Sight Words: with, an, little

Ages 4–6 · 5 minutes · English

Learn and practice the sight words: with, an, little

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.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Alabama

ELA21.K.16 — Recognize and read grade-appropriate high-frequency words with accuracy and automaticity.
ELA21.K.10i — Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences.
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.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Arizona

K.RF.3.c — Read 50 common high-frequency words by sight from a research-based word list.
K.RF.3 — Know and apply phonics and word analysis skills in decoding words.
K.RF.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
K.WF.3.d — Accurately write grade-level appropriate words, as found in 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).
1.FR.13.PE — Encode one-syllable words with consonant digraphs and short vowel patterns (e.g., with, flash, chick, shaft, song).

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.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.PS-S.2-GLE.3.d — Recognize words as a unit of print and understand that letters are grouped to form words.

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.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.
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.

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.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.
ELAGSEKRF3.c — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
ELAGSEKL2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

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.1b — Recognize that spoken words are represented in written language by specific sequences of letters.
K.RF.3d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
K.RF.1d — Recognize and name all upper- and lowercase letters of the alphabet.

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.

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.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.

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.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular 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.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.
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.

Kentucky

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.1.d — Recognize and name all upper- and lowercase letters of the alphabet.

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.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.3.K.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
R.1.K.d — Recognize and name all upper- and lowercase letters of the alphabet.

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.PK.1.d — Recognize and name some upper- and lowercase letters of the alphabet.
RF.PK.3.a — Recognize that words are made up of letters and their sounds.

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.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.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.
0.2.1.1 — 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.b — Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Missouri

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.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.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.K.F.4.a — Recognize upper and lowercase letters automatically and accurately.

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.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

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.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.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.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.
1RF3g — Read most common high-frequency words by sight

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.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

North Dakota

K.F.8d — irregularly spelled high-frequency words.
K.F.9d — irregularly spelled high-frequency words.

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.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.PWS.1 — Students will name all uppercase and lowercase letters.

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.

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.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.
ELA.K.F.3.1 — Identify, name, and form all upper and lowercase letters with automaticity.

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.

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).

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;

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.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
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.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.b — Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.

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.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
ELA.K.V.b — Recognize that spoken words are represented in written language by specific sequences of letters.

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.
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.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.