Storytime: At the Vet

Ages 3–5 · 10 minutes · English

Read along with -at, -et and -og words

In the Read Along activity, learners will:

- practice an enjoyable read along by taking turns with the teacher
- gain experience reading nonfiction text
- build reader confidence with common CVC words
- read the complete short story

Some prior reading experience may be helpful.

Part of

Learn to Read

Standards alignment

Common Core State Standards

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.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RL.K.4 — Ask and answer questions about unknown words in a text.

Alabama

ELA21.K.15 — Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension.
ELA21.K.3 — Actively participate in teacher-led choral and shared reading experiences.
ELA21.K.16 — Recognize and read grade-appropriate high-frequency words with accuracy and automaticity.
ELA21.K.17 — With guidance and support, orally utilize new academic, content-specific, grade-level vocabulary and relate new words to prior knowledge.
ELA21.K.2 — Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.

Alaska

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.10 — Actively engage in shared reading activities using a range of topics and texts with purpose and understanding, with scaffolding as needed.
RF.K.3.c — Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Arizona

K.RF.3.b — Decode regularly spelled closed-syllable words.
K.RF.4 — Read emergent-reader texts with purpose and understanding.
K.RF.3.c — Read 50 common high-frequency words by sight from a research-based word list.
K.RI.10 — With prompting and support, actively engage in group reading activities with purpose and understanding.

Arkansas

K.FR.22.F — Orally read texts consisting of previously taught grapheme-phoneme correspondences, self-correcting as necessary.
K.FR.9.PD — Decode one-syllable words with single consonants and all short vowels (e.g., bag, sip, web, hog, cut).
K.FR.12.PD — Read high-frequency words.
K.V.1 — Determine or clarify the meaning of words and phrases in a text read aloud.
K.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.

California

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.(See grade K Language standards 4–6 additional expectations.)

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.d — Read emergent-reader texts with purpose and understanding.
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.PS-S.2-GLE.1-EO.a — Show interest in shared reading experiences and looking at books independently.
RWC20-GR.K-S.2-GLE.2-EO.b.i — With prompting and support, ask and answer questions about unknown words in a text.

Connecticut

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.

Delaware

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.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.

Florida

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.
ELA.K.F.1.4 — Recognize and read with automaticity grade-level high frequency words.
ELA.K.V.1.2 — Ask and answer questions about unfamiliar words in grade-level content.

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.
ELAGSEKRI10 — Actively engage in group reading of informational text with purpose and understanding.
ELAGSEKRI4 — With prompting and support, ask and answer questions about unknown words in a text.

Hawaii

K.RF.4 — Read emergent-reader texts with purpose and understanding.
K.RI.10 — Actively engage in group reading activities with purpose and understanding.
K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.3c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
K.RI.4 — With prompting and support, ask and answer questions about unknown words in a text.

Idaho

K.RC.RF.4 — Read emergent-reader texts (e.g., rhymes, songs, simple poems) with purpose and understanding.
K.FR.PH.3 — Use knowledge of grade-level phonics and word analysis skills in decoding words.
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.VD.WB.1a — Ask and answer questions about unknown words in a text.

Illinois

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.

Indiana

K.RF.9 — Orally read decodable texts with appropriate accuracy and automaticity.
K.RF.8 — Use letter-sound knowledge to decode words, including open and closed syllables, consonant digraphs, and blends. (E)
K.E.2 — Identify and describe different kinds of jobs that people do and the tools or equipment used in these jobs. (E)
K.RC.1 — With support, ask and answer questions about main topics and key details in a text heard or read. (E)

Iowa

RF.K.4 — Orally read grade-appropriate text with purpose and understanding.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
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).
RL.K.4 — Ask and answer questions about unknown words in a text.

Kansas

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.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.13 — Actively engage in individual or group readings of informational text with purpose and understanding.
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.

Kentucky

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.3.c — Read common high-frequency words by sight.
RF.K.4 — Read fluently (accuracy, speed and prosody) on grade-level to support comprehension.

Louisiana

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.

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.7.K.a — With prompting and support, ask and answer questions about unknown words in a text.
R.3.1.b — Decode regularly spelled one-syllable words.

Maryland

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.PK.10 — Actively engage in group reading activities with purpose and understanding.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.PK.4 — Engage with a variety of texts (e.g., a variety of structures and/ or genres) with purpose and understanding.

Massachusetts

RF.K.4 — Read early-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.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RI.PK.4 — With prompting and support, ask and answer questions about unfamiliar words in an informational text read aloud. (See pre-kindergarten Language Standards 4–6 on applying knowledge of vocabulary to reading.)

Michigan

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.

Minnesota

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.
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.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.
0.1.8.2 — Ask and answer questions about unfamiliar vocabulary in informational text read aloud.

Mississippi

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.

Missouri

K.R.1.D.a — engaging with text as developmentally appropriate
K.R.1.A.b — asking and responding to questions about texts read aloud
K.R.1.B.e — using words and phrases acquired through conversations, reading and being read to, and responding to texts
K.R.3.C.d — ask and answer questions about unknown words in a text

Montana

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.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.10 — Actively engage in group reading activities with purpose and understanding.

Nebraska

LA.K.F.4.b — Read decodable consonant-vowel-consonant (CVC) words with automaticity and accuracy.
LA.K.F.3.c — Decode consonant-vowel-consonant (CVC) words.
LA.K.F.4 — Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level texts to support comprehension.
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.RI.8 — Actively engage in group reading activities with purpose and understanding.

Nevada

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.

New Hampshire

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

New Jersey

RF.K.4 — Read emergent texts with one-to-one correspondence to develop fluency and comprehension skills
RF.K.4.a — Read emergent-readers with purpose and understanding.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.
RF.K.3.c — Read high-frequency and sight words with automaticity.

New Mexico

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.

New York

KRF4 — Will engage with emergent level texts and read-alouds to demonstrate comprehension.
PKRF4 — Displays emergent reading behaviors with purpose and understanding.
KRF3c — Decode some regularly spelled one-syllable words.
KRF3d — Read common high-frequency words by sight.
PKR4 — Exhibit an interest in learning new vocabulary. (RI&RL)

North Carolina

RF.K.5 — Read emergent-reader texts with purpose and understanding.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.K.4 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.4.c — Read common high-frequency words by sight.
RI.K.4 — With prompting and support, ask and answer questions about words in a text.

North Dakota

K.F.8b — predictable short vowels spelled with a, i, o, u, e
K.F.11 — Orally use new academic, content-specific, grade-level vocabulary, and relate new words to prior knowledge.
K.F.8d — irregularly spelled high-frequency words.
K.R.5 — Determine the meaning of unknown and multiple-meaning words and phrases through read-alouds or other text-listening experiences.

Ohio

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.

Oklahoma

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).
PK.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.
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.
PK.4.R.3 — Students will begin to acquire new vocabulary and relate new words to prior knowledge.

Oregon

K.RF.3e — Decode cvc words.
K.RF.4 — Read emergent texts to develop fluency and comprehension skills.
K.RF.4a — Read emergent texts with one-to-one correspondence with purpose and understanding.
K.RF.3c — Read common grade-appropriate high-frequency words by sight.
K.RI.10 — Actively engage in group reading activities with purpose and understanding.
K.RI.4 — With prompting and support, ask and answer questions about unknown words in a text.

Pennsylvania

CC.1.1.K.E — Read emergent-reader text with purpose and understanding.
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.1.2.PK.F — With prompting and support, answer questions about unfamiliar words read aloud from a text.
CC.1.2.PK.L — With prompting and support, actively engage in group reading activities with purpose and understanding.

Rhode Island

RF.K.4 — Read early-emergent-reader texts with purpose and understanding.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.

South Carolina

ELA.K.F.3.5 — Blend letter sounds to decode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words in isolation and in text.
ELA.K.F.4.1 — Read high-frequency words commonly found in grade-appropriate text with accuracy and automaticity.
ELA.K.F.4.2 — Read texts orally with accuracy and expression.
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)
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.

South Dakota

K.RF.4 — Read emergent-reader texts with sufficient accuracy and fluency to support comprehension
K.RF.4.b — Read grade-level text orally with accuracy, appropriate rate, and prosody (stress, phrasing, intonation and expression) on consecutive readings
K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.3.c — Read grade-level appropriate high-frequency words by sight.
K.RI.4 — With prompting and support, ask and answer questions about unknown words in a text.

Tennessee

K.FL.F.5.a — Read emergent-reader texts with purpose and understanding.
K.FL.PWR.3.d — Decode regularly spelled CVC words.
K.FL.PWR.3.c — Read common high-frequency words by sight.
K.RI.RRTC.10 — With prompting and support, read informational texts of appropriate complexity for Kindergarten.
K.RI.CS.4 — With prompting and support, determine the meaning of words and phrases in a text relevant to a Kindergarten topic or subject area.

Texas

K.2B.ii — using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
K.2B.iv — identifying and reading at least 25 high-frequency words from a research-based list;
K.2B — demonstrate and apply phonetic knowledge by:

Utah

P4.R.1.b — Begin to identify frequently seen letters and words, recognizing that words are made up of letters.
K.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)
P4.R.8 — With prompting and support, begin to ask and answer questions about unknown words in a text. (RL & RI)
P4.R.5 — With prompting and support, ask and answer questions and make connections about a text. (RL & RI)

Vermont

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.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RL.K.4 — Ask and answer questions about unknown words in a text.

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.F — Demonstrate knowledge of letter-sound correspondences to blend CV, CVC, VC words.
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.RV.1.A — Discuss meanings of words from a variety of texts and experiences.
K.C.2.C — Participate in a variety of oral language activities, including choral speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains.

Washington

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.

Washington, D.C.

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.

West Virginia

ELA.K.I — Read emergent-reader texts with purpose and understanding.
ELA.K.19 — Actively engage in group reading activities of informational 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.PK.FR.BA.1 — Show interest in shared reading and looking at books independently.
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.R.4 — With prompting and support, identify specific words that express feelings or content- specific words within a text. (RI&RL)
ELA.K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
ELA.K.SL.1.a — Follow agreed-upon norms and participate by actively listening, taking turns, and staying on topic.

Wyoming

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.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.