Sight Words: and, the, of

Ages 4–6 · 4 minutes · English

Learn and practice the sight words: and, the, of

Get fast and fluent at reading by learning sight words! Practice with fun games and activities to learn new words.

Part of

Sight Words

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.16 — Recognize and read grade-appropriate high-frequency words with accuracy and automaticity.
ELA21.K.35d — With prompting and support, encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, pointing out the part of the word that does not follow the regular pattern.
ELA21.K.35c — With prompting and support, encode grade-appropriate high frequency words that follow regular 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.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.

Arizona

K.RF.3.c — Read 50 common high-frequency words by sight from a research-based word list.

Arkansas

K.FR.12.PD — Read high-frequency words.
K.FR.2.CP — Recognize that spoken words are represented in written language by specific sequences of letters and that print carries meaning (e.g., the spoken word “dog” is represented in print by d-o-g).

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.3 — Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

Colorado

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.
RWC20-GR.K-S.3-GLE.4-EO.b.iv — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

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.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.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

Florida

ELA.K.F.1.4 — Recognize and read with automaticity grade-level high frequency 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.

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.1b — Recognize that spoken words are represented in written language by specific sequences of letters.

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.PC.1b — Recognize that spoken words are represented in written language by specific sequences of letters.
K.FR.PH.3 — Use knowledge of grade-level phonics and word analysis skills in decoding words.

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.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

Indiana

K.RF.2 — Recognize that written words are made up of sequences of letters.
K.RF.3 — Identify and name all uppercase (capital) and lowercase letters of the alphabet. (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.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
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.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Kentucky

RF.K.3.c — Read common high-frequency words by sight.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

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.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

Maine

R.3.K.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
R.1.K.b — Recognize that spoken words are represented in written language by specific sequences of letters.

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.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
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.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

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.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
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.
0.1.1.2 — Know and apply grade-level phonics and word analysis skills in decoding words:
0.2.1.1 — Recognize that words are represented in written language by specific sequences of letters, which are separated by spaces, and put in a specific order to create a sentence.

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.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

Missouri

K.RF.3.A.b — reading high-frequency words
1.RF.3.A.g — reading irregularly spelled words
1.RF.3.A.j — reading high-frequency words
K.RF.1.A.d — demonstrating that written words are made up of different letters

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.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

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.1.b — Recognize that spoken words are represented in written language by specific sequences of letters, and that print carries meaning.
LA.1.F.3.h — Recognize and read grade-appropriate, irregularly spelled words.

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.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
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.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.3 — Know and apply grade-level phonics and word analysis skills in decoding and encoding words.
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.

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.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

New York

KRF3d — Read common high-frequency words by sight.
KRF1b — Recognize that spoken words are represented in written language by specific sequences of letters.
KRF3 — Know and apply grade-level phonics and word analysis skills in decoding words.

North Carolina

RF.K.4.c — Read common high-frequency words by sight.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
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.
K.F.9d — irregularly spelled high-frequency words.
K.F.8 — Decode words with phoneme-grapheme correspondences:

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.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

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.

Oregon

K.RF.3c — Read common grade-appropriate high-frequency words by sight.
K.RF.1b — Recognize that spoken words are represented in written language by specific sequences of letters.
K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

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.B — Demonstrate understanding of the organization and basic features of print. • Follow words left to right, top to bottom, and page by page. • Recognize that spoken words are represented in written language by specific sequences of letters. • Understand that words are separated by spaces in print. • Recognize and name all uppercase and lowercase letters of the alphabet.
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.

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.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

South Carolina

ELA.K.F.4.1 — Read high-frequency words commonly found in grade-appropriate text with accuracy and automaticity.
ELA.K.F.4.1.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.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Tennessee

K.FL.PWR.3.c — Read common high-frequency words by sight.
K.FL.PWR.3 — Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
K.FL.WC.4.f — Write some common, frequently used words (am, and, like, the).
K.FL.PWR.3.e — Distinguish between similarly spelled words by identifying the letters that differ.

Texas

K.2B.iv — identifying and reading at least 25 high-frequency words from a research-based list;
K.2C.iii — spelling high-frequency words from a research-based list;
K.2B — demonstrate and apply phonetic knowledge by:

Utah

K.R.3.e — Read and spell common irregular words.
K.R.3 — Demonstrate mastery of age-appropriate phonics skills.
P4.R.1.b — Begin to identify frequently seen letters and words, recognizing that words are made up of letters.

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.FFR.3.H — Use letter-sound correspondences to read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy.
K.FFW.2.C — With prompting and support, use phoneme/grapheme (sound/symbol) correspondences to spell grade-level high-frequency words with 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.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding 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.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

West Virginia

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.1.b — Recognize spoken words are represented in written language by specific sequences of letters.

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.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.