Read-Along! Little Red Riding Hood

Ages 6–9 · 11 minutes · English, Stories

Journey through the spooky forest with Little Red and practice your reading along the way!

Journey through the spooky forest with Little Red Riding Hood and practice your reading along the way! 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.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.2.4.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.

Alabama

ELA21.2.30 — Read and comprehend literary and informational texts.

Alaska

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.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
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 from a variety of cultures of appropriate complexity for grade 1.

Arizona

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.RF.4.c — Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.
1.RL.10 — With prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1.

Arkansas

1.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.

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.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF.2.4.a — Read on-level text with purpose and understanding.

Colorado

RWC20-GR.K-S.2-GLE.3-EO.b.vi — Read text consisting of short sentences comprised of learned sight words and consonant-vowel-consonant (CVC) 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.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.1-S.2-GLE.1-EO.d.i — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Connecticut

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.2.4.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.

Delaware

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.2.4.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.2.4.a — Read on-level text with purpose and understanding.

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

Georgia

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.
ELAGSE2RL10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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.
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.

Idaho

1.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).
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).
K.RC.RF.4 — Read emergent-reader texts (e.g., rhymes, songs, simple poems) with purpose and understanding.

Illinois

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

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.
3.RF.5 — Orally read grade-level appropriate or higher texts smoothly and accurately with expression that connotes comprehension.

Iowa

RF.1.4.a — Read grade-level text with purpose and understanding.
RF.1.4.c — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.3.b — Decode and encode regularly spelled one-syllable words with closed syllables and consonant blends.
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).
RL.1.10 — With prompting and support, read stories and poetry of appropriate complexity for grade 1.

Kansas

RF.1.3.g — Recognize and read grade-appropriate words.
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.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
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.1.3.f — Read words with inflectional endings.

Louisiana

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.2.4.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.

Maine

R.12.1.a — Read various on-level text with purpose and understanding.
R.12.1.b — Read various on-level text with accuracy, appropriate rate, and expression on successive readings.
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.
R.3.K.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Maryland

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.2.4.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.

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.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Michigan

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.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF.2.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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.)
1.1.2.1 — Read independently and monitor understanding of grade-level text; self-correct as needed using strategies including, but not limited to, decoding, looking at context and making connections.
1.1.2.2 — At grade 1 text complexity, select and proficiently read and comprehend texts that address academic tasks.

Mississippi

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

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

Montana

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.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF.2.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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.h — Recognize and read grade-appropriate, irregularly spelled words.
LA.1.F.4.a — Read decodable text accurately with appropriate rate, intonation, and expression/prosody to reflect meaning.
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.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.2.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

New Hampshire

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.2.4.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.

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.
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 and comprehend stories and poetry at grade level text complexity or above.

New Mexico

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.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF.2.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

New York

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.
1RF3c — Decode regularly spelled one-syllable words.
1RF4 — Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension.
2RF4a — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

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.

North Dakota

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

Ohio

RF.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
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 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.
RF.2.4.a — Read grade-level text with purpose and understanding.

Oklahoma

3.2.F.1 — Students will expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.
K.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.
3.2.PWS.3 — Students will use decoding skills and semantics in context when reading new words in a text, including multisyllabic words.

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.1.1.2.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.

Rhode Island

RF.1.4.a — Read grade-level text with purpose and understanding.
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.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

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.1.F.4.2 — Read texts orally with accuracy, appropriate rate, and expression.
ELA.K.F.4.2 — Read texts orally with accuracy and expression.
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)

South Dakota

1.RF.3.g — Recognize and read grade-appropriate high frequency words.
1.RF.4.b — Read grade-level text orally with accuracy, appropriate rate, and prosody (stress, phrasing, intonation, and expression) on consecutive readings.
1.RF.4.a — Read grade-level text with purpose and understanding.
1.RL.10 — By the end of the year, read and comprehend a variety of literary text.
2.RF.4.b — Read grade-level text orally with accuracy, appropriate rate, and prosody (stress, phrasing, intonation, and expression) on consecutive readings.

Tennessee

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.RL.RRTC.10 — Read and comprehend stories and poems throughout the grades 2-3 text complexity band proficiently, with scaffolding at the high end as needed.

Texas

K.2B.iv — identifying and reading at least 25 high-frequency words from a research-based list;
3.2A.ii — decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

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)

Vermont

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.2.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Virginia

2.RV.1.G — Develop breadth of vocabulary knowledge by listening to and reading high quality, complex text.

Washington

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.2.4.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.2.4.a — Read on-level text with purpose and understanding.

Washington, D.C.

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.2.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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.

Wisconsin

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.K.RF.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
ELA.1.RF.3.b — Decode and encode regularly spelled one-syllable words (e.g., cat, fox, bet, cup, fit, etc.).
ELA.1.RF.3.g — Recognize and read grade-appropriate irregularly spelled words.

Wyoming

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.2.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.