Read-Along! Hansel and Gretel

Ages 6–9 · 12 minutes · English, Stories

Life seems sweet for Hansel and Gretel, but a witch just might ruin their appetite!

It's the sweet life for Hansel and Gretel until they realize they're hanging out with a real, live witch! Join the fun and practice reading aloud. 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.2.4.a — Read on-level text with purpose and understanding.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
CCRA.R.10 — Read and comprehend complex literary and informational texts independently and proficiently.
RF.1.3.f — Read words with inflectional endings.

Alabama

ELA21.1.2 — Actively participate in shared reading experiences and collaborative discussions to build background knowledge and learn how oral reading should sound.
ELA21.K.15 — Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension.
ELA21.K.3 — Actively participate in teacher-led choral and shared reading experiences.

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

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.RL.10 — With prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1.
1.RF.3.f — Recognize and read grade‐appropriate irregularly spelled words.
2.RF.4.a — Read on‐level text with purpose and understanding.

Arkansas

1.FR.10.PD — Read high-frequency words.
K.FR.22.F — Orally read texts consisting of previously taught grapheme-phoneme correspondences, self-correcting as necessary.

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.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.

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.ii — Read grade-level text orally with accuracy, appropriate rate, and expression.
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.i — Read grade-level text with purpose and understanding.
RWC20-GR.2-S.2-GLE.3-EO.b.ii — Read grade-level text orally with accuracy, appropriate rate, and expression.

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.
RL.2.10 — 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.

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

Georgia

ELAGSE2RF4 — Read with sufficient accuracy and fluency to support comprehension.
ELAGSE2RF4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
ELAGSE2RF3 — Know and apply grade-level phonics and word analysis skills in decoding words.
ELAGSE2RF4.a — Read on-level text with purpose and understanding.
ELAGSE2RF4.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.
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.
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.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.1.4.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.
1.RC.4 — Make and confirm predictions about what will happen next in a story.

Kansas

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.
RL.2.13 — Read and comprehend high quality dramas, prose and poetry of appropriate quantitative and qualitative complexity for Grade 2.

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.
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.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.

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

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

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

Michigan

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.
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

1.1.2.1 — 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.
0.1.1.3 — Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)
2.1.2.1 — Read independently and monitor understanding of grade-level text;self-correct as needed using strategies including, but not limited to, decoding, making text-to-text connections, and building on strategies learned in previous grade levels, with guidance and support.
R1 — Foundations of Reading Demonstrate knowledge of oral language, phonological and phonemic awareness, phonics and morphology to read accurately and fluently.

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

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.D — Read independently for multiple purposes over sustained periods of time by:

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

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

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.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.

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

New Jersey

RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression.
RF.1.4.a — Read grade-level text with purpose and understanding.
RF.2.4.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 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.1.3.f — Read words with inflectional endings.
RF.2.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

New York

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.
1RF4a — Read beginning reader texts, appropriate to individual student ability, orally with accuracy, appropriate rate, and expression on successive readings.
1RF3g — Read most common high-frequency words by sight
1RF4b — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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.
RF.2.5.a — Read on-level text with purpose and understanding.
RF.2.5.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.12c — Accurately and automatically read a variety of first-grade texts with expression, phrasing, purpose, and understanding.
2.F.12 — Read accurately and automatically a variety of second-grade texts with expression, phrasing, purpose, and understanding.
2.F.8 — Decode words with phoneme-grapheme correspondences:
2.R.2 — Ask and answer questions about key details before, during, and after reading a variety of literary and informational texts to compare, contrast, predict or infer.

Ohio

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

Oklahoma

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
2.2.F.1 — Students will expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.
2.2.PWS.3 — Students will decode words by applying knowledge of structural analysis: a. compound words b. inflectional endings (e.g., -s, -ed, -ing) c. contractions d. abbreviations e. common roots and related prefixes and suffixes *sequential skills

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.
2.RF.4a — Read on-level text with purpose and understanding.

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.1.3.1.K — Read and comprehend literature on grade level, reading independently and proficiently.

Rhode Island

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.2.4.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.4.1 — Read high-frequency words commonly found in grade-appropriate text with accuracy and automaticity.
ELA.2.F.4.3 — Read texts by: a. using letter-sound knowledge to segment and blend sounds together; b. decoding the words by analogy; c. recognizing chunks; d. generalizing phonic skills to unknown words; and e. using context and visuals from the text to support monitoring and self-correcting.

South Dakota

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.3.g — Recognize and read grade-appropriate high frequency words.
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.
1.RF.3.f — Read words with inflectional endings.

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.
1.FL.PWR.3.f — Read words with inflectional endings.

Texas

2.2B.i — decoding words with short, long, or variant vowels, trigraphs, and blends;
2.2B.iii — decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
2.2B.vi — decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; and
2.2B.vii — identifying and reading high-frequency words from a research-based list;
2.9A — demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales;

Utah

1.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).
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.2.4.a — Read on-level text with purpose and understanding.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.1.3.f — Read words with inflectional endings.

Virginia

1.RL.1.D — Generate predictions about story characters and events using the 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.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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.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.

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.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.b — Decode and encode regularly spelled one-syllable words (e.g., cat, fox, bet, cup, fit, etc.).
ELA.2.RF.4 — Read with sufficient accuracy and fluency to support comprehension.
ELA.2.RF.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
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.