Kite Sight Word His: 4 Clever Clues About Belonging
Find his on sheet 02 in the $4 Dolch First Grade set, alongside the other supplied words from of to know.
See the opening model and all four his exercises inside the original frame.
The full 02 preview shows the illustration, handwriting guides, coloring hunt, sentence panel and finish line.
A wind gust drops a yellow kite beside the school fence. Niall and Jo both fly a kite at recess, so the child writing the return note has to make clear whose kite was found. A classmate points to Niall before reading the words on the note. Offer Sight Word His when the child has a short explanation ready. The Kite Word Adventure printable gives that reader a word to say and write, another appearance to find in a sentence, and an unfinished message to read aloud.
What Sight Word His tells the reader
His tells whose kite it is when it comes right before kite or yellow kite. Readers need to know which boy they are talking about. The worksheet starts one sentence with His and places his in the middle of another. Ask the learner to point to the kite each time, then indicate the person the word refers to. Repeating the name once can make a confusing exchange easier to follow.
Read the large example from the Kite Word Adventure sheet, his yellow kite. Invite the learner to repeat the complete phrase, pausing at a natural break if there is one. They can show what the phrase means with the example already on the page. Put a finger on his after the child has heard how the phrase comes together.
Read the phrase a second time while the child follows just below print. If they say the pictured object immediately, ask them to return to the written words and read the small word the picture does not show by itself. Check whether they can connect his to what someone is saying or doing in the kite scene.
Finish the kite picture with a readable line
The source prompt says Draw a yellow kite. Write "his" to finish the sentence. Start with a sketch that makes the sentence easy to discuss. Talk through the phrase before choosing a pencil for the gap. The missing word is his, and it belongs in the original sentence frame, This is ___ kite..
After writing, have the illustrator hand the page to someone who did not watch the drawing. That person reads the finished message and selects one detail in the picture that helps explain it. The learner can point out the space holding his and read the line a second time with the new word in place.
Keep a separate space for a second kite message. Some children will be ready to dictate it, and others will be ready to write part of it. Help with longer spellings if needed so the reader has enough attention left to use his accurately.
Try the kite conversation in two settings
At home. Make paper kites for two named toy pilots. Hold up a card saying his yellow kite only after naming the pilot who owns it. Swap the kites and let a child explain what must change about the story before the same words can point to the other pilot.
With a class. Ask an announcer to read a kite report that begins with the owner’s name. A listener can then hold up the right object when the announcer says his kite. Give the class a second report with two possible boys and pause until someone adds the name needed to make it clear.
A first grade reader around ages six or seven may need oral rehearsal for a his sentence but manage the spelling with little help. Keep a pencil turn brief in that situation. Have an adult point to a clause or phrase and let the child finish reading it before asking them to repeat a more difficult part.
A slow rehearsal of the spelling his
Say the separate parts of his and watch the lower-case h rise above the i and s. The last letter is s and the usual last sound is /z/. Check has for a different middle letter and him for a different last letter. Have the learner use those distinctions on the clouds rather than looking for the first h and moving straight to coloring.
Start the his tracing panel with an adult demonstration on the first pale model. Let the learner point at each letter and then write a single guided example. If the finished model is readable, use the independent space when the child has the letter order in mind. Point back to the large spelling after the new word is written.
Use the blank end of the line for one complete his. A child who leans very close to the dots can first write on a larger scrap of paper. Give them a moment to compare shapes and positions. Ask which letters are easy to identify and which need a fresh look at the larger model.
Read the kite lines all the way through
His kite is yellow.
I can see his kite.
Let an adult read these two his sentences while the child follows the print. Give the child a second turn in which they read as much as they can and get help with unfamiliar words. When they circle his, ask them to reread the sentence so it still sounds like something a person could say.
On a third turn, read the lines in reverse order and ask which one the child remembers by meaning. Look again at where his shows up. If finding it by sight was easy but making sense of the sentence was hard, return briefly to the opening situation before tracing again.
Four ways to check the kite reading
| What you hear or see | One cue for his | What to check next |
|---|---|---|
| The reader marks has too. | Read every letter against his once. | Wait for the comparison before using color. |
| The start of his looks cramped. | Point to the spacing of the large his. | Have the child make a separate attempt on scrap paper. |
| The short word disappears from the kite sentence. | Read the first complete phrase aloud together. | Ask the learner to point at his when it is heard. |
| The picture makes sense before his is added. | Invite a partner to read the written message. | Add his and listen to how the line changes. |
Which kite labels should get color?
The search choices on this sheet are has, him, her, his, his, his. Read across the top row and then the bottom. Have the child pause on has and her to explain something visible that makes each a different spelling from his. Color only once the group can show the exact match.
Let a partner cover one row of the Kite Word Adventure search, leaving the other row and the large reference in view. Check the labels with a finger before asking for any color. Reveal the covered row after the first row is settled. That keeps the child from counting pictures they already checked during a second pass.
Use the search as two separate jobs. One child reads the his candidate out loud and another compares it with the model from left to right. When the children agree, use a soft color so a later reader can still see the whole word inside the picture.
Five signs of a stronger his reading turn
- Letter order. Ask the child to explain one difference between his and him.
- Sound and print. Listen together, then revisit the part of his covered in the spelling rehearsal.
- Controlled movement. Compare the spacing of one fresh his with the model above it.
- Attention to sentence details. Pick one statement from the kite lesson and have a partner act it out.
- Independent reading. Let a listener who missed the first kite turn read the new caption.
Give his a short place in tomorrow's reading too. Let the child find it once in the worksheet or in a new sentence you have written. End on a successful read and invite them to choose one kite task for the next visit.
Make the lost kite announcement more precise
Take the two practice sentences to a different setting by using a paper lunch bag. Say whose bag it is before trying his in a label. If a partner picks up the wrong bag, add the child's name out loud and let the partner try again. Finish by having the class notice that the color of a bag helps identify it, but the word his changes whose bag a reader should look for.
Draw a kite and tape it to a return counter. Tell the first learner who owns it, but begin the announcement with a version that names nobody. Ask the listener which part leaves them uncertain. Have the first learner tack on an opening that names the owner before saying his kite. Try it once with the picture facing away from the listener so they must use the spoken clue.
Now move to a writing turn using two small notes. Each starts with a different boy’s name and each mentions his kite. Ask a child to underline the name they would return to when checking the second line. Close one note and read the other completely. A partner can decide whether the direction still makes sense to a guest who just walked up to the return counter.
More places to read after the kite lesson
When the his lesson is finished, choose a brief next turn with a lesson with the ap word family, a printable lesson for leg, or practice with the five short vowels. Ask what changed when the new task moved to a different word or sound.
Adults planning the next kite session can use UF Literacy Institute’s high-frequency word materials or Reading Rockets’ high-frequency word teaching guide.
Print and revisit worksheet 02
The original his PDF is the free download. An eligible membership also provides the clean Kite Word Adventure PDF. Print on US Letter in portrait. Check the line guides and word labels on a single sheet before making a classroom stack.
The $4 set places his on page 02 of the twenty-sheet PDF. Use the collection when you want a single download for the supplied words from of through know.
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