Storytime: Music Class

Ages 3–5 · 9 minutes · English

Build confidence with this nonfiction read along that features beginner sight words

In the Read Along activity, learners will:

- practice an enjoyable read along by taking turns with the teacher
- gain experience reading nonfiction text
- practice sight words (can, sing, play, clap)
- read the complete short story independently

Some prior reading experience or completion of Learn to Read 1-12 may be helpful.

Part of

Learn to Read

Standards alignment

Common Core State Standards

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

Alabama

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.
ELA21.K.15 — Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension.

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.
RI.K.10 — Actively engage in shared reading activities using a range of topics and texts with purpose and understanding, with scaffolding as needed.

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.RI.10 — With prompting and support, actively engage in group reading activities with purpose and understanding.

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

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.PS-S.2-GLE.1-EO.a — Show interest in shared reading experiences and looking at books independently.

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.
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.

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

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.

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.
ELAGSEKRI10 — Actively engage in group reading of informational text with purpose and understanding.
ELAGSEKRI5 — Identify the front cover, back cover, and title page of a book.

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.
K.RI.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).
K.RC.RF.4 — Read emergent-reader texts (e.g., rhymes, songs, simple poems) with purpose and understanding.
K.RC.NF.6 — With support, use evidence from nonfiction works read aloud to demonstrate of grade-level texts.

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

Indiana

K.RF.9 — Orally read decodable texts with appropriate accuracy and automaticity.
K.RC.6 — Identify text features of a nonfiction text (e.g., title, author, illustrations), and describe the relationship between those features and the text in which they appear. (E)

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

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.
RI.K.13 — Actively engage in individual or group readings of informational text with purpose and understanding.

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.

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

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).

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

Massachusetts

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.PK.3 — Demonstrate beginning understanding of phonics and word analysis skills.
RI.PK.10 — Listen actively as an individual and as a member of a group to a variety of age-appropriate informational texts read aloud.

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

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.
0.1.1.2 — Know and apply grade-level phonics and word analysis skills in decoding words:

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

Missouri

K.RF.3.A.b — reading high-frequency words
K.RF.4.A — Read, with support, appropriate texts with purpose and understanding
K.R.1.D.a — engaging with text as developmentally appropriate

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

Nebraska

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.RI.8 — Actively engage in group reading activities with purpose and understanding.
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.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.

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

New Jersey

RF.K.3.c — Read high-frequency and sight words with automaticity.
RF.K.4.a — Read emergent-readers with purpose and understanding.
RF.K.4 — Read emergent texts with one-to-one correspondence to develop fluency and comprehension skills
RI.K.10 — Actively engage in group reading activities 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.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.

New York

KRF3d — Read common high-frequency words by sight.
KRF4 — Will engage with emergent level texts and read-alouds to demonstrate comprehension.
PKRF3 — Demonstrate emergent phonics and word analysis skills.

North Carolina

RF.K.4.c — Read common high-frequency words by sight.
RF.K.5 — Read emergent-reader texts with purpose and understanding.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.

North Dakota

K.F.8d — irregularly spelled high-frequency words.
K.F.8 — Decode words with phoneme-grapheme correspondences:
1.F.12a — Read accurately and automatically at the word level

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

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.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.
PK.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.

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.
K.RI.10 — Actively engage in group reading activities 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.PK.D — Develop beginning phonics and word skills. • Associate some letters with their names and sounds. • Identify familiar words and environmental print.
CC.1.2.K.L — Actively engage in group reading activities 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.
RI.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.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.4.b — Read grade-level text orally with accuracy, appropriate rate, and prosody (stress, phrasing, intonation and expression) on consecutive readings
K.RF.4.a — Read grade-level text with purpose and understanding.

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.RI.RRTC.10 — With prompting and support, read informational texts 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;
K.9E — listen to and experience first- and third-person texts.

Utah

K.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)
K.R.3.e — Read and spell common irregular words.
P3.R.1.b — With prompting and support, begin to recognize frequently seen letters and words, and recognize own name in print.

Vermont

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

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.1.E — Identify the front cover, back cover and title of a text.

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

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.
RI.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.19 — Actively engage in group reading activities of informational texts with purpose and understanding.
ELA.PK.FR.BA.1 — Show interest in shared reading and looking at books independently.

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