Sight Words: when, what, down

Ages 4–6 · 4 minutes · English

Learn and practice the sight words: when, what, down

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.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.

Arizona

K.RF.3.c — Read 50 common high-frequency words by sight from a research-based word list.
K.RF.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
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).
K.FR.16.PE — Encode words phonetically, drawing on knowledge of sound-letter relationships.

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

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.

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.

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.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

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.
ELAGSEKRF1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
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.
1.RF.3g — Recognize and read grade-appropriate irregularly spelled words.

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).
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.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

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 — Know and apply grade-level phonics, which includes word analysis skills to support decoding and encoding words.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.

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.1.3.g — Recognize and read grade-appropriate irregularly spelled words.

Louisiana

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.

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

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.

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.
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.
0.2.1.1 — 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.
0.1.1.0.b — Demonstrate understanding of the basic features of print: Recognize and name all uppercase and lowercase letters of the alphabet.

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

Missouri

K.RF.3.A.b — reading high-frequency 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.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.4.b — Read grade level high-frequency words with automaticity and accuracy (e.g., Fry or Dolch words or those included in instructional materials).

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.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.

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.1.3.g — Recognize and read grade-appropriate irregularly spelled 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.b — Recognize that spoken words are represented in written language by specific sequences of letters.

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.

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.1.4.g — Recognize and read grade-appropriate irregularly spelled 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:
K.F.9 — Encode 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.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.
1.2.F.1 — Students will expand their sight word vocabulary by 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.

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 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.g — Recognize and read grade-appropriate irregularly spelled words.

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.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;
1.2B.vi — identifying and reading at least 100 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 — 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.
K.FFR.3.A — Identify capital and lowercase letters of the alphabet.

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

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.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

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.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.