Sight Words: make, said, your, from

Sight Words: make, said, your, from

Ages 4–6 · 6 minutes · English

Learn and practice the sight words: make, said, your, from

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

Part of

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

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.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).

Arizona

  • K.RF.3.c — Read 50 common high-frequency words by sight from a research-based word list.
  • 1.RF.3.f — Recognize and read grade‐appropriate irregularly spelled words.
  • 1.WF.3.d.1 — Irregular words (e.g., said, what, are, they, was).

Arkansas

  • K.FR.12.PD — Read high-frequency words.
  • 1.FR.10.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.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 both in isolation and in text.

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

Florida

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

  • 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.
  • ELAGSE1RF4.d — Read grade-appropriate irregularly spelled words.

Hawaii

  • K.RF.3c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
  • 1.RF.3g — Recognize and read grade-appropriate irregularly spelled 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.
  • 1.FR.PH.3h — Recognize and read grade-appropriate irregularly spelled words (e.g., what, said, have).

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).
  • RF.1.3.g — Recognize and read grade-appropriate irregularly spelled 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.
  • 0.1.1.0.b — Demonstrate understanding of the basic features of print: Recognize and name all uppercase and lowercase letters of the alphabet.
  • 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.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.
  • RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

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

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.
  • 1RF3g — Read most common high-frequency words by sight
  • KRF3 — Know and apply grade-level phonics and word analysis skills in decoding words.
  • KRF1b — Recognize that spoken words are represented in written language by specific sequences of letters.

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

North Dakota

  • K.F.8d — irregularly spelled high-frequency words.
  • K.F.9d — irregularly spelled high-frequency words.
  • 1.F.8l — 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.1.d — Recognize and name all upper- and lowercase letters of the alphabet.

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.SE.2 — Students will correctly spell high-frequency and irregularly-spelled words by using common letter/sound correspondences and recalling the irregular parts of words (e.g., the: th- is a common letter/sound correspondence, -e is irregular).

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.1.3.g — Recognize and read grade-appropriate irregularly spelled 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.
  • ELA.1.F.4.1 — Read high-frequency words commonly found in grade-appropriate text with accuracy and automaticity.

South Dakota

  • K.RF.3.c — Read grade-level appropriate high-frequency words by sight.
  • 1.L.2.e — Spell grade-appropriate high-frequency words.
  • K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
  • 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;
  • 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.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
  • 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.

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.
  • 1.FFR.3.E — Read grade-level high-frequency words, including decodable and irregular words with automaticity and 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.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.

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.1.II.g — Recognize and read grade-appropriate irregularly spelled words.
  • ELA.K.II — Know and apply grade-level phonics and word analysis skills in decoding words.
  • 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.