Learn to Read 6

Ages 3–5 · 14 minutes · English

Learn to read -an words (ran, fan), short sentences and sight words

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

- Beginning phonetic sounds
- Phonetic segmentation and blending
- Learn sight word: to
- Read 3-letter CVC words: ran, fan, man, van
- Reading short sentences featuring the -an words
- Pick a fun pair of sight word glasses
- Optional: Challenge sentences

No prior experience required.

Part of

Learn to Read

Standards alignment

Common Core State Standards

RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
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.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Alabama

ELA21.K.10 — Apply knowledge of phoneme-grapheme correspondences and word-analysis skills to decode and encode (spell) words accurately in both isolation and in decodable, grade-appropriate text.
ELA21.K.10c — Decode consonant-vowel-consonant (CVC) words in isolation and in decodable text.
ELA21.K.10a — Produce the most frequent sound(s) for each consonant, including _x_ and _q_, which have two phonemes (sounds).
ELA21.K.10b — Identify the vowel in a closed syllable and produce the short vowel sound for the five major vowels when decoding closed syllables.
ELA21.K.16 — Recognize and read grade-appropriate high-frequency words with accuracy and automaticity.
ELA21.K.9g — Blend and segment phonemes in single-syllable spoken words made up of three to four phonemes.

Alaska

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
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.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Arizona

K.RF.2.c — Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Blend spoken phonemes to form one-syllable words (e.g., /m/ /a/ /n/).
K.RF.2.e — Add, substitute, and delete individual phonemes in simple, one-syllable words to make new words.
K.RF.3.b — Decode regularly spelled closed-syllable words.
K.RF.3.c — Read 50 common high-frequency words by sight from a research-based word list.
K.RF.3.a — Demonstrate basic knowledge of one‐to‐one letter‐sound correspondence by producing the primary or most frequent sound(s) for each consonant and the five major vowels.
K.RF.4 — Read emergent-reader texts with purpose and understanding.

Arkansas

K.FR.12.PD — Read high-frequency words.
K.FR.22.F — Orally read texts consisting of previously taught grapheme-phoneme correspondences, self-correcting as necessary.
K.FR.6.PA — Blend two to four individual sounds to create one-syllable words (e.g., /a/ /t/ to at; /s/ /i/ /p/ to sip; /c/ /a/ /t/ /s/ to cats).
K.FR.9.PD — Decode one-syllable words with single consonants and all short vowels (e.g., bag, sip, web, hog, cut).
K.FR.5.PA — Isolate and pronounce the initial, medial vowel, and final sounds in three sound words.

California

RF.K.2.f — Blend two to three phonemes into recognizable words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
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.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Colorado

RWC20-GR.K-S.2-GLE.3-EO.b.v — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
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.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.b.iv — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
RWC20-GR.K-S.2-GLE.3-EO.c — Know and apply grade-level phonics and word analysis skills in decoding words.

Connecticut

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
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.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.

Delaware

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
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.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

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.K.F.1.4 — Recognize and read with automaticity grade-level high frequency words.
ELA.K.F.1.1 — Demonstrate knowledge of the basic concepts of print. • Locate a printed word on a page. • Distinguish letters from words within sentences. • Match print to speech to demonstrate that language is represented by print. • Identify parts of a book (front cover, back cover, title page). • Move top to bottom and left to right on the printed page; returning to the beginning of the next line. • Identify all upper- and lowercase letters of the alphabet. • Recognize that print conveys specific meaning and pictures may support meaning.

Georgia

ELAGSEKRF2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
ELAGSEKRF2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
ELAGSEKRF3 — Know and apply grade-level phonics and word analysis skills in decoding words.
ELAGSEKRF3.a — Demonstrate basic knowledge of one to one letter-sound correspondences for each consonant.
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.c — Blend and segment onsets and rimes of single-syllable spoken words.

Hawaii

K.RF.2c — Blend and segment onsets and rimes of single-syllable spoken words.
K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.3a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
K.RF.3c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
K.RF.2e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
K.RF.4 — Read emergent-reader texts with purpose and understanding.

Idaho

K.FR.PA.2c — Blend and segment onsets and rimes of single-syllable spoken words.
K.FR.PA.2d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in spoken three-phoneme (consonant-vowel-consonant, or CVC) words and say the resulting word (Note: This does not include CVCs ending with /l/, /r/, or /x/.)
K.FR.PA.2e — Add, substitute, and delete individual sounds (phonemes) in simple, one-syllable words to make new 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.

Illinois

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
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.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Indiana

K.RF.6 — Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. (E)
K.RF.7 — Use letter-sound knowledge to decode the sound of each consonant. (E)
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.

Iowa

RF.K.2.c — Isolate and pronounce the initial, medial vowel, and final phonemes (sounds) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3 — Know and apply grade-level phonics, which includes word analysis skills to support decoding and encoding words.
RF.K.3.a — Demonstrate basic knowledge of phoneme-grapheme (one-to-one, letter-sound) correspondences by producing the primary and most frequent sounds for each consonant.
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.2.b — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.d — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.4 — Orally read grade-appropriate text with purpose and understanding.

Kansas

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVC ending with /l/, /r/, or /x/.)
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
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.

Kentucky

RF.K.2.d — Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3.c — Read common high-frequency words by sight.
RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
RF.K.4.a — Read emergent-reader texts with purpose and understanding.

Louisiana

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
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.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Maine

R.2.K.c — Blend and segment onsets and rimes of single-syllable spoken words.
R.2.K.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
R.3.K.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
R.3.K.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
R.2.K.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)
R.3.K.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Maryland

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Massachusetts

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
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.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.4 — Read early-emergent-reader texts with purpose and understanding.

Michigan

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
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.

Minnesota

0.1.1.1.c — Demonstrate understanding of spoken words, syllables and sounds (phonemes): isolate, pronounce and manipulate sounds in three-phoneme CVC words.
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.
0.1.1.3 — Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)
0.2.1.2 — Demonstrate one-to-one letter-sound correspondence.

Mississippi

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
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.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Missouri

K.RF.2.A.e — blending spoken onsets and rimes to form simple words
K.RF.3.A.b — reading high-frequency words
K.RF.3.A.c — blending letter sounds to decode simple words
K.RF.3.A.d — recognizing that new words can be created when letters are changed, added, or deleted and using letter-sound knowledge to write simple messages and words
K.RF.4.A — Read, with support, appropriate texts with purpose and understanding

Montana

RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
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.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Nebraska

LA.K.F.2.d — Blend onsets and rimes to form simple words (e.g., v-an, gr-ab).
LA.K.F.3.c — Decode consonant-vowel-consonant (CVC) words.
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).
LA.K.F.3.a — Demonstrate basic knowledge of one-to-one sound to letter correspondences by producing the primary or many of the most frequent sounds for each consonant.
LA.K.F.4.b — Read decodable consonant-vowel-consonant (CVC) words with automaticity and accuracy.
LA.K.F.4 — Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level texts to support comprehension.

Nevada

RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
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.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

New Hampshire

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
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.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

New Jersey

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3.c — Read high-frequency and sight words with automaticity.
RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.4 — Read emergent texts with one-to-one correspondence to develop fluency and comprehension skills

New Mexico

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
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.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.

New York

KRF2d — Blend and segment individual sounds (phonemes) in spoken one-syllable words.
KRF3b — Decode short vowel sounds with common spellings.
KRF3c — Decode some regularly spelled one-syllable words.
KRF3d — Read common high-frequency words by sight.
KRF2c — Blend and segment onsets and rimes of spoken words.
KRF3a — Demonstrate one-to-one letter-sound correspondence by producing the primary sound or most frequent sound for each consonant.

North Carolina

RF.K.3.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.4 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.4.c — Read common high-frequency words by sight.
RF.1.4.g — Recognize and read grade-appropriate irregularly spelled words.
RF.K.3.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.5 — Read emergent-reader texts with purpose and understanding.

North Dakota

K.F.6b — Blend two or three phonemes into a one-syllable spoken word.
K.F.8 — Decode words with phoneme-grapheme correspondences:
K.F.8a — predictable consonants
K.F.8b — predictable short vowels spelled with a, i, o, u, e
K.F.8d — irregularly spelled high-frequency words.
K.F.12c — Accurately and automatically blend sounds at the word level.

Ohio

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one grapheme (letter)-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
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.e — Add or substitute individual phonemes (sounds) in simple, one-syllable words to make new words
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Oklahoma

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.
K.2.PA.5 — Students will blend and segment onset and rime in one-syllable spoken words (e.g., blending: /j/ + og = jog; segmenting: cat = /c/+ at).
K.2.PA.6 — Students will blend phonemes to form one-syllable spoken words with 2-4 phonemes (e.g., /f/ /l/ /a/ /t/= flat).
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).
K.2.PWS.3 — Students will produce the sounds for short and long vowels and the most common sound for consonants (e.g., a = /ă/ & /ā/, f = /f/, s = /s/, x = /ks/).

Oregon

K.RF.2f — Add, delete, and substitute individual phonemes in simple, one-syllable words to make new words.
K.RF.3c — Read common grade-appropriate high-frequency words by sight.
K.RF.3e — Decode cvc words.
K.RF.2d — Blend and segment onsets and rimes of single-syllable spoken words.
K.RF.3a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
K.RF.4a — Read emergent texts with one-to-one correspondence with purpose and understanding.

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.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.K.E — Read emergent-reader text with purpose and understanding.
CC.1.1.PK.D — Develop beginning phonics and word skills. • Associate some letters with their names and sounds. • Identify familiar words and environmental print.

Rhode Island

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
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.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.4 — Read early-emergent-reader texts with purpose and understanding.

South Carolina

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.3.6 — Delete, add, and substitute the initial, medial, and final letters in CVC words to build or make new words.
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.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

K.RF.2.e — Add or substitute individual sounds (phonemes) in three phoneme words (consonant-vowel-consonant, or CVC) to make new words. *(This does not include CVCs ending with /l/, /r/, or /x.
K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.3.a — Demonstrate one-to-one letter-sound correspondences by producing the primary sound for each consonant.
K.RF.3.c — Read grade-level appropriate high-frequency words by sight.
K.RF.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
K.RF.4 — Read emergent-reader texts with sufficient accuracy and fluency to support comprehension

Tennessee

K.FL.PA.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
K.FL.PWR.3.a — Demonstrate knowledge of one-to-one letter sound correspondence by producing the most frequent sound for each consonant.
K.FL.PWR.3.c — Read common high-frequency words by sight.
K.FL.PWR.3.d — Decode regularly spelled CVC words.
K.FL.F.5.a — Read emergent-reader texts with purpose and understanding.
K.FL.PA.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in two- and three-phoneme (VC or CVC) words, excluding CVC words ending with /l/, /r/, or /x/.

Texas

K.2A.vii — blending spoken onsets and rimes to form simple words;
K.2A.viii — blending spoken phonemes to form one-syllable words;
K.2B.ii — using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
K.2B.i — identifying and matching the common sounds that letters represent;
K.2B.iii — recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tap; and
K.2B.iv — identifying and reading at least 25 high-frequency words from a research-based list;

Utah

K.R.2.d — Pronounce, blend, and segment phonemes in 2–3 phoneme words—except for CVC words ending with /l/, /r/, or /k/ /s/ for the letter x.
K.R.3.b — Demonstrate mastery of short vowel sounds (/ă/, /ĕ/, /ĭ/, /ŏ/, /ŭ/) in isolation and in VC and CVC words in singlesyllable words.
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.
P4.R.2.f — With prompting and support, blend and segment singlesyllable words into individual phonemes.

Vermont

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

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.2.B — Blend and segment one syllable words by onset and rime.
K.FFR.3.F — Demonstrate knowledge of letter-sound correspondences to blend CV, CVC, VC words.
K.FFR.3.H — Use letter-sound correspondences to read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy.
K.FFR.2.D — Demonstrate ability to segment and blend one syllable words with two, three, and four phonemes (including words with consonant digraphs th, sh, ch, wh).

Washington

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
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.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
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.

Washington, D.C.

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
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.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

West Virginia

ELA.K.II.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
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.K.IV.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme words (i.e., consonant-vowel-consonant, hereinafter CVC). This does not include CVCs ending with /l/, /r/ or /x/.
ELA.K.IV.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
ELA.K.I — Read emergent-reader texts with purpose and understanding.
ELA.K.II.b — Associate common spellings (graphemes) with the five major short vowel sounds.

Wisconsin

ELA.K.RF.2.e — Add, delete, or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
ELA.K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
ELA.K.RF.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
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.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
ELA.K.RF.4 — Read emergent-reader texts with purpose and understanding.

Wyoming

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
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.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.4 — Read emergent-reader texts with purpose and understanding.