Kindergarten - ELA
1: Letters
Unit 1: A - A Is for Musk Ox
Lesson 1
Day 1
The lesson explicitly lists a sight word: "Sight Word for the Unit: you." The lesson also directs an adult to read the book aloud to the child and to show the cover, which provides oral exposure to printed words during reading. The Activities focus on counting and ordering alphabet letters, which involves attention to letters and print conventions.
Lesson 3
Day 3
Activity 1 explicitly instructs caregivers to show a sight-word card for the word 'you', tell the child what it says, and practice saying it together. Students are guided to move a finger under the text and say 'you' with the adult during the read-aloud ('Hey! Hey you!') and then to say the word by themselves on subsequent pages, with assistance as needed. The reading directions also prompt students to point to the first letter of marked words and to locate pictured items that correspond to words in the text.
Lesson 4
Day 4
The Review section explicitly directs practice of the sight word card "you," indicating direct attention to a high-frequency word. No other explicit sight-word instruction appears in the activities or student pages.
Lesson 5
Day 5
The Getting Started review explicitly directs the student to review the sight card "you," which provides direct practice with a high-frequency word. The Reading Workshop has the student trace words from left to right in the A is for Musk Ox book, giving some practice with recognizing words in text. The Writing Workshop asks students to write words they know and to pretend-write, offering an opportunity to produce and attempt known sight words.
Unit 2: H - Hondo and Fabian
Lesson 1
Day 1
The lesson explicitly lists a Sight Word for the Unit: "he" under Facts and Definitions. The Reading and Questions section instructs to read the book with the child and asks comprehension questions, so students are exposed to text during shared reading. Activity directions ask the child to point to title and find the name of the author/illustrator, indicating some engagement with print.
Lesson 3
Day 3
The lesson includes a dedicated Sight Word activity that presents the sight word card "he," has the student practice saying "he" when they see the card, and asks the student to find and point to the word "he" in the story pages. The activity asks the student to read the word on the page and gives positive reinforcement when they do so. The review and reading prompts also draw attention to words in the story (e.g., "home," "happy," "hungry"), reinforcing word recognition in context.
Lesson 4
Day 4
The lesson explicitly instructs the adult to show the sight word card "he" and ask the child if she remembers this word, giving direct practice with a sight word. Activities require the child to circle and match beginning letters for images (focused on H), reinforcing letter-sound work that is adjacent to word recognition.
Lesson 5
Day 5
The Getting Started section directs showing the sight word card "he" and the sight word "you" and asks to see if the child can remember these words. The lesson explicitly prompts review of those sight words as part of the opening activities, giving the child an opportunity to recognize them by sight.
Unit 3: I - The Little Island
Lesson 1
Day 1
The lesson explicitly lists a unit sight word: "little." Students are directed to look at the book cover, hear the title read, and discuss the "little island" on the cover, providing opportunities to encounter the word in context. The activities ask students to refer to descriptions in the text (e.g., "seven big trees," "seven little fireflies"), which may expose them to repeated occurrences of the word "little."
Lesson 2
Day 2
The Review section explicitly directs reviewing the sight word cards for "you" and "he" and letter cards (Aa and Hh) from previous units. The review instruction indicates students will practice previously taught sight words, including "you," which is one of the example high-frequency words named in the standard.
Lesson 3
Day 3
The text instructs the child to read the sight word "little" from a sight-word card and to supply the word when it is omitted from the book title. The child rereads The Little Island and is prompted to locate and say the word "little" on the cover and card, providing repeated, focused exposure to that sight word.
Lesson 4
Day 4
Students are asked to "Practice reading the three sight word cards" during the Getting Started review, indicating direct practice with sight words. In Activity 2, students act out directional words (on, under, off, beside, near, far, above, in front of, behind), giving them practice associating common function words with actions and positions. The lesson also prompts the adult to assist the child as necessary during sight word practice.
Lesson 5
Day 5
Students are asked to review three sight word cards they have learned: you, he, and little, which gives them practice in recognizing these words by sight. The reading workshop directs students to look at the book title The Little Island and open to the title page, exposing them to the sight word The in context. In writing workshop, students are asked to "read" their own ideas aloud after drawing and writing, providing additional opportunities to encounter and say words from their writing.
Unit 4: T - What Do You Do With a Tail Like This?
Lesson 1
Day 1
The lesson explicitly lists a Sight Word for the Unit: "this." The Reading and Questions section directs previewing and reading the book with the child, which might foreground vocabulary during shared reading. The Student Activity Pages label animals with their names, providing some opportunities for word recognition practice.
Lesson 3
Day 3
Students are asked to review sight word cards from the first three units, which prompts them to read previously taught high-frequency words. The lesson directs students to view the sight word card "this," find that word on the book cover and elsewhere in the book, and practice reading it aloud. Students are instructed to read the book with an adult and to read the sight word "this" in multiple contexts.
Lesson 4
Day 4
The Getting Started review directs students to review the letter and sight word cards and explicitly names the sight word "this" for review. The materials include a prompt for the child to name and interact with the word "this," indicating at least one sight word is being practiced. The presence of "sight word cards" suggests a tool for teaching sight word recognition.
Unit 5: L - We're Going on a Leaf Hunt
Lesson 1
Day 1
The lesson explicitly lists a unit sight word: "Sight Word for the Unit: go." The reading directions ask the child to read the title, the names of the author and illustrator, and to read the book with the child, which gives students opportunities to encounter words in print. The materials also highlight specific vocabulary in the text (for example, the word "colorful" is pointed out in the book).
Lesson 2
Day 2
The Getting Started review explicitly tells students to review sight words from the first four units, listing "you," "he," "little," and "this." Activity 2 instructs students to look for the uppercase L and to add the Ll card to the file box for review later, supporting recognition of related words (e.g., "leaf"). Reading the story and acting it out gives students additional exposure to words in text, which may include the reviewed sight words.
Lesson 3
Day 3
The text instructs showing the sight word "go" on the book page and having the child point to it while the adult reads and then while the child reads. It directs showing the sight word card for "go" and, during a read-aloud, pointing to every instance of "go" and letting the child say the word. The opening review also tells the adult to review letter sounds and sight words from the first four units with the child.
Lesson 4
Day 4
The Getting Started section instructs students to review sight words from this and previous units and explicitly names the new sight word "go." The review instruction implies that students will practice letter sounds and known sight words orally or through brief review activities before starting new tasks.
Unit 6: F - Fireflies
Lesson 1
Day 1
The lesson explicitly lists a sight word: "Sight Word for the Unit: said." Students are directed to look back at quoted text such as "It flickered..." so they encounter common function words in context during the read-aloud. Reading and discussion prompts ask the child to describe pictures and recall text, providing opportunities to notice these words while the story is read.
Lesson 2
Day 2
The lesson instructs adults to "Review the letter sounds and sight words from the first five weeks," indicating students revisit previously taught sight words. The lesson also directs adding a letter F card to a review file box and has students practice identifying letters and words (e.g., 'fish', 'F F F') which can support word recognition routines.
Lesson 3
Day 3
The lesson introduces a word card for the high-frequency word "said" and asks the child to practice reading it aloud. It directs the child to the sentence "Don't let your dinner get cold,' said Momma." and encourages the child to read the word when the book is read aloud. The review and reading sections explicitly prompt the child to identify and read the word "said" in isolation and in context.
Lesson 4
Day 4
Students review letter sounds and word cards from previous weeks, and the plan explicitly names this week's word as "said." The review instruction indicates that students will work with word cards, which are commonly used for sight-word recognition. The rest of the activities focus on letter-sound identification for the letter F and beginning-sound matching.
Unit 7: E - But No Elephants
Lesson 1
Day 1
The lesson explicitly lists a sight word: "Sight Word for the Unit: no." The reading directions instruct an adult to read the book with the child and to look at the cover and title with the child, providing direct shared reading exposure to print. The skills list asks students to follow words from left to right, top to bottom, and page to page, which supports print awareness while reading.
Lesson 3
Day 3
The lesson directs an adult to show a new sight word card "no," read it aloud, and then ask the child to read it. It instructs the child to read the word "no" in the book title and again when the word appears during rereading, with the adult pointing to the word. The lesson also tells the adult to briefly review letter sounds and sight words from previous units before introducing the new word.
Lesson 4
Day 4
The lesson explicitly instructs to "Review the letter sounds and sight word cards from each week, including this week's," which directs students to revisit sight words. The story retelling and puppet activity require children to listen to and respond to repeated phrases in the story, providing contexts where sight words may appear.
Unit 8: C - Millions of Cats
Lesson 1
Day 1
The lesson explicitly names a sight word for the unit: "pretty." Students are prompted to read the book together and discuss it, encountering the word "pretty" and related forms (e.g., "prettiest") in the text and questions. The skills list includes understanding that words are separated by spaces in print, which supports word-level reading awareness.
Lesson 2
Day 2
Students are asked to review letter cards and sight words from previous weeks, indicating direct engagement with sight-word practice. Students encounter high-frequency words in the read-aloud excerpt (e.g., And, he, set, out, to, for, one, he) and on activity pages that include short text such as "a pretty cat" and the word "cat" on the handwriting sheet. Students practice writing and tracing letters while seeing brief word-level text that contains common function words.
Lesson 3
Day 3
Students are prompted to review sight words from previous weeks and to focus on letter sounds. The teacher shows the sight word card "pretty" and asks the child to read it. During the read-aloud, students are asked to point to and read the word "pretty" each time it appears in the text.
Lesson 4
Day 4
Students are asked to review letter sounds and word cards from previous weeks, with explicit focus on the sight word "pretty." The Getting Started review directs students to work with those word cards, which implies practice recognizing that sight word. The rest of the activities and student pages focus on letter-sound correspondence (letter C and beginning sounds) and poem recitation rather than additional sight-word practice.
Lesson 5
Day 5
The reading workshop asks the adult to write two sentence strips and to point to each word as they read while the child places a penny between words. The sentences used (e.g., "Once upon a time, there was a very old man and a very old woman.") contain common high-frequency words such as a, and, it, they, and was. The child is encouraged to follow lines left-to-right and to work with the book alone, promoting visual tracking of individual words.
Unit 9: G - The Real Mother Goose
Lesson 1
Day 1
The unit explicitly lists a Sight Word for the Unit: "saw." Activity 2 directs the adult to show the child the word "saw," have her practice reading the word, and add the word card to a file box. Activity 2 also asks the child to supply words when lines are left off during repeated readings of the poem, providing an opportunity to recognize specific words in context.
Unit 10: O - Owl Babies
Lesson 1
Day 1
The lesson explicitly lists a sight word for the unit: "want." The reading section has an adult read the book aloud and asks comprehension questions, exposing students to text in context. The student activity pages and hands-on activities (cutting shapes, assembling owls, baking cookies) do not include targeted sight-word reading practice.
Lesson 3
Day 3
Students are asked to review sight words from previous weeks and to practice the sight word card "want" in isolation. Students are prompted to point out and read the word "want" on the page and practice reading the line "I want my mommy!" while the instructor points to the words. Students add the "want" sight word card to a file box for review and practice.
Lesson 4
Day 4
Students are instructed to "Review letter sounds and sight word cards," indicating direct practice with sight words. Students practice and perform a Reader's Theatre, reading lines aloud (e.g., "I want my Mommy!", "I think she's gone hunting.", "To get us our food!") that contain common high-frequency words such as I, my, to, and she. The lesson asks each performer to read the lines for one character, giving students repeated, contextual reading of these words.
Unit 11: S - Seasons of Arnold's Apple Tree
Lesson 1
Day 1
The lesson explicitly lists a Sight Word for the Unit: "some." The lesson directs an adult and child to look at the book cover and then read the book together, which could expose the child to unit words in context. The lesson includes guided reading prompts (e.g., describing pictures and answering questions) that involve oral reading/listening interactions.
Lesson 3
Day 3
The plan has the child read a sight word card labeled "some" and read it back to the adult. The child locates and reads the word "some" in a sentence from The Seasons of Arnold's Apple Tree and then listens/reads a second time while looking for the word "some" to read it when she sees it. The activities explicitly prompt repeated recognition of the single high-frequency word in isolation and in connected text.
Unit 12: D - Dinosaurs Big and Small
Lesson 1
Day 1
The lesson explicitly lists a sight word for the unit: "big." Students are asked to look at the cover and participate in a shared reading of the book, which exposes them to printed words in context. The activities include discussion and labeling (e.g., identifying author/illustrator and dinosaur characteristics) but do not describe specific sight-word instruction steps.
Lesson 3
Day 3
Students are asked to review sight word cards from previous weeks and to practice reading the word "big" by pointing to the uppercase and lowercase occurrences on page 5. While reading the book, students are prompted to look for the word "big" and read it each time it occurs. The lesson also directs showing the sight word card for "big" and filing it for later review, reinforcing sight recognition.
Lesson 4
Day 4
Students are prompted to "Review letter sounds and sight word cards from previous weeks," which indicates they will look at and revisit sight word cards. The Getting Started review instruction is the only explicit reference to sight word work in the lesson text.
Unit 13: P - Harold and the Purple Crayon
Lesson 1
Day 1
The lesson explicitly identifies a sight word for the unit: "made." The lesson also directs an adult to read the book to the child, providing exposure to print and potential opportunities to encounter high-frequency words in text.
Lesson 3
Day 3
Students are asked to review sight card words and specifically shown the sight word card "made." Students are told what the card says, pointed to occurrences of "made" in the story, and asked to read the word each time it appears. The lesson directs students to file the sight word card for later review, reinforcing repeated exposure and practice in context.
Unit 14: B - Blueberries for Sal
Lesson 1
Day 1
The lesson explicitly lists a unit sight word: "she." The lesson directs students (or their caregiver) to read Blueberries for Sal aloud and discuss the text and illustrations, providing contextual exposure to words in print. The reading questions require students to respond to comprehension prompts after hearing the text.
Lesson 2
Day 2
The lesson begins by instructing to "Review letter sounds and sight word cards from previous weeks," directing students to revisit sight word cards. Students are asked to page through the book and encounter sentences such as "Then he had to hustle along to catch up!", providing exposure to common words in context. The lesson also directs adding a Bb card to a file box for later review, showing continued use of card-based review routines.
Lesson 3
Day 3
The lesson directs an adult to show the sight word card "she," read it aloud, and ask the child to read it back. During reading of Blueberries for Sal the adult is told to point to each occurrence of the word "she" and ask the child to read it. The opening review also instructs reviewing sight words from previous weeks, indicating repeated practice of sight words.
Lesson 4
Day 4
Students are instructed to "Review letter sounds and sight words from previous weeks" in the Getting Started section. Students complete focused phonics tasks such as the "Letter Sounds — B" pages and a "Beginning Letter Sounds" matching activity. Students also sing and act out a repetitive rhyme ("The Bear Went Over the Mountain"), which provides repeated oral language exposure to words and phrases.
Unit 15: R - Rain
Lesson 1
Day 1
The lesson explicitly lists a sight word for the unit: "on." It directs the child to look at the cover and notice small words and to have an adult point to the words as they read. The Skills section includes "Read emergent-reader texts with purpose and understanding," indicating students will read and point to text during shared reading.
Lesson 3
Day 3
Students review sight word cards from previous units and are shown the sight word card "on," which they read aloud and read back. Students encounter the word "on" in the sentence "Rain on the green grass," point to the word as it is read, and are asked to read the book back while pointing to words. The text notes that students might recognize a few words such as "rain" and "on" and use text color as a clue, indicating direct practice with sight-word recognition in context.
Lesson 4
Day 4
The Getting Started review directs students to "Review letter sounds and sight words used in the previous and current lesson," which asks students to revisit sight words. The review prompt implies that students will be asked about previously taught sight words during the opening activity. No other activity explicitly names or practices high-frequency sight words, but the review instruction is a direct reference to sight-word work.
Unit 16: N - Night in the Country
Lesson 1
Day 1
The lesson explicitly lists "Sight Word for the Unit: there" under Facts and Definitions, identifying a specific high-frequency word for students. The lesson also includes a shared reading of the picture book Night in the Country, which gives students an opportunity to encounter print during read-aloud time.
Lesson 3
Day 3
The lesson directs the student to read a sight word card for the word "there" and to read it back aloud. The student is asked to locate and read the word "there" on the first page of Night in the Country and to read it whenever it appears while the book is read a second time. The lesson also includes a prompt to "Review the letter sounds and sight words learned so far," implying some sight-word practice.
Lesson 4
Day 4
Students are instructed to "Review letter sounds and sight word cards from previous lessons," which directs them to engage with sight word cards during the Getting Started review. The review implies that students will practice reading or recognizing words on those cards. No other activity explicitly targets sight-word recognition beyond this review mention.
Unit 17: M - Marshmallow
Lesson 1
Day 1
The lesson explicitly identifies a sight word: 'Sight Word for the Unit: out,' so students are introduced to at least one high-frequency word. The reading activity asks the child to read the book Marshmallow with an adult, which gives students opportunities to encounter words in context. The lesson includes guided questions and vocabulary focus (e.g., 'hesitated'), indicating attention to word-level discussion during reading.
Lesson 2
Day 2
The lesson begins with an explicit instruction to "Review letter sounds and sight words up to this point," which asks the child to revisit previously learned sight words. The poetry activity asks the child to reread a poem several times and supply omitted words, giving practice with recognizing words within repeated oral reading.
Lesson 3
Day 3
The plan directs students to review sight words and to practice a memory poem, indicating explicit attention to high-frequency words. Students are instructed to look at the second page of the book, have the teacher point to the word out, and practice reading that word from a matching word card. Students are then asked to reread the book and read the word out as it appears in context.
Lesson 4
Day 4
Students are instructed to "Review letter sounds and sight word cards from this and previous units" and to "Practice the memory poem," which explicitly indicates practice with sight words. The Getting Started/Review section directs students to revisit sight word cards, providing opportunities to encounter common high-frequency words by sight.
Unit 18: U - Umbrella
Lesson 1
Day 1
Students are given a unit sight word labeled explicitly as "not." Students encounter the word "unfortunately" in the text and are asked to discuss its meaning and identify the prefix "un," and they are prompted to look for other words with the "un-" prefix. Students read the book aloud and are asked to recall events, providing contextual exposure to words including the sight word.
Lesson 2
Day 2
The lesson opens with an explicit instruction to "Review letter sounds and sight words learned up to this point," directing students to revisit sight words. It also instructs showing and adding the letter Uu card to a file box for later review, which implies continued practice with known items.
Lesson 3
Day 3
The lesson instructs a review of letter sounds and sight words from previous units, prompting students to recall sight words. It explicitly has an adult point out the word "not," tell the child what it says, have the child read it back, and then search for that word in the story. The lesson also has the teacher read the story 'Umbrella' aloud and asks the child to retell it using pictures, providing contextual exposure to words like "not."
Unit 19: J - Jump Frog Jump
Lesson 1
Day 1
The lesson explicitly lists a unit sight word: "how," indicating a focus on a specific high-frequency word. Students are instructed to read Jump, Frog, Jump! with an adult and to consult the book and story sequence pictures, during which they read simple captions (e.g., "The frog jumped away from the fish") and the sentences on the sequence cards. Activity directions ask the child to put pictures in order and then have the teacher read the sentences in order on the story sequence pictures, providing repeated exposure to common words in context.
Lesson 3
Day 3
The lesson directs the child to read a sight word card for the word "how" and to read that word when pointed to in the sentence "How did the frog get away?" It instructs the child to read the words "how" and the phrase "Jump, frog, jump!" on a second reading, giving both isolated and contextual practice. Activity 3 gives the child each direction/preposition word (to, from, in, out, on, off, for, of, by, with) and asks the child to use each word to create an original situation, prompting reading and use of those common high-frequency words.
Lesson 4
Day 4
The lesson explicitly instructs to "Review letter sounds and sight words from this and previous units," which directs students to practice sight words. The lesson includes general review activities (e.g., naming number pairs, singing) but contains no other explicit tasks labeled as sight-word reading practice. The student activity pages focus on beginning letter sounds rather than reading high-frequency words by sight.
Unit 20: K - Kindness
Lesson 1
Day 1
The lesson explicitly lists a unit sight word: "so" under Facts and Definitions. Students are prompted to look at the book cover, read the title, and read the book with an adult, providing exposure to words in context during shared reading.
Lesson 3
Day 3
The lesson asks the child to find and read the word "so" in a sentence from Harry the Happy Mouse and to read a word card labeled "so." The child is asked to identify the word "so" on multiple pages (frog thanks Harry, mole thanks frog, bat thanks mole) and to reread the book, reinforcing recognition of that word. The lesson also begins with a general prompt to "Review letter sounds and sight words," indicating some sight-word review occurs.
Unit 21: V - Zin! Zin! Zin! A Violin
Lesson 1
Day 1
The lesson explicitly labels a sight word for the unit: now, which students are introduced to. In Activity 1 students are asked to find matching written labels such as 'solo' and 'duet' and match them to instrument pictures and number cards, requiring them to recognize specific written words. Students read and discuss the picture book Zin! Zin! Zin! A Violin, giving them exposure to printed words in context.
Lesson 2
Day 2
The Getting Started section instructs to "Review letter sounds and sight word cards," indicating that students will be exposed to sight word cards. The activity directs adding the Vv card to a file box for review later, which suggests students will participate in a review routine that includes word/symbol cards.
Lesson 3
Day 3
The Getting Started section instructs reviewing letter sounds and sight word cards, prompting the child to practice sight words. During reading, the child is explicitly asked to look for the word "now" in Zin! Zin! Zin! A Violin, giving a concrete sight-word recognition task in context. These directions require the child to identify at least one common word by sight while reading.
Lesson 4
Day 4
Students are prompted to "Review letter sounds and sight word cards" during the Getting Started Review, which directs them to engage with sight words. The review instruction implies that students will look at and practice with sight word cards as part of the opening activities.
Unit 22: Y - Little Blue and Little Yellow
Lesson 1
Day 1
The lesson explicitly lists a sight word for the unit: "they." The lesson directs an adult and child to look at the page that says, "In school they sit in neat rows," so students see the target sight word in a sentence. The lesson also has the child listen to and retell/read Little Blue and Little Yellow, providing contextual exposure to the word.
Lesson 3
Day 3
Students are shown a sight-word card for the word "they," are told what it says, and practice reading it together. Students read pages from Little Blue and Little Yellow that include the word "they" and are prompted to read the word in those sentences. Students also read the word aloud during the read-aloud of Little Blue and Little Yellow and encounter the word again while retelling the story with play-dough props.
Lesson 4
Day 4
The Getting Started directions explicitly tell students to "Review letter sounds and sight words learned up to this point," prompting students to revisit previously taught sight words. Multiple Student Activity Pages are labeled with color words (RED, ORANGE, YELLOW, GREEN, BLUE, PURPLE, WHITE, GRAY, BLACK, BROWN), providing printed word labels that students can visually identify during activities.
Unit 23: W - George Washington's Birthday
Lesson 1
Day 1
The lesson explicitly lists a Sight Word for the Unit: "went" under Facts and Definitions. During the Reading and Questions section, students read George Washington's Birthday aloud and are prompted to notice and discuss specific words (for example, the teacher is instructed to point out the word "tyrant").
Lesson 2
Day 2
The Getting Started review directs students to "Review sight words and letter sounds from previous units," prompting students to read known sight words aloud. In Activity 1 students cut out word boxes, read all four word boxes, choose a title box, and glue the correct name under each picture, which requires them to read labels such as "Statue of Liberty," "United States Flag," and "Bald Eagle."
Lesson 3
Day 3
The activities instruct the child to review sight words and letter sounds learned to this point and to repeat them. The teacher shows a sight word card for "went," tells the child what it says, has the child repeat it, and then has the child read the word "went" in two sentences while pointing to each word. The child is then asked to page back through the book and recap each story, which supports additional exposure to the sight word in context.
Lesson 4
Day 4
Students are prompted to "Review letter sounds and sight word cards learned up to this point," which asks them to revisit and presumably read previously taught sight words. This review is the only explicit instruction in the text that refers to sight word practice. Other activities focus on vocabulary meaning, acting out words, and beginning letter-sound matching rather than direct sight-word reading.
Unit 24: Q - The Quilt Story
Lesson 1
Day 1
The lesson explicitly lists a sight word for the unit: "under." The reading section directs an adult to read The Quilt Story to the child, which could expose the child to printed words (including sight words) in context. The lesson includes vocabulary discussion (the word "shavings") that models word meaning and discussion around text.
Lesson 2
Day 2
The Getting Started section instructs to "Review letter sounds and sight word cards learned up to this point," prompting the child to revisit previously taught sight words. The plan directs the adult to show and review sight word cards, which implies the child will look at and engage with known high-frequency words.
Lesson 3
Day 3
Students are asked to review sight word cards learned up to this point, indicating prior sight-word practice. The lesson explicitly shows the child the sight word card "under," has the child practice reading it aloud, and stops while reading The Quilt Story to point out the word "under" and have the child read it in context. Students are also prompted to read the last page that contains the word "under."
Unit 25: X - An Extraordinary Egg
Lesson 1
Day 1
The lesson explicitly identifies a sight word for the unit: "look." The lesson includes a read-aloud of The Extraordinary Egg, giving students exposure to printed text in which high-frequency words may appear.
Lesson 2
Day 2
The lesson explicitly tells students to "Review the letter sounds and sight words learned so far," which prompts students to revisit previously taught sight words. The lesson also directs adding the Xx card to a file box for later review, indicating a routine for reviewing known letters/words. The student activity page provides letter-focused practice (uppercase X) that can accompany review sessions.
Lesson 3
Day 3
The lesson directs students to review sight words learned so far and explicitly shows the sight word "look," asking the child to read it while the adult reads the sentence aloud. The lesson also has students repeat words during the "Find the X" activity, where the adult reads each word and the child repeats it before locating the letter x.
Lesson 4
Day 4
The Getting Started review explicitly tells students to "Review letter sounds and sight words learned so far," prompting students to revisit previously taught sight words. The rest of the activities ask students to do content-based tasks (life-cycle crafts and acting) and phonics tasks focused on beginning sounds (letter X and matching beginning letters), which do not provide new or targeted sight-word reading practice.
Unit 26: Z - Greedy Zebra
Lesson 1
Day 1
The lesson explicitly lists a unit sight word: "new" under Facts and Definitions. The Reading and Questions section has the child look at the book cover and then listen as the adult reads the book aloud, which exposes the child to printed words including the sight word.
Lesson 3
Day 3
The lesson directs students to "Review sight words" and to practice reading a sight word card for the word "new." Students are asked to read the word "new" in an isolated card, read it in a sentence from Greedy Zebra, and then read it aloud as it appears during shared reading of the book. The lesson also instructs students to review sight words and letter sounds learned to this point, implying repeated exposure to previously taught sight words.
Lesson 4
Day 4
The Getting Started review explicitly asks students to "Review sound cards and sight words learned up to this point," which directs students to revisit previously taught sight words. The lesson includes spoken prompts during review that require the child to think and respond, implying brief practice with known words.
2: Holidays
Unit 27: Halloween
Lesson 3
Day 3
Students are asked to review sight word cards from previous weeks, indicating explicit review of sight vocabulary. During the read-aloud of Goodnight Goon, students are encouraged to join in at the ends of lines if they know the word that will follow, prompting oral recognition of words in context. In the Ghostly Greetings activity, students trace and copy the words "Boo!" and "Happy Halloween!" and write a short greeting, providing practice with word forms and visual recognition.
Lesson 4
Day 4
The Getting Started Review instructs students to "Review letter cards and sight words learned up to this point," which directs students to practice previously introduced sight words. The review prompt asks the child to name replacements for words (e.g., "lagoon" -> "pond"), which involves word recognition and vocabulary use. The activity structure includes a Student Activity Page and hands-on projects that could accompany oral review moments.
Unit 28: Thanksgiving
Lesson 2
Day 2
The lesson explicitly instructs to "Review letter sounds and sight words learned so far," which directs students to revisit sight words. The lesson also has students re-read pages of the book "Thanksgiving Is...," giving them repeated exposure to words in context. The read-aloud with stops for acting provides opportunities for students to hear and see words during reading.
Lesson 3
Day 3
The lesson instructs to "Review letter cards and sight words learned so far," which directs students to revisit previously taught high-frequency words. The cornucopia activity asks the child to write or draw things for which she is thankful, and the image text includes examples that use the high-frequency word "my" ("my pet cat", "my family"). These parts explicitly involve sight words and provide opportunities for students to encounter and produce common high-frequency words.
Lesson 4
Day 4
Students are prompted to "Review letter cards and sight words learned so far," which directs them to revisit previously taught sight words. The activities include having the child write or dictate a note inside a Thanksgiving card and write his own name if possible, which involves exposure to print. The lesson repeatedly uses the phrase "sight words" implying focus on word recognition practice.
Unit 30: February Celebrations
Lesson 5
Day 5
Students are asked to create a Valentine that includes the message "I love you" on the front, and the directions show printed labels "TO:" and "LOVE," which the child is instructed to fill in. The Day 5 writing activity asks the child to dictate a letter "to the President," exposing the child to the word "to" in a meaningful context. The image text explicitly includes the word "You!", giving a visual example of a common high-frequency word the child will encounter.
1: Environment
Unit 1: Habitats and Homes
Lesson 6
Exploring Animal Habitats
Students compose and read back dictated sentences in Activity 2 that include common short words (e.g., "I am a ___. I live in the ___. One day I ___."). The activity asks students to read the story with the adult and encourages them to "sound out the words" or read it back, providing practice with simple high-frequency words in context. The student pages include short, repetitive sentence frames and a clear space for students to read or return to their writing.
Lesson 7
Tools in My Environment
Students practice handwriting the word "it" and are asked to write or copy sentences that contain the i words, providing direct exposure to at least one common word. Students also read the names of tools with an adult, using their finger to point at letters as the adult sounds them out, which gives practice with word recognition in context (tool names).
Lesson 9
Animal Designs
Students encounter short captions and sentence frames such as "A fish swims in the ocean," and repeated phrase stems on the activity page like "swims in the," "flies in the," "waddles in the," "jumps in the," and "slithers in the." Students are asked to read or have the captions read to them, to write habitat names following these stems (Option 2), and to say aloud sentences during the stuffed-animal activity (e.g., "A zebra can't live in the ocean. A zebra lives in the savanna.").
Lesson 11
Amazing Me
The lesson explicitly lists "Recognize some words by sight (LA)" as a skill and instructs the child to "review the words beneath each face, encouraging your child to read the words aloud." Students are asked to label four boxes with emotion words (happy, sad, scared, surprised) and to read or attempt to read their own story and recorded ideas aloud. Multiple activities require the child to read words or short responses aloud and to circle or write words next to pictures.
Unit 2: Weather
Lesson 4
Simulating Weather
In Activity 3 students are asked to read the words of the Weather Song aloud and to follow along by pointing to each word as they sing. The skills list includes "Recognize that written words are separated by spaces" and "Know the difference between individual letters and printed words," supporting word-level recognition. Teacher prompts ask students to locate specific words on the song page (e.g., find the word clouds; find the word rain), which requires word identification.
Lesson 6
Winter
Students are prompted to write and then attempt to read a dictated story using the writing prompt "In the winter I _______," which exposes them to high-frequency words such as "In," "the," and "I." Students are also asked to read their story aloud with help sounding out words, and they practice copying words and simple sentences in the handwriting activity (e.g., tracing and writing "winter" and "wind"). The Snowflake Math pages include number words (five, six, seven, eight) that students match to numerals and pictures.
Lesson 7
Spring
Students are asked to attempt to read each short poem in Activity 1 and to answer comprehension questions about what each poem is about. The poem texts include many common words in context (for example: "I," "to," "a," "it," "from," "the"), so students must read or encounter these high-frequency words while reading. The Seed Sort and planting directions require students to respond to short spoken/written commands (e.g., "Plant all the red seeds," "How many seeds are there?"), providing additional incidental exposure to common words.
Lesson 8
Summer
Students are asked to read or read along with the short fill-in-the-blank story about Jessie (Activity 2) and to read the completed story aloud. The activity asks students to copy words into blanks or write the first letter of words, and the story text as printed includes common high-frequency words (for example: "to," "the," "she," "was," "is," "there," "can"). Students also sing the Season Song, which requires reading and repeating simple words in sequence.
Unit 3: Community
Lesson 1
On the Town
The lesson lists "Recognize some words by sight" under Skills. Activity 2 has students read and complete sentences such as "The kids rode the bus to _______," "I put _______ in my cart at the _______," and "We ate dinner at the _______," which include high-frequency words like the, to, my, I, and we. Option 2 explicitly asks students to read the community words and read each sentence to fill in words, requiring reading sentences aloud.
Lesson 3
Jobs in the Community
The lesson explicitly lists the skill "Recognize some words by sight (LA)." Students are asked to read or help read the names of community helpers (Activity 1) and to attempt to read their own story or dictated paragraph aloud (Introduction; Activity 4 and 5). Students also read through lists of worker names and copy or attempt to write sentences about each worker (Activities 1, 2, 4, 5), providing opportunities to encounter repeated words in context.
Lesson 7
A Citizen with Character
Students are asked to attempt to read the short statements on the "Respect" activity page (e.g., "John threw his new toy on the ground," "Katy came to dinner when her dad called her"), which requires encountering common words such as "the," "to," "his," and "on" in context. Students also read short narratives in Activities 4 and 5 ("A Lesson in Honesty" and "The Boy Who Cried Wolf"), giving additional opportunities to see and read frequent words within sentences. These reading tasks require students to decode and recognize words while answering comprehension and moral questions.
Lesson 8
Rules and Laws
The Skills list includes "Follow print word by word (LA)," and Activity 1 instructs the child to read each rule sentence by herself (or with assistance) and to review the posted rules over several days. The Student Activity Page provides short, repeated sentences to be read and sorted (e.g., "Share your toys," "Stop at a red light," "Make your bed"), which contain common high-frequency words such as a, at, and your. Activity 1 also has the child number and order sentences, requiring repeated reading of the same short texts.
Final Project
I Can Make A Difference
Students encounter and read multiple sentence starters and questions that contain common high-frequency words (for example: "The first thing I will do is __.", "I am planning to __.", "I made my community a better place because __.", and questions like "How do people..." and "Why do we have rules..."). Students are asked to read, complete, and possibly check off these written sentences and questions during planning, carrying out, and reflecting on their project.
2: Similarities and Differences
Unit 1: Amazing Attributes
Lesson 5
How Old?
Students are asked to read or reread short questions (e.g., "Where is your mommy?", "How many dogs do you have?", "Can you ride a bicycle?", "Did you learn to ride a horse?") and may attempt to read them independently. The activities prompt students to read or have the adult read the questions aloud and to practice rereading those sentences, which contain common high-frequency words such as do, you, is, and to.
Lesson 6
The Measure of Things
Students encounter common high-frequency words in sentence frames on the Student Activity Page for length (e.g., "The __________ is longer than the __________.", "The longest item is the __________.", "The __________ is shorter than the __________."). Students also read and respond to questions and directions that include common words (e.g., "Which glass would you most want to use if you were very thirsty?" and prompts to "circle" or "write" items). Handwriting practice asks students to write words and copy sentences, providing opportunities to see words in print.
Lesson 10
Earth Materials: Rocks, Soil, and Water
Students are asked to read aloud short sentences from the books (e.g., "Let him read the first sentence" on the title page and multiple simple sentences on the preposition activity pages such as "The frog jumps ______ the lily pad," "The worm is ______ the dirt."). The student activity pages present repeated, simple sentence frames that contain common high-frequency words (e.g., the, is, the) for students to read and complete. Reading-aloud and fill-in-the-blank tasks provide opportunities for students to encounter these common words in context.
Unit 2: Senses
Lesson 1
My Five Senses
The Skills list explicitly includes "Recognize some words by sight (LA)." Activity 1 asks students to read the "Senses Word List," copy each word three times, and refer to that list when encountering words in the text. Activities include identifying the beginning letters and the frequent word "I," dictating and copying sentences (example: "I smell with my nose"), and writing sentences about senses.
Lesson 8
Writing About Our Senses
Students are asked to attempt to read written text and to reread clues in Activity 1, so they read short sentences such as "I am smooth," "I can be hot," and "I make a loud hissing noise." In Activity 2 students read and fill in sentences like "My popcorn felt ______ before it popped. After it popped it felt ______," so they encounter and read high-frequency words such as "My," "it," and "a." Activity 4 has students copy or dictate a sentence describing the popcorn and then attempt to read that sentence aloud.
Unit 3: We're the Same, We're Different
Lesson 1
You're Special
Students are asked to attempt to read each question aloud (Activity 1) and to read each sentence on the "Your Numbers" page (Activity 2), which exposes them to common function words such as "is," "are," "do," and "you" in context. Students fill in blanks and then read a completed paragraph aloud, giving repeated contextual encounters with those words. Students are encouraged to write responses and phonetic spellings, which requires them to engage with the words in the prompts while reading and responding.
Lesson 4
Interests and Hobbies
Activity 4 explicitly asks students to practice the words "you" and "yes" and to use each word in a sentence, giving direct practice with the high-frequency word "you." Activity 3 instructs students to read the Hobby Survey questions aloud (e.g., "What is your hobby?" and "How often do you do your hobby?"), which requires reading common words such as "is" and "do" in context. The My Interest prompts (e.g., "What is one thing you liked about _______?") provide additional opportunities for students to read common question words and short high-frequency words in meaningful sentences.
Lesson 6
Different Families
Students encounter target high-frequency words in printed prompts and activity pages that they are asked to read and complete (e.g., sentence starters like "My family is similar to a family from _______ because we both _______." and "My family is different from a family from _______ because we _______, but they _______."). Introduction questions and activity instructions include words such as my, is, are, to, the, do, does, she, and of that students will read when naming family members and answering questions. Students are asked to complete sentences, dictate responses, and attempt to write words and sentences, providing opportunities to see and use these common words in context.
Lesson 8
Different Holidays and Traditions
Students read and match holiday names and symbols on activity pages (e.g., New Year, Christmas, Thanksgiving) and locate holiday dates on a calendar, which requires reading months and holiday labels. The "My Favorite Holiday" page title and sentence templates (e.g., "On __________ (holiday) we celebrate by..." and "___________ (holiday) is important because...") expose students to common words such as "we," "is," and "my." The skills list includes "Use new vocabulary in conversation and writing" and "Represent spoken language with temporary spelling," so students are asked to read and write simple holiday-related phrases and sentences.
Lesson 11
Being Part of a Group
Students practice handwriting with words provided for copying such as "get," "group," and "extra," giving them exposure to whole words in writing. Students are asked to complete a short paragraph about a group and then encouraged to read that paragraph aloud, which gives them practice attempting to read simple text. The skills list explicitly includes "Read or attempt to read own story or simple text (LA)," indicating opportunities to practice beginning reading.
Final Project
Differences Make the World Go 'Round
Students complete sentence frames such as "I live in," "I like to eat ___ from ___," "My hobby is ___," "I get to the store by ___," and "One way that we are the same is that we both like to ___." These frames and the example sentences (e.g., "I like to eat pizza," "My hobby is art," "I live in America") require students to read and write common words including I, in, to, my, is, and the. Students are prompted to read their finished book aloud when they share it with family or a person from the other country, providing opportunities to encounter these high-frequency words in context.
3: Patterns
Unit 2: Patterns in Sounds, Words, and Actions
Lesson 4
Sentence Patterns
Students read and say aloud multiple simple sentences that begin with high-frequency words such as "The," "A," and "My" (e.g., "The boy jumped high," sentence starters: "The ___ ___..., My ___ ___..., A ___ ___..."). Students read, copy, and point to sentences in books and are asked to point to beginning letters and periods, and to read each sentence they form aloud to see if it makes sense. Students also encounter the verb "is" in modeled sentences (e.g., "Mom is folding the clothes") when acting out and describing actions.
Final Project
Patterns Video
The lesson directs students to read words from a book or poem for the word/rhyming and book patterns and to explain the pattern. Students write or dictate a script for each pattern and practice what they will say on video, which includes reading words aloud. The activities ask students to practice multiple times and to watch and evaluate their recorded reading.
Unit 3: Patterns in Your World
Lesson 1
Patterns in Nature
Students are asked to "practice reading simple texts" as listed in the Skills section. Students participate in a read-aloud of pages 1–11 of Pattern by Henry Pluckrose, giving them opportunities to hear and see words in context. Students are also instructed to write or copy a sentence from the day's reading on handwriting paper, which requires them to read and transcribe words from the text.
Lesson 4
Daily Routines
Students read and interact with labeled picture cards such as "get dressed," "get out of bed," "eat breakfast," "put on shoes," and "brush teeth." The page title "My Morning Routine" and the example "A Routine for Dinner" include high-frequency words like "my" and "the" that students see in context. Students also write or copy sentences about routines (Activity 4) and record activities in words (Activity 3), exposing them to common function words in meaningful sentences.
4: Change
Unit 1: Changes on Planet Earth
Lesson 1
What Causes Change?
The Skills section instructs students to 'Read or attempt to read own dictated story,' creating an opportunity for students to read simple words. In Activity 3 students complete sentence frames (e.g., "Once I saw __________ change." and "The change happened over a __________ amount of time.") and are asked to attempt to read the paragraph aloud, which exposes them to common function words such as the, I, a, and of.
Lesson 5
Changes in Location
Students read and complete repeated sentences that begin with "The cat is..." and "The mouse is...," exposing them to the words "The" and "is" in multiple contexts. Option 2 explicitly asks the child to read each sentence and move the mouse to the described location, requiring oral reading of sentences that contain common high-frequency words. Activities also ask students to write simple sentences (e.g., describing the mouse's location), providing additional exposure to those same words in writing.
Unit 2: Characters Change
Lesson 2
Why Worry?
The Skills section explicitly directs students to "Use frequently occurring conjunctions (e.g., and, but, or, so, because)." Activity 1 has students combine sentences orally and in writing using the conjunctions "and" and "but," including an activity page titled "USING 'AND'." Activity 2 asks students to identify and circle the conjunctions on their "Characters Change" page, providing practice recognizing those words in context.
Lesson 3
Is It a Problem?
Students orally combine sentences using the conjunction "or" (Activity 3), which requires them to read and say sentences that include common words like "you," "can," and "I." Students identify and circle conjunctions such as "and," "but," and "or" on the "Characters Change" activity page (Activity 5), showing directed practice with some high-frequency function words. Multiple activity prompts and questions (e.g., "I can hide from my problem. I can face my problem.;" "What do you do with a problem?"; "What is within my control?") require students to read sentences containing sight-word examples like "my," "is," "do," and "you."
Lesson 5
The Raft
Activity 1 asks students to select two sentences containing the word "I" from the pages read and to copy and underline the word "I" whenever it occurs, giving explicit practice recognizing that high-frequency pronoun. A classroom image of a chalkboard lists "words we know" including "my" and "to," showing student exposure to some common sight words. The story text and activity sentences repeatedly include common words (e.g., I, my, to) that students read in context.
Lesson 6
Positive and Negative Change
Students are asked to cut apart and attempt to read matching cause-and-effect statements and then glue them with an arrow, providing practice reading short phrases. The activity pages contain many common high-frequency words in context (examples: "you push your sister," "you don't brush your teeth," "she falls down," "you get to play," "you get to eat them"). Students are prompted to read the story about the rat aloud (read twice) and to read or dictate sentences describing their own change, offering additional opportunities to encounter high-frequency words.
Unit 3: A First Look at History - Change Over Time
Lesson 1
People and Families Change
Students are asked to "read or attempt to read a dictated story" and to use listening skills when being read to, indicating opportunities to practice reading words aloud. Students write or dictate sentences about changes (Activity 3 and Activity 5) and are encouraged to read their ideas aloud, practicing common words in context. The Student Activity Page provides sentence prompts (e.g., "My family used to...", "Now my family is...") that include high-frequency words such as my, now, the, and is which students will read and fill in.
Lesson 3
Communities Change
Students are encouraged to read the title and author's name and to read The House on Maple Street aloud or have it read to them. In Option 2 students read short captions for events (e.g., "The buffalo herds come.", "There are wagons and carts on roads.", "A forest fire burns.") and match labels to pictures. Activities 2 and 4 require students to read event labels and place them on a timeline, giving opportunities to encounter common words like "the," "there," "are," and "people."
Lesson 6
Predicting Future Change
Students read multiple short scenarios (e.g., "Your dad has gotten a new job in a different town," "It has always been hard for you to listen…," "You used to be good at brushing your teeth…") in Activity 1 and on the student pages. Students are asked to reread situations in Activity 2 and to attempt to read a dictated description in Activity 3. Activity 4 asks students to write or copy a sentence about a change, providing additional exposure to common words in written form.
Final Project
My Past, Present and Future
Students write and read complete sentence prompts that include common high-frequency words (e.g., "I was different because," "Now I am," "In the past I did," "My family was different in the past because ______," and the "Today/United States 20__" prompts). Students are asked to read through their finished book or comparison pages and present them to family, providing opportunities to encounter and read these frequent words in context.
6: Reading
Unit 1: Semester 1
Lesson 1
Letter Sounds Review I
The lesson explicitly introduces the sight words "the," "and," and "a" (Activity 1.3) and has students identify which card says each word, turn them face down, and say them when revealed. Students are asked to find these sight words in the Weekly Message (Activities 1.1 and 3.1) and to review them during the Week 1 wrap-up; the Tap and Pat reader and Day 5 activities give students additional context reading practice. The program also directs repeated practice (card flipping, reviewing on multiple days, and using the words in guesses/clues) to build recognition.
Lesson 2
Letter Sounds Review II
The Weekly Focus explicitly lists the sight words for the lesson: "of," "to," and "in." Activity 1.3 introduces these words with sight-word cards and has the child identify, say, and flip the cards until she can recognize them. Day 3 Activity 3.1 has the child review "of," "to," and "in," add Lesson 1 sight words ("the," "and," "a"), and read them as she flips cards; the child also locates these words in the Weekly Message and reader text.
Lesson 3
Letter Sounds Review III
Activity 1.3 asks students to identify sight words (the, and, a, of, to, in) using sight-word cards and introduces the words "is," "you," and "it," asking students to turn the cards face down and read them repeatedly until they recognize the words. Activity 1.1 prompts students to point to and read any known words in the weekly message (calling out common sight words such as and, a, of, the, to) while the instructor points to each word. Day 4 Activity 4.3 and the Wrapping Up activity have students flip sight-word cards and read each word aloud, sorting cards into "know easily" and "need more practice" stacks for additional practice.
Lesson 4
Letter Sounds Review IV
The weekly focus lists sight words for the week ("he," "that," "was") and notes prior sight words (you, and, a, of, the, to). Activity 1.3 has students read sight-word cards in isolation and in mixed-up order, and Day 3 asks students to circle specific sight words in sentences and then read the sentences while pointing to each word. Day 4 and Day 5 provide repeated practice by having students read all sight-word cards, read a reader aloud while pointing to words, and build sentences using sight-word cards.
Lesson 5
Adding s, More Word Families, Ending with ck
The Weekly Focus explicitly lists the sight words for Lesson 5 as "she," "on," and "are." Activity 1.3 directs students to point to, turn over, and read sight word cards and to add new words to previous sight words, and Activity 2.1 has students read each sight word before tracing and writing it (pages include words such as "you," "and," "she," "was," "of," "the," "are," and "on"). Day 3 and Day 5 provide repeated practice: students are asked to quickly read all sight words and to read dictated sentences that contain sight words, and the Wrapping Up notes students now know 15 sight words.
Lesson 6
Open Syllables and Digraph th
Students are explicitly taught and asked to read sight words: Activity 1.3 introduces the new sight words "with," "his," "her," and "I" and has students point to and read the cards in isolation and in mixed order. Activity 2.3 and Day 3 have students place all sight word cards face up and identify/read words such as are, you, he, she, her, I, with, and was. Day 5 includes review of all sight words, reading a short reader aloud, and sentence dictation (e.g., "We are with them") so students read sight words in context and in sentences.
Lesson 7
Consonant Digraphs ch, sh, wh, ph
The lesson explicitly introduces and practices sight words: Activity 1.3 introduces the sight word cards for "for" and "they" and has the child point to and read them in sentences. The child is asked to place all sight word cards face up and point to/read words that include th (the, that, with, they) and to read "she." Activity 5.2 provides a Sight Words Search with a list of common high-frequency words (they, with, you, her, for, she, was, that, his, and, are) for the child to find and read.
Lesson 8
Blends with s
The Skills list explicitly includes "Read common high-frequency words by sight," and the weekly sight words are listed as "at," "be," and "this." Activity 1.1 asks students to find and underline sight words (you, to, and, are) in the Weekly Message, and Activity 1.3 has students read all sight word cards as quickly as they can. The image of the word chains and Activity 5.2 require students to read sight words in chains, sentences, and a reader, reinforcing recognition in isolation and in context.
Lesson 9
Blends with l
Students are shown sight-word cards for "have," "had," and "or" and asked to read them aloud or with support (Activity 1.3). Students find and underline sight words (you, with, that, this, in, and, to) in the Weekly Message and read the message along with the adult. Students practice reading all sight-word cards by flipping them over and reading them one at a time (Activity 3.3) and use sight-word cards when building and reading sentences (Day 5 Making Sentences).
Lesson 10
Blends with r
Students are given explicit sight-word practice with the lesson sight words "one," "from," and "by" via sight word cards (Activity 1.3) and a dedicated "Writing Sight Words" page that has traceable and copyable versions of those words (Activity 5.1). Students are asked to point to and read any words they know in the Weekly Message and to underline sight words found there (Activity 1.1), which includes common high-frequency words such as that, you, and, are, to, with, be, in. Multiple activities require students to read, point to, identify, and write these common words in isolation and in context (cards, message, tracing, and dictation).
Lesson 11
Ending Blends
The lesson explicitly includes a Sight Words activity (Activity 1.3) where students read the sight word cards "words," "but," and "not," copy "words," and write dictated sight words. Activity 3.3 has students lay out all sight word cards and quickly recognize words in response to prompts, including many common words (e.g., "the," "that," "she," "they," "you," "to"). The skills list also states that students will "Read common high-frequency words by sight."
Lesson 12
Double ll, ss, ff, zz (FLOSS)
The lesson explicitly lists "what," "all," and "were" as this week's sight words and instructs students to read the sight word cards aloud, say them with the teacher, and practice flipping them face down and reading them from memory. Activity 1.3 has students point to each word in sentences when they hear it and discusses verb-time differences (are/were) to support word meaning. Activity 5.1 gives a Sight Words Search with a list of common high-frequency words (what, all, were, words, but, not, one, had, have, from, this, with) for students to find and read aloud, and the Skills list explicitly includes "Read common high-frequency words by sight."
Lesson 13
Glued Sounds ng and nk
The Weekly Focus explicitly lists the sight words for this lesson as "we," "when," and "your." Activity 1.3 gives students sight-word cards for "we," "when," and "your," asks them to read the words several times, and then to write each word as the teacher says it. Activity 3.3 and Day 5 activities require students to review all sight words and use sight-word cards to make sentences; dictated sentences include high-frequency words such as "The" and "is."
Lesson 14
Three-Letter Beginning Blends
Students are introduced to the sight words "can," "said," and "there" and are asked to point to each word as the adult says it (Activity 1.3). Students turn the sight-word cards face down and flip them over to read each word, and they are asked to read all sight words from the cards again on Day 5 (Activity 5.1). Students read the target sight words in context when reading dictated sentences and the reader (e.g., "He can strum on the strings." and "There are ants in the shrub."), reinforcing recognition in connected text.
Lesson 15
More Ending Blends
Activity 1.3 explicitly gives students sight-word cards for "use," "an," and "each," asks the child to read them aloud, and directs the child to watch a video and listen for the word "use." Activity 4.1 has students read and write sight words (including use and each) on a handwriting page. Activity 5.1 and the reader put sight words into dictated sentences and connected text (e.g., "An elk slept on the bed.", "Each kid can swim."), requiring students to read the words in context. The lesson's Skills list also states that students should "Read common high-frequency words by sight."
Lesson 16
R-Controlled Vowels (ar)
The lesson explicitly lists sight words for Lesson 16 ("which," "as," and "do") and includes Activity 1.3 where students read sight word cards, repeat the words, and practice flipping cards face down to read from memory. Activity 1.1 and the Weekly Message ask students to point to and read high-frequency words (can, there, have, this, that) in context. Day 3 and Day 5 provide additional practice time for students to read all sight words and use them in sentence dictation and Reader #16, reinforcing reading by sight in isolation and in context.
Lesson 17
Semester Review
The lesson's Skills list explicitly includes "Read common high-frequency words by sight." Activity 1.3 introduces the weekly sight words "how," "their," and "if" using sight-word cards, asks students to point to the correct card for words in orally read sentences, and has students underline those words in text. Activity 3.2 prompts students to read all of their sight words using the sight-word cards and Activity 5.1 has a Sight Words Search with a long list of common sight words for students to find and read aloud.
Unit 2: Semester 2
Lesson 1
Long Vowels a and i with Silent e
The Skills list explicitly includes "Read common high-frequency words by sight." The Weekly Focus and Introduction identify this lesson's sight words: "will," "up," "make," and "like," and Activity 1.3 has students read existing sight-word cards and practice the new cards by flipping and reading them quickly. Activities also require students to read sight words in sentences (sentence dictation, reader reading) and on the spelling test (e.g., "will"), reinforcing recognition in context.
Lesson 2
Long Vowels o, u, and e with Silent e
Students are shown explicit sight-word instruction with cards for the words then, them, these, and so and are asked to point to and read each card (Activity 1.3). Students practice reading all of their sight words aloud and use the sight-word cards for repeated practice (Activity 4.2). Students locate and read sight words in a word search that lists common high-frequency words (then, them, these, use, like, each, said, their) and later read and spell sight words during the spelling test and review (Activity 4.3, Wrapping Up).
Lesson 3
Hard and Soft c and g
The Weekly Focus explicitly lists sight words for Lesson 3: "about," "out," "many," and Activity 1.3 instructs the child to view these sight-word cards, read the words, find "out" in "about," and flip cards face down to read them quickly. Activity 1.1 asks the child to point to and read any words she knows in the Weekly Message, reading along as able. Activity 3.2 directs the child to add exception words (get, give, gift, girl) to her sight-word cards and practice them regularly, and Day 5 provides dedicated time to review sight words.
Lesson 4
More R-Controlled Vowels (er, ir, or, ur)
The lesson explicitly lists sight words for Lesson 4 ("other," "more," "some," "would") and includes the skill "Read common high-frequency words by sight." Activity 1.3 directs students to receive sight-word cards, listen as the adult reads each card, point to and read each word, and practice by turning cards face down and reading them again. Wrapping Up and other activities ask students to read an expanded set of sight words (about, out, many, some, would, rather, other, more), find the new sight words in the Weekly Message, and use them in sentences.
Lesson 5
Long a Spellings ai, ay
Students are explicitly taught four sight words (may, way, him, has) in Activity 1.3 where they are shown sight-word cards, asked to read them aloud, and to read them multiple times in random order. Students encounter those words in context in the Weekly Message and the Fill-in-the-Blanks/Reader activities (Day 2 Fill in the Blanks, Day 5 Reader), where they are asked to read them in sentences. Students also practice the sight words during the spelling test and are asked to read them back, providing isolated and contextual practice.
Lesson 6
Long e Spellings ee, ey, ea
The Weekly Focus explicitly lists sight words for Lesson 6: "see," "time," "look," "into." Activity 1.3 has students read sight-word cards, mix them, and reread them multiple times (including a prompt to notice the long e in "see"). Day 4 and Activity 4.3 require students to read a set of sight words and to write several sight words on a spelling test, and Activity 4.2 has students use sight words to make and read sentences.
Lesson 7
Long i Spellings y, igh, ie
The weekly focus explicitly lists the sight words "my," "could," and "than." Activity 2.1 has students point to and read sight word cards, then read them repeatedly until comfortable. The Sight Words Search (Activity 2.3) requires students to find and read a set of common sight words (could, time, may, some, than, into, him, would, see, look, has, other). The skills list also names "Read common high-frequency words by sight."
Lesson 8
Long o Spellings ow, oa, oe
The Weekly Focus lists sight words for Lesson 8 explicitly as "go," "no," and "number." Activity 1.3 has students point to and read sight word cards for "go," "no," and "number," and asks the child to read the words aloud. Day 4 includes dedicated practice time for reading sight word cards, and the Spelling Test and Wrapping Up activities require the student to read or identify "go" and "no" in context.
Lesson 9
Long u Spellings ue, ew, ou
Students are asked to read and practice specific sight words using sight word cards (Activity 1.3 introduces "who," "water," "been" and collects cards: who, water, been, do, use, you, your). Students read each sight word several times as the adult points randomly, place cards face up and read each one aloud, and identify words that contain the long u sound. Additional practice appears in a "Writing Sight Words" page and in sentence dictation and reader activities that require students to read sight words in context.
Lesson 10
Other Long Vowel Patterns
The lesson explicitly lists this week's sight words: "most," "two," "people," and "does," and the skills section includes "Read common high-frequency words by sight." In Activity 1.3, students are asked to point to and read each sight word card two to three times, read them on their own, and use each word in a sentence. Activity 3.2 gives students time to practice sight word cards they struggle to recognize quickly, and the wrap-up has students reread the Weekly Message and identify sight/wild words in context.
Lesson 11
Long Vowel Sounds Review
The lesson explicitly lists the skill "Read common high-frequency words by sight" and introduces weekly sight words with Activity 1.3 where students are shown and read the sight word cards "called," "day," "find," and "its." Students are asked to read sight words in context by pointing to and reading words in the Weekly Message (e.g., "you") and to practice new and old sight words repeatedly (Activity 2.3 and repeated practice instructions).
Lesson 12
Other Vowel Sounds oi, oy
The Weekly Focus explicitly lists sight words for Lesson 12: "did," "am," and "long." Activity 1.3 has the child shown the week's sight word cards and asked to read them aloud, with teacher prompts and reminders about prior exposure to those words. Activity 3.1 includes a Sight Word Search where the child must find and read a list of common sight words (including "long," "day," "two"), and Activity 4.2 and Day 5 include those sight words in the spelling test, sentences to write, and reading practice so the child reads them in context.
Lesson 13
Other Vowel Sounds ou, ow
The lesson explicitly lists sight words for Lesson 13: "down," "now," "get," and "come" in the Weekly Focus and Introduction. Activity 1.3 directs the child to learn these words using sight word cards, to point to each card as the adult says it, and to read mixed-up cards aloud. Activity 3.3 and other prompts ask the child to read and practice this week's sight words and any other sight words she struggles with, and Activity 1.1 has the child point to and read known words in the Weekly Message.
Lesson 14
Other Vowel Sounds aw, au
The lesson explicitly lists weekly sight words "made," "part," and "very" and includes a Skills bullet: "Read common high-frequency words by sight." Activity 1.3 introduces sight word cards where the adult reads and then asks the child to read the words; Activity 3.3 and Day 4 instruct the child to read the sight word cards and to write/dictate them. The Weekly Message and reader activities prompt the child to point to and read known words in context.
Lesson 15
These Make More Than One Sound: oo and ea
The Weekly Focus and Skills list explicitly identify this week's sight words as "after," "little," and "where" and include "Read common high-frequency words by sight." Activity 1.3 asks students to point to each sight word card as the teacher reads it and then to read each card as the teacher points, followed by using each word in a sentence. Activity 3.3 has students read the same sight words and write them on a laminated sheet, and the Wrapping Up section has students reread the Weekly Message and answer questions that require recognizing those words in context.
Lesson 16
Silent Starts: kn, wr, gn
Students review all previous sight word cards and sort them into words they know very quickly versus words they must sound out (Activity 1.3). Students are explicitly introduced to this week's sight words "know," "write," and "just," read the sight word cards aloud, write them, and read them in sentences (Activity 3.3, Activity 4.2). Students practice reading and writing sight words on dedicated pages and include those words on a spelling test and during read-aloud/context activities (Activity 4.2, Activity 4.3, Day 5 reader work).
Lesson 17
Year-End Review
The Weekly Focus names this week's sight words as "only" and "over," and Activity 1.3 directs students to point to, say, and read those sight-word cards aloud. Activity 1.3 also instructs students to read previous sight words they struggle to recall quickly. Activity 4.1 has students find, circle, and then show and read a list of sight words (including over, only, know, write, where, little, after, very, part, called, people, most) in a word-search grid.