Read-Along! The Little Mermaid

Ages 6–9 · 14 minutes · English, Stories

Dive into adventure (and reading!) with The Little Mermaid Read-Along!

Dive into adventure (and reading!) with The Little Mermaid Read-Along! This lesson adapts to readers of many levels, from those who can read smaller words to those who can read full sentences.

Part of

Read-Along Stories

Standards alignment

Common Core State Standards

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Alabama

ELA21.1.2 — Actively participate in shared reading experiences and collaborative discussions to build background knowledge and learn how oral reading should sound.

Alaska

RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RL.1.10 — With prompting and support, read prose and poetry from a variety of cultures of appropriate complexity for grade 1.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.K.3.c — Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).
RF.1.4.a — Read on-level text with purpose and understanding.

Arizona

1.RF.4 — Read with sufficient accuracy and fluency to support comprehension.
1.RF.4.a — Read on-level text with purpose and understanding.
1.RF.4.b — Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.
1.RL.10 — With prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1.

Arkansas

1.FR.10.PD — Read high-frequency words.
1.RF.24.F — Orally read texts with accuracy, automaticity, and expression at an appropriate rate to support comprehension, self-correcting as necessary.
1.FR.6.PD — Decode one-syllable words with common vowel teams (e.g., rain, play; seed, beach; high, pie; boat, snow, toe; book; new, moon).

California

RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Colorado

RWC20-GR.1-S.2-GLE.1-EO.d.i — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RWC20-GR.1-S.2-GLE.3-EO.d.i — Read grade-level text with purpose and understanding.
RWC20-GR.1-S.2-GLE.3-EO.c.vii — Read grade-appropriate irregularly spelled words.
RWC20-GR.1-S.2-GLE.3-EO.d.ii — Read grade-level text orally with accuracy, appropriate rate, and expression.
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).

Connecticut

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Delaware

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF.2.4 — Read with sufficient accuracy and fluency to support comprehension.

Florida

ELA.1.F.1.3 — Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. • Decode words using knowledge of spelling-sound correspondences for common consonant digraphs, trigraphs, and blends. • Decode simple words with r-controlled vowels. • Decode and encode regularly spelled one-syllable words. • Decode words with inflectional endings. • Decode two-syllable words with regular patterns by breaking the words into syllables. • Decode words that use final –e and vowel teams to make long-vowel sound.
ELA.1.F.1.4 — Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. • Recognize and read with automaticity the grade-level sight words.
ELA.2.F.1.3 — Use knowledge of grade-appropriate phonics and word-analysis skills to decode words. • Decode words with variable vowel teams (e.g., oo, ea, ou) and vowel diphthongs (e.g., oi, oy, ow). • Decode regularly spelled two-syllable words with long and short vowels. • Decode words with open (e.g., hi, baby, moment) and closed (e.g., bag, sunshine, chop) syllables and consonant -le (e.g., purple, circle, stumble). • Decode words with common prefixes and suffixes. • Decode words with silent letter combinations (e.g., knight, comb, island, ghost).
ELA.2.F.1.4 — Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Georgia

ELAGSE1RF4.a — Read on-level text with purpose and understanding.
ELAGSE1RL10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
ELAGSEKRL10 — Actively engage in group reading activities with purpose and understanding.
ELAGSE4RF4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Hawaii

1.RF.4a — Read on-level text with purpose and understanding.
1.RF.4b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
K.RF.3c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
1.RF.4c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
1.RL.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Idaho

1.FR.PH.3h — Recognize and read grade-appropriate irregularly spelled words (e.g., what, said, have).
2.RC.RF.4 — Read grade-level text with accuracy, appropriate rate, and expression to support comprehension in successive readings (see the 2017 Hasbrouck and Tindal norms listed in the Resource Reference).

Illinois

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Indiana

1.RF.8 — Orally read decodable texts with appropriate fluency (rate, accuracy, and prosody) while reading.
2.RF.4 — Orally read decodable/grade-level appropriate or higher texts with fluency (rate, accuracy, and prosody) while reading.
1.RC.9 — Demonstrate comprehension that context clues (e.g., words and sentence clues) and text features (e.g., glossaries, illustrations) may be used to help understand unknown words.

Iowa

RF.1.3.g — Read grade-appropriate high frequency words with accuracy and automaticity.
RF.1.4.c — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.a — Read grade-level text with purpose and understanding.
RL.1.10 — With prompting and support, read stories and poetry of appropriate complexity for grade 1.

Kansas

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RL.1.13 — With prompting and support, read and comprehend high quality dramas, prose and poetry of appropriate quantitative and qualitative complexity for Grade 1.

Kentucky

RF.1.4.a — Read grade-level text with purpose and understanding.
RF.2.4.a — Read grade-level text with purpose and understanding.

Louisiana

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Maine

R.12.1.b — Read various on-level text with accuracy, appropriate rate, and expression on successive readings.
R.3.1.b — Decode regularly spelled one-syllable words.
R.12.1.a — Read various on-level text with purpose and understanding.
R.12.1.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
R.3.1.g — Recognize and read grade- appropriate irregularly spelled words.

Maryland

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Massachusetts

RF.1.4.a — Read grade-level text with purpose and understanding.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RL.1.10 — With prompting and support, read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 1.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

Michigan

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Minnesota

1.1.1.3 — Read decodable texts accurately and with automaticity.
0.1.1.3 — Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)
0.1.2.1 — With guidance and support, read and monitor understanding of grade-level text, self-correcting as needed, using strategies including, but not limited to, decoding, asking questions and making connections.

Mississippi

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.1.4.a — Read grade-level text with purpose and understanding.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Missouri

1.R.1.D.a — engaging with and reading text that is developmentally appropriate
2.R.1.D.a — reading text that is developmentally appropriate
1.R.1.A — Develop and demonstrate reading skills in response to reading text and read-alouds by:

Montana

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Nebraska

LA.1.F.4 — Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level texts to support comprehension.
LA.1.RP.8 — With prompting and support, read and comprehend a wide range of literary texts of appropriate complexity for Grade 1.
LA.1.F.3.c — Decode and encode regularly spelled one-syllable words.
LA.2.RP.8 — With scaffolding as needed, read and comprehend a wide range of literary texts of appropriate complexity for Grade 2.

Nevada

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

New Hampshire

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

New Jersey

RF.1.4.a — Read grade-level text with purpose and understanding.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression.
RL.1.10 — With prompting and support, read and comprehend stories and poetry at grade level text complexity or above.
RF.2.4.a — Read grade-level text with purpose and understanding.

New Mexico

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

New York

1RF3c — Decode regularly spelled one-syllable words.
1RF3g — Read most common high-frequency words by sight
1RF4a — Read beginning reader texts, appropriate to individual student ability, orally with accuracy, appropriate rate, and expression on successive readings.
1RF4 — Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension.
1RF4b — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
1RF3e — Decode two-syllable words following basic patterns by breaking the words into syllables.

North Carolina

RF.1.5.a — Read on-level text with purpose and understanding.
RF.1.5.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RL.1.10 — With prompting and support, read and understand literature of appropriate complexity for grade 1 for sustained periods of time.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

North Dakota

1.F.12 — Read accurately and automatically
1.F.12a — Read accurately and automatically at the word level
1.F.12b — Read accurately and automatically at the sentence level
1.F.8l — irregularly spelled high-frequency words
1.F.12c — Accurately and automatically read a variety of first-grade texts with expression, phrasing, purpose, and understanding.

Ohio

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

Oklahoma

1.2.F.2 — Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.
2.2.F.2 — Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.
2.2.PWS.1 — Students will decode one- and two-syllable words by using their knowledge of the following phonics skills: a. single consonants, including those with two different sounds (e.g., soft and hard c [cent, cat] and g [gem, goat]) b. consonant blends (e.g., bl, br, cr, spr, spl) c. consonant digraphs and trigraphs (e.g., sh, tch) d. vowel-consonant-silent e (e.g., lake) e. r-controlled vowels (i.e., ar, er, ir or, ur) f. vowel digraphs (e.g., ea, oa, ee) g. vowel diphthongs (i.e., vowel combinations having two vowel sounds [e.g., oi as in boil, oy as in boy]) h. schwa (e.g., banana) i. silent letter combinations (knew, could, ghost) *sequential skills
K.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.

Oregon

1.RF.4a — Read on-level text with purpose and understanding.
1.RF.4b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
1.RL.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
2.RF.4b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Pennsylvania

CC.1.1.1.E — Read with accuracy and fluency to support comprehension. • Read on-level text with purpose and understanding. • Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. • Use context to confirm or self- correct word recognition and understanding, rereading as necessary.
CC.1.1.K.E — Read emergent-reader text with purpose and understanding.
CC.1.3.1.K — Read and comprehend literature on grade level, reading independently and proficiently.
CC.1.3.K.K — Actively engage in group reading activities with purpose and understanding.
CC.1.3.K.G — Make connections between the illustrations and the text in a story (read or read aloud).

Rhode Island

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RL.1.10 — With prompting and support, read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 1.

South Carolina

ELA.1.F.4 — Read and reread grade-appropriate texts with accuracy and expression at an appropriate rate to support comprehension. (FK -1.3-2.18 LF BR-430)
ELA.2.F.4 — Read and reread grade-appropriate texts with accuracy and expression at an appropriate rate to support comprehension. (FK 1.98-5.34 LF 420-820)
ELA.K.F.4 — Read and reread grade-appropriate texts with accuracy and expression at an appropriate rate to support comprehension. (FK -1.3-2.18 LF BR-430)

South Dakota

1.RF.4.a — Read grade-level text with purpose and understanding.
1.RF.3.f — Read words with inflectional endings.
1.RL.10.a — Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literacy features, and knowledge demands).
2.RF.4.a — Read grade-level text with purpose and understanding.
3.RF.3.d — Read grade-appropriate high frequency words.

Tennessee

1.FL.F.5.a — Read grade-level text with purpose and understanding.
1.FL.PWR.3.h — Read grade-level decodable text with purpose and understanding.
1.RL.RRTC.10 — With prompting and support, read stories and poems of appropriate complexity for grade 1.
2.FL.F.5.a — Read grade-level text with purpose and understanding.

Texas

1.2B.i — decoding words in isolation and in context by applying common letter sound correspondences;
1.2B.vi — identifying and reading at least 100 high-frequency words from a research-based list;
1.2B.ii — decoding words with initial and final consonant blends, digraphs, and trigraphs;
1.2B.iii — decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;
1.3B — use illustrations and texts the student is able to read or hear to learn or clarify word meanings;

Utah

1.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)
1.R.3.i — Read and spell common irregular words.
2.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)
1.R.3.h — Read words with inflectional endings (i.e., -s, -ed, -ing, -er, -est).

Vermont

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Washington

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Washington, D.C.

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

West Virginia

ELA.1.18 — With prompting and support, read prose and poetry of appropriate complexity for grade 1 in literary texts.
ELA.K.18 — Actively engage in group reading activities of literary texts with purpose and understanding.
ELA.2.18 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity range proficiently, with scaffolding as needed at the high end of the range.

Wisconsin

ELA.1.RF.3.b — Decode and encode regularly spelled one-syllable words (e.g., cat, fox, bet, cup, fit, etc.).
ELA.1.RF.4 — Read emergent-reader texts with purpose, understanding, and sufficient accuracy and fluency to support comprehension. • Read grade-level text with purpose and understanding. • Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
ELA.1.RF.3.e — Decode two-syllable words following basic (known) patterns by breaking the words into syllables.
ELA.1.RF.3.g — Recognize and read grade-appropriate irregularly spelled words.

Wyoming

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.