticity.
0.1.1.3 — Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)
0.1.1.2.a — Know and apply grade-level phonics and word analysis skills in decoding words: decode words using one-to-one letter sound correspondences in three-phoneme CVC words and knowledge of word families, demonstrating both accuracy and automaticity.

Mississippi

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Missouri

K.RF.3.A.b — reading high-frequency words
K.RF.3.A.c — blending letter sounds to decode simple words
K.RF.4.A — Read, with support, appropriate texts with purpose and understanding
K.RF.1.A.f — demonstrating one-to-one correspondence between spoken words and written words

Montana

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Nebraska

LA.K.F.3.c — Decode consonant-vowel-consonant (CVC) words.
LA.K.F.4.b — Read decodable consonant-vowel-consonant (CVC) words with automaticity and accuracy.
LA.K.F.4.c — Read grade level high-frequency words with automaticity and accuracy (e.g. Fry or Dolch words or those included in instructional materials).
LA.K.F.4 — Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level texts to support comprehension.
LA.K.F.1.c — Demonstrate understanding that words are separated by spaces in print; demonstrate understanding of one-to- one correspondence between voice and print.

Nevada

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

New Hampshire

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

New Jersey

RF.K.3.c — Read high-frequency and sight words with automaticity.
RF.K.4 — Read emergent texts with one-to-one correspondence to develop fluency and comprehension skills
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding and encoding words.
RF.K.4.a — Read emergent-readers with purpose and understanding.

New Mexico

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

New York

KRF3d — Read common high-frequency words by sight.
KRF3c — Decode some regularly spelled one-syllable words.
1RF4 — Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension.

North Carolina

RF.K.4.c — Read common high-frequency words by sight.
RF.K.5 — Read emergent-reader texts with purpose and understanding.
RF.K.4 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

North Dakota

K.F.8d — irregularly spelled high-frequency words.
K.F.8 — Decode words with phoneme-grapheme correspondences:
K.F.8a — predictable consonants
K.F.8b — predictable short vowels spelled with a, i, o, u, e
K.F.9d — irregularly spelled high-frequency words.

Ohio

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Oklahoma

K.2.F.3 — Students will begin to develop a sight word vocabulary by decoding and reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.
K.2.PWS.4 — Students will blend letter sounds to decode simple Vowel/Consonant (VC) and Consonant/Vowel/Consonant (CVC) words (e.g., VC words = at, in, up; CVC words = pat, hen, lot).

Oregon

K.RF.3c — Read common grade-appropriate high-frequency words by sight.
K.RF.4 — Read emergent texts to develop fluency and comprehension skills.
K.RF.3e — Decode cvc words.
K.RF.4a — Read emergent texts with one-to-one correspondence with purpose and understanding.

Pennsylvania

CC.1.1.K.D — Know and apply grade-level phonics and word analysis skills in decoding words. • Demonstrate basic knowledge of one-to-one letter-sound correspondence. • Associate the long and short sounds with common spellings for the five major vowels. • Read grade-level high-frequency sight words with automaticity. • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
CC.1.1.K.E — Read emergent-reader text with purpose and understanding.
CC.1.1.K.C — Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Recognize and produce rhyming words. • Count, pronounce, blend, and segment syllables in spoken words. • Blend and segment onsets and rimes of single-syllable spoken words. • Isolate and pronounce the initial, medial vowel, and final sound (phonemes) in the three-phoneme (CVC) words.

Rhode Island

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

South Carolina

ELA.K.F.4.1 — Read high-frequency words commonly found in grade-appropriate text with accuracy and automaticity.
ELA.K.F.4.3 — Read texts by: a. using letter-sound knowledge to segment and blend sounds together; b. decoding the word by analogy; and c. using visuals from the text to support decoding and confirm recognition.
ELA.K.F.4.1.INIS — Indicator Insights: High-frequency words are words that statistically show up with a high percentage rate in common texts. Words should be read in and out of context.
ELA.K.F.4 — Read and reread grade-appropriate texts with accuracy and expression at an appropriate rate to support comprehension. (FK -1.3-2.18 LF BR-430)

South Dakota

K.RF.3.c — Read grade-level appropriate high-frequency words by sight.
K.RF.4 — Read emergent-reader texts with sufficient accuracy and fluency to support comprehension
K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.4.a — Read grade-level text with purpose and understanding.

Tennessee

K.FL.PWR.3.c — Read common high-frequency words by sight.
K.FL.F.5.a — Read emergent-reader texts with purpose and understanding.
K.FL.PWR.3 — Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.

Texas

K.2B.iv — identifying and reading at least 25 high-frequency words from a research-based list;
K.2A.viii — blending spoken phonemes to form one-syllable words;
K.2B.ii — using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
K.2C.iii — spelling high-frequency words from a research-based list;

Utah

K.R.3.e — Read and spell common irregular words.
K.R.3.d — Demonstrate mastery of segmenting and blending sounds in VC and CVC words when reading.
K.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)
K.R.3 — Demonstrate mastery of age-appropriate phonics skills.

Vermont

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.b — Decode regularly spelled one-syllable words.

Virginia

K.DSR.1.A — Use knowledge of letter-sound correspondences to read and reread controlled decodable sentences and texts that include phonic elements and irregular words (Reading Fluency, K-12).
K.FFR.3.H — Use letter-sound correspondences to read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy.
K.FFR.3.F — Demonstrate knowledge of letter-sound correspondences to blend CV, CVC, VC words.

Washington

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.

Washington, D.C.

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

West Virginia

ELA.K.I — Read emergent-reader texts with purpose and understanding.
ELA.K.II.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, or does).
ELA.K.II — Know and apply grade-level phonics and word analysis skills in decoding words.

Wisconsin

ELA.K.RF.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
ELA.K.RF.4 — Read emergent-reader texts with purpose and understanding.
ELA.K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Wyoming

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.b — Decode regularly spelled one-syllable words.