Learn to Read 15

Ages 4–6 · 12 minutes · English

Learn to read sh- (ship, shut) words in short stories

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

- Read short stories with sh- 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.1.3.b — Decode regularly spelled one-syllable words.
RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
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.a — Recognize and produce rhyming words.

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.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.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.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.K.2.a — Recognize and produce rhyming 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.
1.RF.3.b — Decode regularly spelled one-syllable words.
K.RF.2.a — Identify and produce sounds (phonemes) in a spoken word.
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.4 — Read emergent-reader texts with purpose and understanding.

Arkansas

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.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.
K.FR.12.PD — Read high-frequency words.

California

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.a — Recognize and produce rhyming words.
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).

Colorado

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.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.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.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.1-S.2-GLE.3-EO.b.ii — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Connecticut

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.K.2.a — Recognize and produce rhyming words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Delaware

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).
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.2.a — Recognize and produce rhyming words.

Florida

ELA.1.F.1.2 — Demonstrate phonological awareness. • Segment spoken words into initial, medial, and final phonemes, including words with digraphs, blends, and trigraphs. • Orally blend initial, medial, and final phonemes together to produce a single-syllable word that includes digraphs, blends, or trigraphs. • Blend single-syllable spoken words with at least five phonemes. • Segment single-syllable spoken words with at least five phonemes. • Segment and blend phonemes in multi-syllable spoken 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.1.R.3.2 — Retell a text in oral or written form to enhance comprehension. • Use main story elements at the beginning, middle, and end for a literary text. • Use topic and important details for an informational text.
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.1.1 — 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

ELAGSE1RF3.a — Know the spelling-sound correspondences for common consonant digraphs.
ELAGSE1RF3.b — Decode regularly spelled one-syllable words.
ELAGSEKRF2.a — Recognize and produce rhyming words.
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/.)
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.

Hawaii

1.RF.3a — Know the spelling-sound correspondences for common consonant digraphs.
1.RF.3b — Decode regularly spelled one-syllable words.
K.SL.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
1.RF.2b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
K.RF.2a — Recognize and produce rhyming words.
K.RF.3c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

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.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/.)
1.FR.PA.2e — Segment and blend sequences of individual sounds in spoken single-syllable words.
K.FR.PA.2a — Identify and produce rhyming 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).

Illinois

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.2.a — Recognize and produce rhyming words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
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.RC.1 — With support, ask and answer questions about main topics and key details in a text heard or read. (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.RF.4 — Identify and produce rhyming words.

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/.)
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
RF.1.2.b — Orally produce single-syllable words by blending phonemes (sounds), including consonant blends.
RF.K.2.e — Recognize and produce rhyming words.
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).

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.1.3.b — Decode regularly spelled one-syllable words.
RF.K.2.a — Recognize and produce rhyming words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RL.K.1 — With prompting and support, ask and answer questions about key details in a text.

Kentucky

RF.1.2.c — Construct and deconstruct spoken single syllable words into initial, medial vowel and final sounds (phonemes).
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.a — Recognize and orally produce rhyming words.
RF.K.4.a — Read emergent-reader texts with purpose and understanding.
RF.K.3.c — Read common high-frequency words by sight.

Louisiana

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.K.2.a — Recognize and produce rhyming 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.

Maine

R.2.1.b — Produce single-syllable words by blending sounds (phonemes), including consonant blends.
R.3.1.a — Know the spelling-sound correspondences for common consonant digraphs.
R.3.1.b — Decode regularly spelled one-syllable words.
R.12.K.a — Read emergent-reader texts with purpose and understanding.
R.2.K.a — Recognize and produce rhyming words.
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.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.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.2.a — Recognize and produce rhyming words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Massachusetts

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.K.2.a — Recognize and produce rhyming 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 early-emergent-reader texts with purpose and understanding.

Michigan

RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.K.2.a — Recognize and produce rhyming words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

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.
0.1.1.3 — Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)
0.1.1.1.a — Demonstrate understanding of spoken words, syllables and sounds (phonemes): identify and orally produce rhyming words, onset-rime and alliteration.
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.
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.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.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
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.a — Recognize and produce rhyming words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Missouri

K.RF.2.A.d — recognizing spoken alliteration or groups of words that begin with the same onset or initial sound
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
K.R.1.A — With assistance, develop and demonstrate reading skills in response to read-alouds by:
K.RF.2.A.g — isolating the initial, medial, and final sounds in spoken words

Montana

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-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).
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Nebraska

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.1.RP.6 — Ask and answer questions about key details in a literary text.
LA.K.F.2.b — Recognize and begin to produce oral rhymes.
LA.K.F.3.c — Decode consonant-vowel-consonant (CVC) words.

Nevada

RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
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.a — Recognize and produce rhyming words.
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.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.1.3.b — Decode regularly spelled one-syllable words.
RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.K.2.a — Recognize and produce rhyming 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.1.3.b — Decode regularly spelled one-syllable words.
RF.K.2.a — Recognize and produce rhyming 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.a — Read emergent-readers with purpose and understanding.

New Mexico

RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.K.2.a — Recognize and produce rhyming words.

New York

1RF3a — Know the letter-sound correspondences for common blends and consonant digraphs (e.g. sh, ch, th).
KRF2d — Blend and segment individual sounds (phonemes) in spoken one-syllable words.
1RF3c — Decode regularly spelled one-syllable words.
KRF2a — Recognize and produce spoken rhyming words.
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.3 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.3.a — Recognize and produce rhyming words.
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 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.5 — Read emergent-reader texts with purpose and understanding.

North Dakota

1.F.8 — Decode words with phoneme-grapheme correspondences:
K.F.6b — Blend two or three phonemes into a one-syllable spoken word.
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.4 — Recognize and produce rhyming words.

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.4 — Read emergent-reader texts with purpose and understanding.
RF.K.2.a — Recognize and produce rhyming words.
RF.K.2.d — 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 by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Oklahoma

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.PA.3 — Students will isolate and pronounce initial and final sounds in spoken words.
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.PA.2 — Students will distinguish rhyming and non-rhyming pairs and produce a rhyme when given a word.
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).

Oregon

1.RF.2b — Orally produce single-syllable words by blending phonemes, including consonant blends.
1.RF.3a — Know the spelling-sound correspondences for common consonant digraphs.
1.RF.3b — Decode regularly spelled one-syllable words.
K.RF.2a — Recognize and produce rhyming words.
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.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.1.1.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.1.3.K.A — With prompting and support, retell familiar stories including key details.

Rhode Island

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b — Decode regularly spelled one-syllable words.
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.K.2.a — Recognize and produce rhyming 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.3.5 — 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.4.3 — 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.4.1 — Read high-frequency words commonly found in grade-appropriate text with accuracy and automaticity.

South Dakota

1.RF.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
1.RF.3.a — Know the spelling-sound correspondences for common consonant blends and digraphs.
1.RF.3.b — Decode regularly spelled one-syllable words.
1.RF.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
K.RF.2.a — Recognize and produce rhyming words.
K.RF.4 — Read emergent-reader texts with sufficient accuracy and fluency to support comprehension

Tennessee

K.FL.PWR.3 — Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
K.FL.F.5.a — Read emergent-reader texts with purpose and understanding.
K.FL.PA.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
K.FL.PA.2.a — Recognize and begin to produce rhyming words.
K.FL.PWR.3.c — Read common high-frequency words by sight.
K.FL.PC.1.c — Understand that words are separated by spaces in print; demonstrate one-to-one correspondence between voice and print.

Texas

1.2B.ii — decoding words with initial and final consonant blends, digraphs, and trigraphs;
K.2A.ii — recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
K.2A.viii — blending spoken phonemes to form one-syllable words;
K.2B.i — identifying and matching the common sounds that letters represent;
K.2A.i — identifying and producing rhyming words;

Utah

1.R.3.f — Read and spell words with common consonant digraphs (i.e., sh, ch, wh, th, ng).
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.5 — With prompting and support, ask and answer questions about key details in a text. (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.1.3.b — Decode regularly spelled one-syllable words.
RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.K.2.a — Recognize and produce rhyming 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.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).
K.FFR.3.E — Identify the letter-sound correspondences for consonant digraphs (e.g., ch, sh, th, wh).
K.FFR.3.G — Decode (read) and encode (spell) words with short vowels, including words beginning or ending in a digraph (e.g., ch, sh, th, wh).
K.RL.3.C — With prompting and support, monitor listening comprehension.

Washington

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.a — Recognize and produce rhyming 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/.)
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
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.1.3.b — Decode regularly spelled one-syllable words.
RF.K.2.a — Recognize and produce rhyming 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.
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

West Virginia

ELA.1.II.a — Know the spelling-sound correspondences for common consonant digraphs.
ELA.1.II.b — Decode regularly spelled one-syllable words.
ELA.1.IV.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
ELA.1.IV.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
ELA.K.1 — With prompting and support, ask and answer questions about key details in a literary text.
ELA.K.II.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, or does).

Wisconsin

ELA.1.RF.3.a — Know the spelling-sound correspondences for common consonant digraphs.
ELA.1.RF.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
ELA.1.RF.3.b — Decode and encode regularly spelled one-syllable words (e.g., cat, fox, bet, cup, fit, etc.).
ELA.K.R.2 — With prompting and support, retell stories (RL); share key details from a text. (RI)
ELA.K.RF.2.a — Recognize and produce rhyming words.
ELA.K.RF.4 — Read emergent-reader texts with purpose and understanding.
ELA.K.RF.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

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.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.K.2.a — Recognize and produce rhyming words.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.