Learn to Read 19

Ages 4–6 · 10 minutes · English

Go sight word fishing to practice new words!

In this lesson, students will build confidence reading by practicing the following skills:

- Fish for sight words in the open sea!
- Read a short story with new sight words
- Practice reading dialogue in a story
- Introduction to reading in a character's voice

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.

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.16 — Recognize and read grade-appropriate high-frequency words with accuracy and automaticity.
ELA21.K.3 — Actively participate in teacher-led choral and shared reading experiences.

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.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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.
1.RF.4.b — Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.

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.1.CP — Follow words from left to right, top to bottom, and page-by-page.
1.RF.24.F — Orally read texts with accuracy, automaticity, and expression at an appropriate rate to support comprehension, self-correcting as necessary.

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.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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.d — Read emergent-reader texts with purpose and understanding.
RWC20-GR.1-S.2-GLE.3-EO.d.ii — Read grade-level text orally with accuracy, appropriate rate, and expression.

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.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.K.1.a — Follow words from left to right, top to bottom, and page by page.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Florida

ELA.K.F.1.4 — Recognize and read with automaticity grade-level high frequency words.
ELA.K.F.1.1 — Demonstrate knowledge of the basic concepts of print. • Locate a printed word on a page. • Distinguish letters from words within sentences. • Match print to speech to demonstrate that language is represented by print. • Identify parts of a book (front cover, back cover, title page). • Move top to bottom and left to right on the printed page; returning to the beginning of the next line. • Identify all upper- and lowercase letters of the alphabet. • Recognize that print conveys specific meaning and pictures may support meaning.
ELA.1.F.1.4 — Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. • Recognize and read with automaticity the grade-level sight 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.
ELAGSE1RF4.d — Read grade-appropriate irregularly spelled words.

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.4 — Read emergent-reader texts with purpose and understanding.
1.RF.4b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
K.RL.10 — Actively engage in group reading activities with purpose and understanding.

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).
1.FR.PH.3h — Recognize and read grade-appropriate irregularly spelled words (e.g., what, said, have).
1.RC.RF.4 — Read grade-level text with accuracy, appropriate rate, and expression to support comprehension in successive readings (see the 2017 Hasbrouck and Tindal norms listed in the Resource Reference).

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.
RL.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.

Indiana

K.RF.9 — Orally read decodable texts with appropriate accuracy and automaticity.
1.RF.8 — Orally read decodable texts with appropriate fluency (rate, accuracy, and prosody) while reading.
K.RF.1 — Demonstrate understanding that print moves from left to right across the page and from top to bottom.

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.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.1.4.c — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

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.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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.4 — Read fluently (accuracy, speed and prosody) on grade-level to support comprehension.
RF.K.1.a — Follow words from left to right, top to bottom and page by page.

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.1.a — Follow words from left to right, top to bottom, and page by page.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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.12.1.b — Read various on-level text with accuracy, appropriate rate, and expression on successive readings.
R.12.1.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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.1.a — Follow words from left to right, top to bottom, and page by page.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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.4 — Read early-emergent-reader texts with purpose and understanding.
RF.K.1.a — Follow words from left to right, top to bottom, and page by page.

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.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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.)
0.1.2.1 — With guidance and support, read and monitor understanding of grade-level text, self-correcting as needed, using strategies including, but not limited to, decoding, asking questions and making connections.
0.1.1.0.a — Demonstrate understanding of the basic features of print: follow words from left to right, top to bottom and page by page.

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.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

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.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects from a variety of cultural contexts, including those of Montana American Indians.

Nebraska

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.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.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.K.1.a — Follow words from left to right, top to bottom, and page by page.

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.1.a — Follow words from left to right, top to bottom, and page by page.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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.4.a — Read emergent-readers with purpose and understanding.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression.

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.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

New York

KRF3d — Read common high-frequency words by sight.
1RF4a — Read beginning reader texts, appropriate to individual student ability, orally with accuracy, appropriate rate, and expression on successive readings.
KRF4 — Will engage with emergent level texts and read-alouds to demonstrate comprehension.
1RF4b — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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.

North Dakota

K.F.8d — irregularly spelled high-frequency words.
1.F.12b — Read accurately and automatically at the sentence level
1.F.12c — Accurately and automatically read a variety of first-grade texts with expression, phrasing, purpose, and understanding.

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.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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.
1.2.F.2 — Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.

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.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.

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).
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.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

South Carolina

ELA.K.F.4.1 — Read high-frequency words commonly found in grade-appropriate text with accuracy and automaticity.
ELA.K.F.4.2 — Read texts orally with accuracy and expression.
ELA.K.F.2.2 — Demonstrate one-to-one correspondence by pointing to words, noting that there are spaces between words.
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.4.1.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.

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.4.b — Read grade-level text orally with accuracy, appropriate rate, and prosody (stress, phrasing, intonation and expression) on consecutive readings
K.RF.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Tennessee

K.FL.F.5.a — Read emergent-reader texts with purpose and understanding.
K.FL.PWR.3.c — Read common high-frequency words by sight.
K.FL.F.5 — Read with sufficient accuracy and fluency to support comprehension.
K.RL.RRTC.10 — With prompting and support, read stories and poems of appropriate complexity for Kindergarten.
K.FL.PC.1.c — Understand that words are separated by spaces in print; demonstrate one-to-one correspondence between voice and print.

Texas

K.2B.iv — identifying and reading at least 25 high-frequency words from a research-based list;

Utah

K.R.3.e — Read and spell common irregular words.
K.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)

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.

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.

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.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

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.1.RF.3.g — Recognize and read grade-appropriate irregularly spelled words.
ELA.1.RF.4 — Read emergent-reader texts with purpose, understanding, and sufficient accuracy and fluency to support comprehension. • Read grade-level text with purpose and understanding. • Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.