1. Sight Word Routine Routine based on Davis District’s work with
Dr. Parker Fawson, Dr. Cindy Jones, Dr. Ray Reutzel
Designed by D. Mock, Davis School District, January 2012

2. Start Routine
If you are new to this routine, please see slides 3-10 along with their notes for instructions on how this routine can be implemented in class. If you have already viewed these slides, please click the house.
If you are new to this routine, please see slides 3-12 along with their notes for instructions on how this routine can be implemented in class. If you have already viewed these slides, please click the house.

3. Pedagogical Support Davis School District’s English Language Arts Website
If you click on the link it will take you to the Davis School District Elementary Language Arts support page.

4. Desk Access: Lesson CLICK + Literacy Routines
to see the drop down menu

5. Desk Access: Resources1 2 3
Follow the instructions on this slide to access the routine. If ever this file needs to be revised there will always be the latest version on DESK.

6. Instructional Support
In the resources section there is also an instructional routine support page. This page can be printed off and used as a guide or script for daily use for the routine.

7. Independent Practice Resources
Word Hunt for printing
Stories for printing
Routine for printing
Students need to find the word in text at one stage in the routine. It is valuable for each student to have their own paper to find the word. On DESK, under resources are the stories and word hunt pages for students to use.

8. The Kindergarten routine is effective whole and small group
The Kindergarten routine is effective whole and small group. If you do not have availability to project the digital routine, the chart on this page is also on DESK. Both follow the same steps.

9. Home
If every you get “lost” click the home button and it will take you to the to beginning of the instructional routine.

10. Last Slide Viewed
If ever you would like to see the last slide viewed, click the arrow back button.

11. Skip
If you would rather find the word using books, wall charts, newspapers, etc., you may skip these slides. This is a critical step for kindergartners to search and find the words in text.

12. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

13. the
Show and say the word. Then have students say the word.

14. t h e the click once to begin
Letters will appear automatically after you click once to begin.
Teacher Model: Spell word orally while pointing to letters.

15. t h e the click once to begin
Guided Practice: Have the students spell and read the word with you.

16. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

17. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

18. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?“ Word strips are available through DESK. It is recommended that students have minimal cutting.

19. Search for the Word Hunt Eating a Rainbow The Cookie Jar I Can Go
“Now let’s find the word in text.”
Using a word hunt or scan word stories to find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
Eating a Rainbow
The Cookie Jar
I Can Go
The Frog
Packing a Lunch
What Do I See?
The Animals

20. Please click on the word hunt or a story
Search for the
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
Eating a Rainbow
The Cookie Jar
I Can Go
The Frog
Packing a Lunch
What Do I See?
The Animals

21. of
Show and say the word. Then have students say the word.

22. o f of click once to begin
Teacher Model: Spell word orally while pointing to letters.

23. o f of click once to begin
Guided Practice: Have the students spell and read the word with you.

24. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

25. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

26. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

27. Search for of Word Hunt A Box Eating a Rainbow
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
A Box
Eating a Rainbow

28. Please click on the word hunt or a story
Search for of
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
A Box
Eating a Rainbow

29. and
Show and say the word. Then have students say the word.

30. a n d and click once to begin
Teacher Model: Spell word orally while pointing to letters.

31. a n d and click once to begin
Guided Practice: Have the students spell and read the word with you.

32. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

33. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

34. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

35. Search for and Word Hunt I See Pairs What Do I See?
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
I See Pairs
What Do I See?

36. Please click on the word hunt or a story
Search for and
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
I See Pairs
What Do I See?

37. to
Show and say the word. Then have students say the word.

38. t o to click once to begin
Teacher Model: Spell word orally while pointing to letters.

39. t o to click once to begin
Guided Practice: Have the students spell and read the word with you.

40. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

41. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

42. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

43. Search for to Word Hunt Dressing Up I Can Go My Dog My Family
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
Dressing Up
I Can Go
My Dog
My Family
My Puppies

44. Please click on the word hunt or a story
Search for to
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
Dressing Up
I Can Go
My Dog
My Family
My Puppies

45. a
Show and say the word. Then have students say the word.

46. click once
to begin a
Teacher Model: Spell word orally while pointing to letters.

47. click once
to begin a
Guided Practice: Have the students spell and read the word with you.

48. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

49. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

50. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

51. Search for a Word Hunt A Box I Can See Dressing Up I See
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
A Box
I Can See
Dressing Up
I See
Eating a Rainbow
Silly Animals
Homes
What Do I See

52. Please click on the word hunt or a story
Search for a
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
A Box
I Can See
Dressing Up
I See
Eating a Rainbow
Silly Animals
Homes
What Do I See

53. in
Show and say the word. Then have students say the word.

54. i n in click once to begin
Teacher Model: Spell word orally while pointing to letters.

55. i n in click once to begin
Guided Practice: Have the students spell and read the word with you.

56. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

57. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

58. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

59. Search for in Word Hunt I See My Family Packing a Lunch
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
I See My Family
Packing a Lunch

60. Please click on the word hunt or a story
Search for in
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
I See My Family
Packing a Lunch

61. is
Show and say the word. Then have students say the word.

62. i s is click once to begin
Teacher Model: Spell word orally while pointing to letters.

63. i s is click once to begin
Guided Practice: Have the students spell and read the word with you.

64. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

65. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

66. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

67. Search for is Word Hunt Eating a Rainbow My Room For You
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
Eating a Rainbow
My Room
For You
Packing a Lunch
Homes
Silly Animals
On and Off

68. Please click on the word hunt or a story
Search for is
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
Eating a Rainbow
My Room
For You
Packing a Lunch
Homes
Silly Animals
On and Off

69. that
Show and say the word. Then have students say the word.

70. t h a t that click once to begin
Teacher Model: Spell word orally while pointing to letters.

71. t h a t that click once to begin
Guided Practice: Have the students spell and read the word with you.

72. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

73. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

74. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

75. Search for that Word Hunt I Like Animals My Family This or That
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
I Like Animals
My Family
This or That

76. Please click on the word hunt or a story
Search for that
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
I Like Animals
My Family
This or That

77. it
Show and say the word. Then have students say the word.

78. i t it click once to begin
Teacher Model: Spell word orally while pointing to letters.

79. i t it click once to begin
Guided Practice: Have the students spell and read the word with you.

80. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

81. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

82. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

83. Search for it Word Hunt I Had “Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
I Had

84. Please click on the word hunt or a story
Search for it
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
I Had

85. was
Show and say the word. Then have students say the word.

86. w a s was click once to begin
Teacher Model: Spell word orally while pointing to letters.

87. w a s was click once to begin
Guided Practice: Have the students spell and read the word with you.

88. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

89. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

90. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

91. Search for was Word Hunt At School Yesterday
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
At School
Yesterday

92. Please click on the word hunt or a story
Search for was
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
At School
Yesterday

93. for
Show and say the word. Then have students say the word.

94. f o r for click once to begin
Teacher Model: Spell word orally while pointing to letters.

95. click once
to begin
f o r
Guided Practice: Have the students spell and read the word with you.

96. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

97. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

98. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

99. Search for for Word Hunt For You Homes
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
For You
Homes

100. Please click on the word hunt or a story
Search for for
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
For You
Homes

101. you
Show and say the word. Then have students say the word.

102. y o u you click once to begin
Teacher Model: Spell word orally while pointing to letters.

103. y o u you click once to begin
Guided Practice: Have the students spell and read the word with you.

104. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

105. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

106. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

107. Search for you Word Hunt Bed Time Dressing Up For You This or That
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
Bed Time
Dressing Up
For You
This or That

108. Please click on the word hunt or a story
Search for you
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
Bed Time
Dressing Up
For You
This or That

109. he
Show and say the word. Then have students say the word.

110. h e he click once to begin
Teacher Model: Spell word orally while pointing to letters.

111. h e he click once to begin
Guided Practice: Have the students spell and read the word with you.

112. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

113. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

114. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

115. Search for he Word Hunt My Family My Dog
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
My Family
My Dog

116. Please click on the word hunt or a story
Search for he
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
My Family
My Dog

117. on
Show and say the word. Then have students say the word.

118. o n on click once to begin
Teacher Model: Spell word orally while pointing to letters.

119. o n on click once to begin
Guided Practice: Have the students spell and read the word with you.

120. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

121. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

122. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

123. Search for on Word Hunt On and Off “Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
On and Off

124. Please click on the word hunt or a story
Search for on
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
On and Off

125. as
Show and say the word. Then have students say the word.

126. a s as click once to begin
Teacher Model: Spell word orally while pointing to letters.

127. a s as click once to begin
Guided Practice: Have the students spell and read the word with you.

128. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

129. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

130. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

131. Search for as Word Hunt Big “Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
Big

132. Please click on the word hunt or a story
Search for as
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
Big

133. are
Show and say the word. Then have students say the word.

134. a r e are click once to begin
Teacher Model: Spell word orally while pointing to letters.

135. a r e are click once to begin
Guided Practice: Have the students spell and read the word with you.

136. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

137. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

138. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

139. Search for are Word Hunt Friends My Room
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
Friends
My Room

140. Please click on the word hunt or a story
Search for are
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
Friends
My Room

141. they
Show and say the word. Then have students say the word.

142. they t h e y click once to begin
Teacher Model: Spell word orally while pointing to letters.

143. they t h e y click once to begin
Guided Practice: Have the students spell and read the word with you.

144. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

145. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

146. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

147. Search for they Word Hunt My Puppies
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
My Puppies

148. Please click on the word hunt or a story
Search for they
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
My Puppies

149. with
Show and say the word. Then have students say the word.

150. w i t h with click once to begin
Teacher Model: Spell word orally while pointing to letters.

151. w i t h with click once to begin
Guided Practice: Have the students spell and read the word with you.

152. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

153. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

154. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

155. Search for with Word Hunt My Family “Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
My Family

156. Please click on the word hunt or a story
Search for with
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
My Family

157. be
Show and say the word. Then have students say the word.

158. b e be click once to begin
Teacher Model: Spell word orally while pointing to letters.

159. b e be click once to begin
Guided Practice: Have the students spell and read the word with you.

160. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

161. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

162. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

163. Search for be Word Hunt Dressing Up “Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
Dressing Up

164. Please click on the word hunt or a story
Search for be
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
Dressing Up

165. his
Show and say the word. Then have students say the word.

166. h i s his click once to begin
Teacher Model: Spell word orally while pointing to letters.

167. h i s his click once to begin
Guided Practice: Have the students spell and read the word with you.

168. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

169. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

170. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

171. Search for his Word Hunt I See My Family
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
I See My Family

172. Please click on the word hunt or a story
Search for his
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
I See My Family

173. at
Show and say the word. Then have students say the word.

174. a t at click once to begin
Teacher Model: Spell word orally while pointing to letters.

175. a t at click once to begin
Guided Practice: Have the students spell and read the word with you.

176. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

177. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

178. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

179. Search for at Word Hunt What Do I See?
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
What Do I See?

180. Please click on the word hunt or a story
Search for at
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
What Do I See?

181. or
Show and say the word. Then have students say the word.

182. o r or click once to begin
Teacher Model: Spell word orally while pointing to letters.

183. o r or click once to begin
Guided Practice: Have the students spell and read the word with you.

184. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

185. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

186. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

187. Search for or Word Hunt This or That
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
This or That

188. Please click on the word hunt or a story
Search for or
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
This or That

189. from
Show and say the word. Then have students say the word.

190. from f r o m click once to begin
Teacher Model: Spell word orally while pointing to letters.

191. from f r o m click once to begin
Guided Practice: Have the students spell and read the word with you.

192. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

193. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

194. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

195. Search for from Word Hunt The Cookie Jar
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
The Cookie Jar

196. Please click on the word hunt or a story
Search for from
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
The Cookie Jar

197. had
Show and say the word. Then have students say the word.

198. h a d had click once to begin
Teacher Model: Spell word orally while pointing to letters.

199. h a d had click once to begin
Guided Practice: Have the students spell and read the word with you.

200. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

201. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

202. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

203. Search for had Word Hunt I had “Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
I had

204. Please click on the word hunt or a story
Search for had
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
I had

205. I
Show and say the word. Then have students say the word.

206. click once
to begin I
Teacher Model: Spell word orally while pointing to letters.

207. click once
to begin I
Guided Practice: Have the students spell and read the word with you.

208. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

209. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

210. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

211. Search for I Word Hunt At School I See My Family I Can Go The Frog
I Can See
What Can I Have?
I Had
What Do I See?
I Like Animals
Yesterday
I See
I See Pairs
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.

212. Please click on the word hunt or a story
Search for I
Please click on the word hunt or a story
At School
I See My Family
I Can Go
The Frog
I Can See
What Can I Have?
I Had
What Do I See?
I Like Animals
Yesterday
I See
I See Pairs
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.

213. here
Show and say the word. Then have students say the word.

214. here h e r e click once to begin
Teacher Model: Spell word orally while pointing to letters.

215. here h e r e click once to begin
Guided Practice: Have the students spell and read the word with you.

216. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

217. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

218. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

219. Search for here Word Hunt My Room “Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
My Room

220. Please click on the word hunt or a story
Search for here
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
My Room

221. see
Show and say the word. Then have students say the word.

222. see s e e click once to begin
Teacher Model: Spell word orally while pointing to letters.

223. see s e e click once to begin
Guided Practice: Have the students spell and read the word with you.

224. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

225. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

226. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

227. Search for see Word Hunt I Can See I See I See Pairs I See My Family
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
I Can See
I See
I See Pairs
I See My Family
The Frog
What Do I See?

228. Please click on the word hunt or a story
Search for see
Please click on the word hunt or a story
Word Hunt
I Can See
I See
I See Pairs
I See My Family
The Frog
What Do I See?
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.

229. my
Show and say the word. Then have students say the word.

230. my m y click once to begin
Teacher Model: Spell word orally while pointing to letters.

231. my m y click once to begin
Guided Practice: Have the students spell and read the word with you.

232. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

233. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

234. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

235. Search for my I See My Family My Puppies Word Hunt My Room
Packing a Lunch
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.

236. Please click on the word hunt or a story
Search for my
Please click on the word hunt or a story
Word Hunt
I See My Family
My Puppies
My Room
Packing a Lunch
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.

237. like
Show and say the word. Then have students say the word.

238. like l i k e click once to begin
Teacher Model: Spell word orally while pointing to letters.

239. like l i k e click once to begin
Guided Practice: Have the students spell and read the word with you.

240. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

241. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

242. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

243. Search for like Word Hunt I Can See I Like Animals My Puppies
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
I Can See
I Like Animals
My Puppies

244. Please click on the word hunt or a story
Search for like
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
I Can See
I Like Animals
My Puppies

245. have
Show and say the word. Then have students say the word.

246. have h a v e click once to begin
Teacher Model: Spell word orally while pointing to letters.

247. have h a v e click once to begin
Guided Practice: Have the students spell and read the word with you.

248. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

249. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

250. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

251. Search for have Word Hunt What Can I Have?
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
What Can I Have?

252. Please click on the word hunt or a story
Search for have
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
What Can I Have?

253. said
Show and say the word. Then have students say the word.

254. said s a i d click once to begin
Teacher Model: Spell word orally while pointing to letters.

255. said s a i d click once to begin
Guided Practice: Have the students spell and read the word with you.

256. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

257. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

258. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

259. Search for said Word Hunt The Cookie Jar
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
The Cookie Jar

260. Please click on the word hunt or a story
Search for said
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
The Cookie Jar

261. this
Show and say the word. Then have students say the word.

262. this t h i s click once to begin
Teacher Model: Spell word orally while pointing to letters.

263. this t h i s click once to begin
Guided Practice: Have the students spell and read the word with you.

264. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

265. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

266. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

267. Search for this For You Silly Animals Word Hunt This or That
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.

268. Please click on the word hunt or a story
Search for this
Please click on the word hunt or a story
Word Hunt
For You
Silly Animals
This or That
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.

269. she
Show and say the word. Then have students say the word.

270. she s h e click once to begin
Teacher Model: Spell word orally while pointing to letters.

271. she s h e click once to begin
Guided Practice: Have the students spell and read the word with you.

272. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

273. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

274. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

275. Search for she Word Hunt My Family Who is she?
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
My Family
Who is she?

276. Please click on the word hunt or a story
Search for she
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
My Family
Who is she?

277. play
Show and say the word. Then have students say the word.

278. play p l a y click once to begin
Teacher Model: Spell word orally while pointing to letters.

279. play p l a y click once to begin
Guided Practice: Have the students spell and read the word with you.

280. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

281. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

282. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

283. Search for play Word Hunt My Family “Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
My Family

284. Please click on the word hunt or a story
Search for play
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
My Family

285. go
Show and say the word. Then have students say the word.

286. go g o click once to begin
Teacher Model: Spell word orally while pointing to letters.

287. go g o click once to begin
Guided Practice: Have the students spell and read the word with you.

288. Visualize the word. (Take a picture with your mind)
Click: (cover the word) Verbally spell the word

289. 1) Look at the word again. Verbally spell the word.
2) Write the word
To write the word ____ you start with the first letter ___ (model writing each letter on the whiteboard or interactive board)
3) Check the word

290. Students manipulate letters to spell the word
Students manipulate letters to spell the word. Shuffle and build 2-3 times. Students should say the word after building it. Teacher checks and may prompt, "What word did you build?" Word strips are available through DESK. It is recommended that students have minimal cutting.

291. Search for go Word Hunt I Can Go “Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
I Can Go

292. Please click on the word hunt or a story
Search for go
Please click on the word hunt or a story
Word Hunt
“Now let’s find the word in text.”
Using a word hunt or scanning word stories find the word in text.
When students are searching in the word hunt or in a story, they need to have their own copy. This is independent practice. You may model one line, but students need to search and identify words independently.
I Can Go

293. a box of crayons a box of tissue a box of candy a box of macaroni and

294. Write
Students write the word without assistance. Be sure you have removed all models of the word.

295. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

296. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

297. At School I was reading. I was cutting. I was counting. I was singing.
I was jumping.
I was eating.
I was having fun!

298. Write
Students write the word without assistance. Be sure you have removed all models of the word.

299. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

300. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

301. Bed Time
Did you see the moon? Did you see the stars? Did you put on pajamas? Did you brush your teeth? Did you read a bedtime story? Did you have sweet dreams?

302. Write
Students write the word without assistance. Be sure you have removed all models of the word.

303. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

304. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

305. Big
A mouse is as big as a rat, but not as big as a cat. A cat is as big as a puppy, but not as big as a horse. A horse is as big as a cow, but not as big as an elephant. An elephant is as big as a hippopotamus, but not as big as a dinosaur! What is bigger than a dinosaur?

306. Write
Students write the word without assistance. Be sure you have removed all models of the word.

307. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

308. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

309. Dressing Up Do you want to be a princess? Do you want to be a pirate?
Do you want to be a doctor?
Do you want to be a witch?
Do you want to be a vampire?
What do you want to be?

310. Write
Students write the word without assistance. Be sure you have removed all models of the word.

311. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

312. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

313. Eating a Rainbow
Red is the color of an apple. Orange is the color of a pumpkin. Yellow is the color of a banana. Green is the color of grapes. Blue is the color of blueberries. Purple is the color of a plum. I can eat red, orange, yellow, green, blue, and purple. I can eat a rainbow!

314. Write
Students write the word without assistance. Be sure you have removed all models of the word.

315. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

316. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

317. For You
This gift is for you. This apple is for you. This candy is for you. This cake is for you and for me!

318. Write
Students write the word without assistance. Be sure you have removed all models of the word.

319. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

320. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

321. Friends
We are playing. We are laughing. We are running. We are jumping. We are singing. We are skipping. We are friends!

322. Write
Students write the word without assistance. Be sure you have removed all models of the word.

323. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

324. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

325. Homes
A nest is a home for a bird. A den is a home for a fox. A web is a home for a spider. A cave is a home for a bear. A hive is a home for a bee. A house is a home for me!

326. Write
Students write the word without assistance. Be sure you have removed all models of the word.

327. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

328. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

329. I Can Go I can go to school. I can go to the park.
I can go to the pool.
I can go to the store.
I can go home!

330. Write
Students write the word without assistance. Be sure you have removed all models of the word.

331. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

332. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

333. I Can See
Can you see a fat cat? Can you see a fat rat? I can see a fat cat. I can see a fat rat. I like to see a fat cat. I do not like to see a fat rat.

334. Write
Students write the word without assistance. Be sure you have removed all models of the word.

335. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

336. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

337. I Had
I had a frog, but it hopped away. I had a snake, but it slithered away. I had a butterfly, but it flew away. I had a dog, and I still do!

338. Write
Students write the word without assistance. Be sure you have removed all models of the word.

339. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

340. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

341. I Like Animals
I like that cat. I like that dog. I like that pig. I like that frog. I like that rat. I do not like that hog!

342. Write
Students write the word without assistance. Be sure you have removed all models of the word.

343. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

344. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

345. I See
I see a rat. I see a bat. I see a hat. I see a mat. I see a cat. I see a fat cat.

346. Write
Students write the word without assistance. Be sure you have removed all models of the word.

347. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

348. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

349. I See Pairs
I see mom and dad. I see a dog and a cat. I see a boy and a girl. I see you and me.

350. Write
Students write the word without assistance. Be sure you have removed all models of the word.

351. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

352. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

353. I See My Family
I see my baby sister. Her teddy bear is in her crib. I see my big brother. His basketball is in his closet. I see my mother. Her keys are in her purse. I see my grandpa. His glasses are on his face. Now grandpa can see me!

354. Write
Students write the word without assistance. Be sure you have removed all models of the word.

355. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

356. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

357. My Dog
My dog likes to run. He likes to run in the grass. He likes to run at the beach. He likes to run at the park. He likes to run with me!

358. Write
Students write the word without assistance. Be sure you have removed all models of the word.

359. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

360. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

361. My Family
Do you see that man? He is my dad. He likes to play with me. Do you see that woman? She is my mom. She likes to play with me. Do you see that boy? He is my brother. Do you see that girl? She is my sister. I like my family!

362. Write
Students write the word without assistance. Be sure you have removed all models of the word.

363. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

364. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

365. My Puppies
They like to run. They like to chew. They like to eat. They like to sleep. They like to cuddle!

366. Write
Students write the word without assistance. Be sure you have removed all models of the word.

367. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

368. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

369. My Room
Here is my bed. Here is my dresser. Here are my clothes. Here are my shoes. Here are my books. Here are my toys. Here is my room!

370. Write
Students write the word without assistance. Be sure you have removed all models of the word.

371. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

372. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

373. On and Off
The light is on. The light is off. The computer is on. The computer is off. The stove is on. The stove is off. The sprinklers are on!

374. Write
Students write the word without assistance. Be sure you have removed all models of the word.

375. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

376. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

377. Packing a Lunch My sandwich is in the bag. My apple is in the bag.
My chips are in the bag.
My milk is in the bag.
My cookie is in the bag.
Mmmm! Lunch!

378. Write
Students write the word without assistance. Be sure you have removed all models of the word.

379. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

380. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

381. Silly Animals (Draw your own silly pictures!)
This is a pig. This is a wig. This is a pig in a wig. This is a frog. This is a log. This is a frog on a log. This is a cat. This is a hat. This is a cat in a hat.

382. Write
Students write the word without assistance. Be sure you have removed all models of the word.

383. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

384. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

385. The Animals
the frog the pig the hen
the cat the duck the dog

386. Write
Students write the word without assistance. Be sure you have removed all models of the word.

387. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

388. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

389. The Cookie Jar “Who ate the cookie from the cookie jar?”
“Not I,” said the cat.
“Not I,” said the dog.
“Not I,” said the bird.
“Not I,” said the rat.
“I did,” said the boy.
“Yum! Yum!”

390. Write
Students write the word without assistance. Be sure you have removed all models of the word.

391. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

392. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

393. The Frog
I see the frog. I see the log. I see the frog on the log. I see the green frog. I see the green frog on the log.

394. Write
Students write the word without assistance. Be sure you have removed all models of the word.

395. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

396. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

397. This or That
Do you want this red apple or that yellow pear? Do you want this yo-yo or that jump rope? Do you want this dog book or that frog book? Do you want this yellow fish or that red fish? Do you want this pizza or that hamburger? Do you want this or that?

398. Write
Students write the word without assistance. Be sure you have removed all models of the word.

399. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

400. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

401. What Can I Have?
Can I have a new toy? No, not today. Can I have a cookie? Can I have a new backpack? Can I have an ice cream cone? Can I have a hug? Yes!

402. Write
Students write the word without assistance. Be sure you have removed all models of the word.

403. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

404. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

405. What Do I See?
What do I see at the zoo? I see a bear and a zebra. What do I see at the park? I see swings and a slide. What do I see at the beach? I see sand and seashells. What do I see at my house? I see you and me!

406. Write
Students write the word without assistance. Be sure you have removed all models of the word.

407. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

408. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

409. Who Is He?
He tells funny stories. He plays games with me. He has white hair. He is my dad’s dad. He loves me. Who is he? He is my grandpa!

410. Write
Students write the word without assistance. Be sure you have removed all models of the word.

411. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

412. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

413. Who Is She? She reads me stories. She makes me cookies.
She has a nice laugh.
She is my mom’s mom.
She loves me.
Who is she?
She is my grandma!

414. Write
Students write the word without assistance. Be sure you have removed all models of the word.

415. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

416. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

417. Yesterday I was happy. I was sad. I was hungry. I was surprised.
I was sleepy.

418. Write
Students write the word without assistance. Be sure you have removed all models of the word.

419. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

420. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

421. the in
and to

422. Write
Students write the word without assistance. Be sure you have removed all models of the word.

423. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

424. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

425. of
was
that it

426. Write
Students write the word without assistance. Be sure you have removed all models of the word.

427. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

428. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

429. you for is he
he is you for
is for you he

430. Write
Students write the word without assistance. Be sure you have removed all models of the word.

431. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

432. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

433. they as
are on

434. Write
Students write the word without assistance. Be sure you have removed all models of the word.

435. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

436. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

437. his
with at be

438. Write
Students write the word without assistance. Be sure you have removed all models of the word.

439. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

440. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

441. I
had or
from

442. Write
Students write the word without assistance. Be sure you have removed all models of the word.

443. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

444. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

445. have
she go
like

446. Write
Students write the word without assistance. Be sure you have removed all models of the word.

447. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

448. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

449. play
her
said
run

450. Write
Students write the word without assistance. Be sure you have removed all models of the word.

451. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

452. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

453. my
here we
see
this

454. Write
Students write the word without assistance. Be sure you have removed all models of the word.

455. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

456. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go

457. a my
this
see he

458. Write
Students write the word without assistance. Be sure you have removed all models of the word.

459. Say
Students say the word. Teacher could ask, "What word did we learn today?" and have students respond. That’s right __(word)__ . __(word)__ is spelled __(letters)___.

460. Kindergarten Sight Words
the of and to a in is that it was for you he on as are they with be his at or from had I here see my like have said this she play go