Learn to Read 17

Ages 4–6 · 15 minutes · English

Learn to read wh- (what, why) words in short stories

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

- Read short stories with wh- words
- Sort sequences in a story
- Practice listening comprehension
- Blend and segment phonetic sounds
- Pick a thinking cap to read!

Prior reading experience required.

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.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.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.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Alabama

ELA21.K.16 — Recognize and read grade-appropriate high-frequency words with accuracy and automaticity.
ELA21.K.30 — With prompting and support, ask and answer questions about key details in literary and informational texts.
ELA21.K.10i — Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences.
ELA21.K.2 — Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.
ELA21.K.9b — Recognize alliterative spoken words.

Alaska

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.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.
L.K.1.d — Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

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.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.4 — Read emergent-reader texts with purpose and understanding.
1.RF.3.a — Know the spelling‐sound correspondences for common consonant digraphs.
K.L.1.c — Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

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.RC.2.RF — Answer questions about key details in a text.
K.FR.5.PA — Isolate and pronounce the initial, medial vowel, and final sounds in three sound words.

California

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.2.f — Blend two to three phonemes into recognizable 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.
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/.)
L.K.1.d — Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Colorado

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.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 — Know and apply grade-level phonics and word analysis skills in decoding 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.f.i — Identify and produce groups of words that begin with the same sound (alliteration).
RWC20-GR.K-S.3-GLE.4-EO.a.iv — Understand and use question words (interrogatives) (for example: who, what, where, when, why, how).

Connecticut

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.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.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Delaware

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.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.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

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.R.1.1 — Describe the main character(s), setting, and important events in a story.
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.

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/.)
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.
ELAGSEKSL2 — Confirm understanding of written texts read aloud or information presented orally or through media by asking and answering questions about key details and requesting clarification if something is not understood.
ELAGSEKL1.d — Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
ELAGSEKL2.b — Recognize and name end punctuation.

Hawaii

1.RF.2b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
1.RF.3a — Know the spelling-sound correspondences for common consonant digraphs.
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.
1.SL.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
K.L.1d — Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Idaho

1.FR.PH.3a — Know the spelling-sound correspondences for common consonant digraphs.
1.FR.PH.3h — Recognize and read grade-appropriate irregularly spelled words (e.g., what, said, have).
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.RC.RF.4 — Read emergent-reader texts (e.g., rhymes, songs, simple poems) with purpose and understanding.
K.RC.TE.3 — Ask and answer questions about key details in texts heard.
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.FR.PC.1g — Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Illinois

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.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.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Indiana

K.CC.3 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (E)
K.RF.6 — Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. (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.
K.RC.1 — With support, ask and answer questions about main topics and key details in a text heard or read. (E)
K.W.8 — Demonstrate command of capitalization, punctuation, and spelling, focusing on: a. Capitalization – Capitalizing the first word in a sentence and the pronoun I. b. Punctuation – Recognizing and naming end punctuation. c. Encoding – Spelling simple words phonetically, drawing on phonemic awareness.

Iowa

RF.1.3.a — Decode and encode one-syllable words with common consonant digraphs.
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.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.
L.K.1.c — Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Kansas

RF.1.3.a — Know the sound-spelling correspondences for common consonant digraphs.
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.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.
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.
RL.K.1 — With prompting and support, ask and answer questions about key details in a text.

Kentucky

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.2.d — Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme words.
RF.K.3.c — Read common high-frequency words by sight.
RF.K.4.a — Read emergent-reader texts with purpose and understanding.
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.
RL.K.1 — With prompting and support, ask and answer explicit questions about key ideas and details, and make logical inferences to construct meaning from the text.

Louisiana

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.
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/.)
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
L.K.1.d — Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Maine

R.12.K.a — Read emergent-reader texts with purpose and understanding.
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.3.1.a — Know the spelling-sound correspondences for common consonant digraphs.
R.3.K.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
SL.2.K.a — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details to seek help if something is not understood.

Maryland

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.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.
RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.PK.2.e — Isolate and pronounce the initial sound in spoken words

Massachusetts

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
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”).
RL.PK.1 — With prompting and support, ask and answer questions about a story or poem read aloud.

Michigan

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.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.
RF.1.3.b — Decode regularly spelled one-syllable words.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Minnesota

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.)
0.1.4.1 — Ask and answer questions about key details in a text, with prompting and support.
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.

Mississippi

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.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.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
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.

Missouri

K.R.1.A.b — asking and responding to questions about texts read aloud
K.RF.2.A.g — isolating the initial, medial, and final sounds in spoken words
K.RF.3.A.b — reading high-frequency words
K.RF.3.A.c — blending letter sounds to decode simple words
K.RF.4.A — Read, with support, appropriate texts with purpose and understanding
1.RF.3.A.d — producing consonant digraphs

Montana

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.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.
RL.K.1 — With prompting and support, ask and answer questions about key details in a text.
L.K.1.d — Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Nebraska

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.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.2.f — 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/.
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.

Nevada

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.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.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

New Hampshire

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.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.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
L.K.1.d — Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

New Jersey

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.c — Read high-frequency and sight words with automaticity.
RF.K.4.a — Read emergent-readers with purpose and understanding.
L.K.1.d — Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
RL.K.1 — With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).

New Mexico

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.4 — Read emergent-reader texts with purpose and understanding.
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/.)
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

New York

KRF2d — Blend and segment individual sounds (phonemes) in spoken one-syllable words.
KRF3c — Decode some regularly spelled one-syllable words.
KRF3d — Read common high-frequency words by sight.
KRF4 — Will engage with emergent level texts and read-alouds to demonstrate comprehension.
1RF3a — Know the letter-sound correspondences for common blends and consonant digraphs (e.g. sh, ch, th).
KR1 — Develop and answer questions about a text. (RI&RL)
PKRF2c — Isolate and pronounce the initial sounds (phonemes) in spoken one-syllable words (e.g. the /m/ in map).

North Carolina

RF.1.4.a — Know the spelling-sound correspondences for common consonant digraphs.
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.4.c — Read common high-frequency words by sight.
RF.K.5 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

North Dakota

1.F.8a — consonant digraphs
K.F.7 — Isolate and pronounce the initial, medial vowel, and final phonemes in three-phoneme words.
1.F.12b — Read accurately and automatically at the sentence level
K.F.8b — predictable short vowels spelled with a, i, o, u, e
K.F.8d — irregularly spelled high-frequency words.
K.F.3 — Recognize that sentences have letters, words, spaces between words, capitalization, and ending punctuation.

Ohio

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.4 — Read emergent-reader texts with purpose and understanding.
L.K.1.d — Understand and use interrogatives (question words) (e.g., who, what, where, when, why, how).
RF.1.2.b — Orally produce single-syllable words by blending phonemes, including consonant blends.

Oklahoma

1.2.F.1 — Students will expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.
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)
1.2.PC.1 — Students will recognize the distinguishing features of a sentence (e.g., capitalization of the first word, ending punctuation: period, exclamation point, question mark).
1.3.R.4 — Students will ask and answer basic questions (e.g., who, what, where, why, and when) about texts.

Oregon

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

Pennsylvania

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.1.3.K.B — Answer questions about key details in a text.
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.
CC.1.3.K.G — Make connections between the illustrations and the text in a story (read or read aloud).

Rhode Island

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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 early-emergent-reader texts with purpose and understanding.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
RF.1.3.b — Decode regularly spelled one-syllable 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.1.1.a — Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

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.3.8 — 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.
ELA.K.F.1.6.INIS — Say ‘cat’. What sound do you hear at the beginning? In the middle? At the end? Students are not expected to identify /l/, /r/, /x/ because the /l/ in the final position is often not articulated clearly, /r/ in the final position is vowel controlled, and /x/ because it is made up of two phonemes (/k/ + /s/).”

South Dakota

1.RF.3.a — Know the spelling-sound correspondences for common consonant blends and digraphs.
K.RF.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/.)
K.RF.3.c — Read grade-level appropriate high-frequency words by sight.
1.RF.3.b — Decode regularly spelled one-syllable words.
1.SL.2 — Ask and answer questions about key details in a text read aloud, information presented orally, or through other media.
K.RF.4 — Read emergent-reader texts with sufficient accuracy and fluency to support comprehension

Tennessee

FL.PA.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
K.FL.F.5.a — Read emergent-reader texts with purpose and understanding.
K.FL.PWR.3.c — Read common high-frequency words by sight.
K.FL.PWR.3.d — Decode regularly spelled CVC words.
K.FL.PWR.3 — Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
K.FL.SC.6.e — Understand and use question words (interrogatives) when speaking and in shared language activities.
K.RL.RRTC.10 — With prompting and support, read stories and poems of appropriate complexity for Kindergarten.

Texas

K.2A.viii — blending spoken phonemes to form one-syllable words;
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;
K.2B.iv — identifying and reading at least 25 high-frequency words from a research-based list;
K.2A.ii — recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;

Utah

K.R.3.d — Demonstrate mastery of segmenting and blending sounds in VC and CVC words when reading.
1.R.3.f — Read and spell words with common consonant digraphs (i.e., sh, ch, wh, th, ng).
K.R.3.e — Read and spell common irregular words.
K.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)
K.R.7 — Identify the characters, settings, and important events in a story (RL) or pieces of information in a text. (RI)

Vermont

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.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.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
L.K.1.d — Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

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.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.RI.1.A — With prompting and support, ask and answer literal (who, what, when, where) or inferential (why, how) questions about what is read.
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.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.
RF.1.3.b — Decode regularly spelled one-syllable words.
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/.)
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Washington, D.C.

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.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.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
L.K.1.d — Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

West Virginia

ELA.1.II.a — Know the spelling-sound correspondences for common consonant digraphs.
ELA.K.I — Read emergent-reader texts with purpose and understanding.
ELA.K.36.c — Understand and use question words (interrogatives) (e.g., who, what, where, when, why, and how).

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.
ELA.K.SL.2 — With guidance and support, ask and answer questions about key details in a text read aloud or information presented orally or through other media.
ELA.1.RF.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Wyoming

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b — Decode regularly spelled one-syllable 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.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.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.