Learn to Read 11

Ages 4–6 · 10 minutes · English

Learn to read ch- words (chip, chair) in short stories

In this lesson, students will build confidence reading by practicing the following skills:

- Read short stories with ch- words
- Play iSpy for ch- words at the grocery store
- Unlock silly videos for completing reading tasks
- Pick a fun thinking cap to read

Prior basic reading experience is helpful.

Part of

Learn to Read

Standards alignment

Common Core State Standards

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Alabama

ELA21.K.10g — With prompting and support, produce the most frequent sound for digraphs _ck, sh, th, ch, wh, ng,_ and combination _qu,_ making the connection that a two-letter grapheme can represent one phoneme (sound).
ELA21.K.10c — Decode consonant-vowel-consonant (CVC) words in isolation and in decodable text.
ELA21.K.13 — With prompting and support, recognize and name digraphs _ck, sh, th, ch, wh, ng,_ and combination _qu._
ELA21.K.9 — Demonstrate early phonological awareness to basic phonemic awareness skills in spoken words.
ELA21.K.15 — Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension.

Alaska

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.c — Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).

Arizona

1.RF.3.a — Know the spelling‐sound correspondences for common consonant digraphs.
K.RF.2.a — Identify and produce sounds (phonemes) in a spoken word.
K.RF.4 — Read emergent-reader texts with purpose and understanding.
K.RF.3 — Know and apply phonics and word analysis skills in decoding words.
K.RF.3.b — Decode regularly spelled closed-syllable words.

Arkansas

K.FR.22.F — Orally read texts consisting of previously taught grapheme-phoneme correspondences, self-correcting as necessary.
K.FR.9.PD — Decode one-syllable words with single consonants and all short vowels (e.g., bag, sip, web, hog, cut).
K.FR.10.PD — Decode one-syllable words with consonant digraphs (sh, ch, th) and all short vowels (e.g., wish, chap, that).
K.FR.12.PD — Read high-frequency words.

California

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Colorado

RWC20-GR.K-S.2-GLE.3-EO.b.vi — Read text consisting of short sentences comprised of learned sight words and consonant-vowel-consonant (CVC) words.
RWC20-GR.1-S.2-GLE.3-EO.c.i — Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).
RWC20-GR.K-S.2-GLE.3-EO.c.iii — Read common high-frequency words by sight (for example: the, of, to, you, she, my, is, are, do, does).
RWC20-GR.K-S.2-GLE.3-EO.d — Read emergent-reader texts with purpose and understanding.
RWC20-GR.PS-S.2-GLE.4.c — Attend to the beginning letters and sounds in familiar words.

Connecticut

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.a — Follow words from left to right, top to bottom, and page by page.

Delaware

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Florida

ELA.K.F.1.2 — Demonstrate phonological awareness. • Blend and segment syllables in spoken words. • Identify and produce alliterative and rhyming words. • Blend and segment onset and rimes of single-syllable words. • Identify the initial, medial, and final sound of spoken words. • Add or delete phonemes at the beginning or end of a spoken word and say the resulting word. • Segment and blend phonemes in single-syllable spoken words.
ELA.K.F.1.3 — Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. • Demonstrate knowledge of the most frequent sound for each consonant. • Demonstrate knowledge of the short and long sounds for the five major vowels. • Decode consonant-vowel-consonant (CVC) words. • Encode consonant-vowel-consonant (CVC) words.
ELA.1.F.1.3 — Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. • Decode words using knowledge of spelling-sound correspondences for common consonant digraphs, trigraphs, and blends. • Decode simple words with r-controlled vowels. • Decode and encode regularly spelled one-syllable words. • Decode words with inflectional endings. • Decode two-syllable words with regular patterns by breaking the words into syllables. • Decode words that use final –e and vowel teams to make long-vowel sound.
ELA.K.F.1.4 — Recognize and read with automaticity grade-level high frequency words.

Georgia

ELAGSE1RF3.a — Know the spelling-sound correspondences for common consonant digraphs.
ELAGSEKRF3 — Know and apply grade-level phonics and word analysis skills in decoding words.
ELAGSEKRF4 — Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does); read emergent-reader texts with purpose and understanding.
ELAGSEKRF2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
ELAGSE1RF3.b — Decode regularly spelled one-syllable words.

Hawaii

1.RF.3a — Know the spelling-sound correspondences for common consonant digraphs.
K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.3c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
K.RF.4 — Read emergent-reader texts with purpose and understanding.

Idaho

1.FR.PH.3a — Know the spelling-sound correspondences for common consonant digraphs.
1.FR.PH.3b — Decode regularly spelled one-syllable words.
K.FR.PH.3c — Read common high-frequency words with automaticity by sight (e.g., the, of, to, you, she, my, is, are, do, does).
K.RC.RF.4 — Read emergent-reader texts (e.g., rhymes, songs, simple poems) with purpose and understanding.
1.FR.PA.2c — Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.

Illinois

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.a — Follow words from left to right, top to bottom, and page by page.

Indiana

K.RF.8 — Use letter-sound knowledge to decode words, including open and closed syllables, consonant digraphs, and blends. (E)
K.RF.9 — Orally read decodable texts with appropriate accuracy and automaticity.
K.RF.6 — Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. (E)

Iowa

RF.1.3.a — Decode and encode one-syllable words with common consonant digraphs.
RF.K.3.c — Read common high-frequency words with accuracy and automaticity (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Orally read grade-appropriate text with purpose and understanding.

Kansas

RF.1.3.a — Know the sound-spelling correspondences for common consonant digraphs.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.1.3.b — Decode regularly spelled one-syllable words.

Kentucky

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.

Louisiana

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.a — Follow words from left to right, top to bottom, and page by page.

Maine

R.12.K.a — Read emergent-reader texts with purpose and understanding.
R.3.1.a — Know the spelling-sound correspondences for common consonant digraphs.
R.3.1.b — Decode regularly spelled one-syllable words.
R.3.K.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Maryland

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.PK.2.e — Isolate and pronounce the initial sound in spoken words
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.PK.1.a — Demonstrate an awareness that words are read from left to right, top to bottom, and page by page.

Massachusetts

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read early-emergent-reader texts with purpose and understanding.
RF.PK.3.a — Link an initial sound to a picture of an object that begins with that sound and, with guidance and support, to the corresponding printed letter (e.g., link the initial sound /b/ to a picture of a ball and, with support, to a printed or written “B”).
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.PK.2.c — Identify the initial sound of a spoken word and, with guidance and support, generate several other words that have the same initial sound.

Michigan

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.a — Follow words from left to right, top to bottom, and page by page.

Minnesota

0.1.1.3 — Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)
1.1.1.2.a — Know and apply grade-level phonics and word analysis skills in decoding words: know the spelling-sound correspondences for the common consonant digraphs and blends.
0.1.1.2.a — Know and apply grade-level phonics and word analysis skills in decoding words: decode words using one-to-one letter sound correspondences in three-phoneme CVC words and knowledge of word families, demonstrating both accuracy and automaticity.
0.1.1.2.b — Know and apply grade-level phonics and word analysis skills in decoding words: read high-frequency words, in and out of context, demonstrating both accuracy and automaticity.

Mississippi

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.a — Follow words from left to right, top to bottom, and page by page.

Missouri

K.RF.2.A.d — recognizing spoken alliteration or groups of words that begin with the same onset or initial sound
K.RF.2.A.g — isolating the initial, medial, and final sounds in spoken words
K.RF.4.A — Read, with support, appropriate texts with purpose and understanding
1.RF.3.A.d — producing consonant digraphs
K.RF.3.A.c — blending letter sounds to decode simple words
K.RF.1.A.f — demonstrating one-to-one correspondence between spoken words and written words

Montana

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Nebraska

LA.K.F.3.c — Decode consonant-vowel-consonant (CVC) words.
LA.1.F.3.a — Decode and encode words using knowledge of sound-spelling correspondence for common consonant digraphs, tri-graphs, and blends.
LA.K.F.1.c — Demonstrate understanding that words are separated by spaces in print; demonstrate understanding of one-to- one correspondence between voice and print.
LA.K.F.4.b — Read decodable consonant-vowel-consonant (CVC) words with automaticity and accuracy.
LA.K.F.4.c — Read grade level high-frequency words with automaticity and accuracy (e.g. Fry or Dolch words or those included in instructional materials).

Nevada

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

New Hampshire

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

New Jersey

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read emergent texts with one-to-one correspondence to develop fluency and comprehension skills
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.4.a — Read emergent-readers with purpose and understanding.

New Mexico

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.a — Follow words from left to right, top to bottom, and page by page.

New York

1RF3a — Know the letter-sound correspondences for common blends and consonant digraphs (e.g. sh, ch, th).
KRF3c — Decode some regularly spelled one-syllable words.
KRF3 — Know and apply grade-level phonics and word analysis skills in decoding words.
KRF3d — Read common high-frequency words by sight.
PKRF2c — Isolate and pronounce the initial sounds (phonemes) in spoken one-syllable words (e.g. the /m/ in map).
KRF4 — Will engage with emergent level texts and read-alouds to demonstrate comprehension.

North Carolina

RF.1.4.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.1.4.b — Decode regularly spelled one-syllable words.
RF.K.4.c — Read common high-frequency words by sight.
RF.K.5 — Read emergent-reader texts with purpose and understanding.
RF.1.3.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

North Dakota

1.F.8a — consonant digraphs
1.F.12b — Read accurately and automatically at the sentence level
1.F.8 — Decode words with phoneme-grapheme correspondences:
K.F.8b — predictable short vowels spelled with a, i, o, u, e
K.F.8d — irregularly spelled high-frequency words.

Ohio

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Oklahoma

K.2.PWS.4 — Students will blend letter sounds to decode simple Vowel/Consonant (VC) and Consonant/Vowel/Consonant (CVC) words (e.g., VC words = at, in, up; CVC words = pat, hen, lot).
PK.2.PA.4 — Students will isolate the common initial sound when given a set of alliterative spoken words (e.g., the puppy pounces).
1.2.PWS.1 — Students will decode one-syllable phonetically-regular words by using their knowledge of the following phonics skills: a. single consonants (e.g., b = /b/, f = /f/, t = /t/) b. short vowel sounds (i.e., ă, ĕ, ĭ, ŏ, ŭ) c. consonant blends (e.g., bl, br, cr) d. consonant digraphs and trigraphs (e.g., sh, tch) e. vowel-consonant-silent e (e.g., lake) f. r-controlled vowels (i.e., ar, er, ir, or, ur) g. vowel digraphs (e.g., ea, oa, ee)
K.2.F.3 — Students will begin to develop a sight word vocabulary by decoding and reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.

Oregon

1.RF.3a — Know the spelling-sound correspondences for common consonant digraphs.
K.RF.3e — Decode cvc words.
K.RF.3c — Read common grade-appropriate high-frequency words by sight.
K.RF.4a — Read emergent texts with one-to-one correspondence with purpose and understanding.
K.RF.2e — Isolate and pronounce the initial, medial vowel, and final phonemes in threephoneme words.

Pennsylvania

CC.1.1.K.C — Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Recognize and produce rhyming words. • Count, pronounce, blend, and segment syllables in spoken words. • Blend and segment onsets and rimes of single-syllable spoken words. • Isolate and pronounce the initial, medial vowel, and final sound (phonemes) in the three-phoneme (CVC) words.
CC.1.1.K.E — Read emergent-reader text with purpose and understanding.
CC.1.1.K.D — Know and apply grade-level phonics and word analysis skills in decoding words. • Demonstrate basic knowledge of one-to-one letter-sound correspondence. • Associate the long and short sounds with common spellings for the five major vowels. • Read grade-level high-frequency sight words with automaticity. • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
CC.1.1.1.D — Know and apply grade-level phonics and word analysis skills in decoding words. • Identify common consonant diagraphs, final-e, and common vowel teams. • Decode one- and two-syllable words with common patterns. • Read grade-level words with inflectional endings. • Read grade- appropriate irregularly spelled words.

Rhode Island

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read early-emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

South Carolina

ELA.K.F.3.8 — Decode and encode words using: a. VC; b. CV; c. CVC; d. consonant digraphs (i.e., ch, sh, th, wh); and e. combination (i.e., qu).
ELA.K.F.3.5 — Blend letter sounds to decode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words in isolation and in text.
ELA.K.F.4.1 — Read high-frequency words commonly found in grade-appropriate text with accuracy and automaticity.
ELA.K.F.4.3 — Read texts by: a. using letter-sound knowledge to segment and blend sounds together; b. decoding the word by analogy; and c. using visuals from the text to support decoding and confirm recognition.

South Dakota

1.RF.3.a — Know the spelling-sound correspondences for common consonant blends and digraphs.
K.RF.4 — Read emergent-reader texts with sufficient accuracy and fluency to support comprehension
1.RF.3.b — Decode regularly spelled one-syllable words.
K.RF.3.c — Read grade-level appropriate high-frequency words by sight.
K.RF.1.a — Follow words from left to right, top to bottom, and page by page.

Tennessee

K.FL.F.5.a — Read emergent-reader texts with purpose and understanding.
K.FL.PWR.3 — Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
1.FL.PWR.3.a — Know the sound-spelling correspondence for common consonant digraphs.
K.FL.PWR.3.c — Read common high-frequency words by sight.
K.FL.PWR.3.d — Decode regularly spelled CVC words.

Texas

K.2A.ii — recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
K.2B.i — identifying and matching the common sounds that letters represent;
K.2B.ii — using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
1.2B.ii — decoding words with initial and final consonant blends, digraphs, and trigraphs;

Utah

1.R.3.f — Read and spell words with common consonant digraphs (i.e., sh, ch, wh, th, ng).
K.R.3 — Demonstrate mastery of age-appropriate phonics skills.
K.R.3.d — Demonstrate mastery of segmenting and blending sounds in VC and CVC words when reading.
K.R.3.e — Read and spell common irregular words.

Vermont

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Virginia

K.DSR.1.A — Use knowledge of letter-sound correspondences to read and reread controlled decodable sentences and texts that include phonic elements and irregular words (Reading Fluency, K-12).
K.FFR.3.E — Identify the letter-sound correspondences for consonant digraphs (e.g., ch, sh, th, wh).
K.FFR.1.C — Demonstrate knowledge that spoken words are represented in print and separated by spaces.
K.FFR.3.H — Use letter-sound correspondences to read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy.

Washington

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.a — Follow words from left to right, top to bottom, and page by page.

Washington, D.C.

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

West Virginia

ELA.1.II.a — Know the spelling-sound correspondences for common consonant digraphs.
ELA.K.II.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, or does).
ELA.1.II.b — Decode regularly spelled one-syllable words.
ELA.K.I — Read emergent-reader texts with purpose and understanding.
ELA.K.IV — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Wisconsin

ELA.1.RF.3.a — Know the spelling-sound correspondences for common consonant digraphs.
ELA.1.RF.3.b — Decode and encode regularly spelled one-syllable words (e.g., cat, fox, bet, cup, fit, etc.).
ELA.K.RF.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
ELA.K.RF.4 — Read emergent-reader texts with purpose and understanding.

Wyoming

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.1.a — Follow words from left to right, top to bottom, and page by page.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.1.3.b — Decode regularly spelled one-syllable words.