Sight Words: run, jump, out, had

Ages 4–6 · 5 minutes · English

Learn and practice the sight words: run, jump, had, out

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

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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.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.
ELA21.K.9c — Recognize and produce pairs of rhyming words and distinguish them from non-rhyming pairs using pictures and/or spoken words.

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.2.a — Recognize and produce rhyming words.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.RF.3.b — Decode regularly spelled closed-syllable words.
K.WF.3 — Know and apply phonics and word analysis skills when encoding words.

Arkansas

K.FR.12.PD — Read high-frequency words.
K.FR.16.PE — Encode words phonetically, drawing on knowledge of sound-letter relationships.
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.2.a — Recognize and produce rhyming words.
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.b.i — Recognize and produce rhyming words.
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.2.a — Recognize and produce rhyming 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.

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.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
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.1.2 — 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.

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.
ELAGSEKRF2.a — Recognize and produce rhyming words.
ELAGSEKRF3.c — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.2a — Recognize and produce rhyming words.
K.RF.3d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
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.PH.3d — Distinguish between similarly spelled CVC words by identifying the sounds of the letters that differ.

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.2.a — Recognize and produce rhyming words.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.8 — Use letter-sound knowledge to decode words, including open and closed syllables, consonant digraphs, and blends. (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.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.
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.2.a — Recognize and orally produce rhyming 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.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.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.3.K.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
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.2.a — Recognize and produce rhyming words.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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

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.2.a — Recognize and produce rhyming 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.

Minnesota

0.1.1.1.a — Demonstrate understanding of spoken words, syllables and sounds (phonemes): identify and orally produce rhyming words, onset-rime and alliteration.
0.1.1.2.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.a — Know and apply grade-level phonics and word analysis skills in decoding words: decode words using one-to-one letter sound correspondences in three-phoneme CVC words and knowledge of word families, demonstrating both accuracy and automaticity.

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

Missouri

K.RF.3.A.b — reading high-frequency words
K.RF.2.A.c — distinguishing orally presented rhyming pairs of words from non-rhyming pairs
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.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.2.b — Recognize and begin to produce oral rhymes.
LA.K.F.3.e — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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

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.2.a — Recognize and produce rhyming words.
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.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.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot).

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.2.a — Recognize and produce rhyming 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.
KRF2a — Recognize and produce spoken rhyming words.

North Carolina

RF.K.4.c — Read common high-frequency words by sight.
RF.K.4.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.
RF.K.3.a — Recognize and produce rhyming words.

North Dakota

K.F.8d — irregularly spelled high-frequency words.
K.F.4 — Recognize and produce rhyming 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.
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.PA.2 — Students will distinguish rhyming and non-rhyming pairs and produce a rhyme when given a word.

Oregon

K.RF.3c — Read common grade-appropriate high-frequency words by sight.
K.RF.2a — Recognize and produce rhyming words.
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.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.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.
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.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.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.2.a — Recognize and produce rhyming words.

Tennessee

K.FL.PWR.3.c — Read common high-frequency words by sight.
K.FL.PA.2.a — Recognize and begin to produce rhyming words.
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.2A.i — identifying and producing rhyming words;
K.2C.iii — spelling high-frequency words from a research-based list;

Utah

K.R.3.e — Read and spell common irregular words.
P4.R.2.a — Recognize rhyming words and alliteration.
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.2.a — Recognize and produce rhyming words.
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.
K.FFR.3.B — Identify common letter-sound correspondences.

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).
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

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.2.a — Recognize and produce rhyming words.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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

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.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.2.a — Recognize and produce rhyming words.
ELA.K.RF.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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