Sight Words: on, not, can

Ages 4–6 · 4 minutes · English

Learn and practice the sight words: on, not, can

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.2.a — Recognize and produce rhyming words.
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.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Alabama

ELA21.K.10i — Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences.
ELA21.K.16 — Recognize and read grade-appropriate high-frequency words with accuracy and automaticity.
ELA21.K.35c — With prompting and support, encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences.
ELA21.K.9 — Demonstrate early phonological awareness to basic phonemic awareness skills in spoken words.

Alaska

RF.K.2.a — Recognize and produce rhyming words.
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.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Arizona

K.RF.2.b — Recognize and produce rhyming words.
K.RF.3.c — Read 50 common high-frequency words by sight from a research-based word list.
K.WF.3.c — Spell VC (Vowel-Consonant) (e.g., at, in) and CVC (Consonant-Vowel-Consonant) (e.g., pet, mud) words with short vowel sounds.

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).
K.FR.14.PE — Encode one-syllable words with single consonants and all short vowels (e.g., cat, net, hit, pop, pup).

California

RF.K.2.a — Recognize and produce rhyming words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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.b.i — Recognize and produce rhyming 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.2.a — Recognize and produce rhyming words.
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.

Delaware

RF.K.2.a — Recognize and produce rhyming words.
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.

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

ELAGSEKRF2.a — Recognize and produce rhyming words.
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.
ELAGSEKL2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Hawaii

K.RF.2a — Recognize and produce rhyming words.
K.RF.3c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
K.RF.1b — Recognize that spoken words are represented in written language by specific sequences of letters.

Idaho

K.FR.PA.2a — Identify and produce rhyming 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.FR.PC.1b — Recognize that spoken words are represented in written language by specific sequences of letters.

Illinois

RF.K.2.a — Recognize and produce rhyming words.
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.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Indiana

K.RF.4 — Identify and produce rhyming words.
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.2.e — Recognize and produce rhyming words.
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.

Kansas

RF.K.2.a — Recognize and produce rhyming words.
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.

Kentucky

RF.K.2.a — Recognize and orally produce rhyming words.
RF.K.3.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.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Louisiana

RF.K.2.a — Recognize and produce rhyming words.
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.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Maine

R.2.K.a — Recognize and produce rhyming words.
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.
L.2.K.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

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.2.a — Recognize and produce rhyming words.

Massachusetts

RF.K.2.a — Recognize and produce rhyming words.
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.

Michigan

RF.K.2.a — Recognize and produce rhyming words.
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.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

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.
0.1.1.1.a — Demonstrate understanding of spoken words, syllables and sounds (phonemes): identify and orally produce rhyming words, onset-rime and alliteration.
0.2.1.2 — Demonstrate one-to-one letter-sound correspondence.

Mississippi

RF.K.2.a — Recognize and produce rhyming words.
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.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Missouri

K.RF.2.A.c — distinguishing orally presented rhyming pairs of words from non-rhyming pairs
K.RF.3.A.b — reading high-frequency words
K.RF.1.A.d — demonstrating that written words are made up of different letters

Montana

RF.K.2.a — Recognize and produce rhyming words.
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.

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.2.b — Recognize and begin to produce oral rhymes.
LA.K.F.3.d — Encode consonant-vowel-consonant (CVC) words.

Nevada

RF.K.2.a — Recognize and produce rhyming words.
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.

New Hampshire

RF.K.2.a — Recognize and produce rhyming words.
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.

New Jersey

RF.K.2.a — Recognize and produce rhyming words.
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.b — Recognize that spoken words are represented in written language by specific sequences of letters.

New Mexico

RF.K.2.a — Recognize and produce rhyming words.
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.

New York

KRF2a — Recognize and produce spoken rhyming words.
KRF3d — Read common high-frequency words by sight.
KRF1b — Recognize that spoken words are represented in written language by specific sequences of letters.
KRF1d — Recognize and name all upper- and lowercase letters of the alphabet.

North Carolina

RF.K.3.a — Recognize and produce rhyming words.
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.

North Dakota

K.F.4 — Recognize and produce rhyming words.
K.F.8d — irregularly spelled high-frequency words.
K.F.9d — irregularly spelled high-frequency words.

Ohio

RF.K.2.a — Recognize and produce rhyming words.
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.

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.PA.2 — Students will distinguish rhyming and non-rhyming pairs and produce a rhyme when given a word.
K.2.SE.2 — Students will represent all of the sounds in a Consonant/Vowel/Consonant (CVC) word logically in phonetic spelling (e.g., "kat" for cat or "fer" for fur).

Oregon

K.RF.2a — Recognize and produce rhyming words.
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.

Pennsylvania

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.
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.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.2.a — Recognize and produce rhyming words.
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.

South Carolina

ELA.K.F.1.3 — Recognize and produce pairs of rhyming words and distinguish them from non-rhyming pairs using pictures and/or spoken words.
ELA.K.F.4.1 — Read high-frequency words commonly found in grade-appropriate text with accuracy and automaticity.
ELA.K.F.3.8 — Decode and encode words using: a. VC; b. CV; c. CVC; d. consonant digraphs (i.e., ch, sh, th, wh); and e. combination (i.e., qu).
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.2.a — Recognize and produce rhyming words.
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.

Tennessee

K.FL.PA.2.a — Recognize and begin to produce rhyming words.
K.FL.PWR.3.c — Read common high-frequency words by sight.
K.FL.WC.4.d — Spell VC (at, in) and CVC (pet, mud) words with short vowels; spell V (a, I) and CV (be, go) words with long vowels.

Texas

K.2A.i — identifying and producing rhyming words;
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.2C.i — spelling words with VC, CVC, and CCVC;

Utah

K.R.3.e — Read and spell common irregular words.
P4.R.1.b — Begin to identify frequently seen letters and words, recognizing that words are made up of letters.
P4.R.2.a — Recognize rhyming words and alliteration.

Vermont

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

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.2.a — Recognize and produce rhyming words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Washington, D.C.

RF.K.2.a — Recognize and produce rhyming words.
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.

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.IV.a — Recognize and produce rhyming words.
ELA.K.II — Know and apply grade-level phonics and word analysis skills in decoding words.
ELA.K.37.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships

Wisconsin

ELA.K.RF.2.a — Recognize and produce rhyming words.
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.L.6.c — Phonetically spell simple words drawing on knowledge of letter-sound relationships. Related to Reading Foundational standards (RF.K.3).
ELA.K.RF.1.b — Recognize spoken words are represented in written language by specific sequences of letters.

Wyoming

RF.K.2.a — Recognize and produce rhyming words.
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.