Learn to Read 22

Ages 4–6 · 14 minutes · English

Learn to read with the th- and pl- sounds and practice fluency skills

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

- Play a game with th- and pl- words
- Listen to a story: answering comprehension questions
- Learn the sight word: like
- Read two short stories
- Pick a thinking cap!

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.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.1.4 — Read with sufficient accuracy and fluency to support comprehension.

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.10i — Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences.
ELA21.K.15 — Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension.
ELA21.K.13 — With prompting and support, recognize and name digraphs _ck, sh, th, ch, wh, ng,_ and combination _qu._
ELA21.K.10c — Decode consonant-vowel-consonant (CVC) words in isolation and in decodable text.
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.

Alaska

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.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
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.

Arizona

1.RF.3.a — Know the spelling‐sound correspondences for common consonant digraphs.
K.RF.2.a — Identify and produce sounds (phonemes) in a spoken word.
K.RF.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.
K.RF.3.b — Decode regularly spelled closed-syllable words.
K.RI.10 — With prompting and support, actively engage in group reading activities 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.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.RC.2.RF — Answer questions about key details in a text.
1.FR.4.PD — Decode one-syllable words with consonant clusters and predictable vowel patterns (e.g., blast, spell, dry, flake, star, swerve).
K.FR.3.CP — Point to words, using one-to-one correspondence to demonstrate that words are separated by spaces.

California

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.

Colorado

RWC20-GR.K-S.2-GLE.3-EO.b.vi — Read text consisting of short sentences comprised of learned sight words and consonant-vowel-consonant (CVC) words.
RWC20-GR.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.d — Read emergent-reader texts with purpose and understanding.
RWC20-GR.PS-S.2-GLE.4.c — Attend to the beginning letters and sounds in familiar words.

Connecticut

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Delaware

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.1.3.b — Decode regularly spelled one-syllable words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Florida

ELA.1.F.1.3 — Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. • Decode words using knowledge of spelling-sound correspondences for common consonant digraphs, trigraphs, and blends. • Decode simple words with r-controlled vowels. • Decode and encode regularly spelled one-syllable words. • Decode words with inflectional endings. • Decode two-syllable words with regular patterns by breaking the words into syllables. • Decode words that use final –e and vowel teams to make long-vowel sound.
ELA.K.F.1.4 — Recognize and read with automaticity grade-level high frequency words.
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.R.2.2 — Identify the topic of and multiple details in a text.

Georgia

ELAGSE1RF3 — Know and apply grade-level phonics and word analysis skills in decoding words.
ELAGSEKRF3 — Know and apply grade-level phonics and word analysis skills in decoding words.
ELAGSE1RF4.d — Read grade-appropriate irregularly spelled words.

Hawaii

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).
1.RF.2b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
1.RF.3b — Decode regularly spelled one-syllable words.
K.RF.4 — Read emergent-reader texts with purpose and understanding.

Idaho

1.FR.PH.3a — Know the spelling-sound correspondences for common consonant digraphs.
K.FR.PH.3 — Use knowledge of grade-level phonics and word analysis skills in decoding 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).
1.FR.PA.2b — Orally produce single-syllable words by blending sounds, including consonant blends.
1.FR.PH.3b — Decode regularly spelled one-syllable words.

Illinois

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.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Indiana

K.RF.8 — Use letter-sound knowledge to decode words, including open and closed syllables, consonant digraphs, and blends. (E)
K.RF.9 — Orally read decodable texts with appropriate accuracy and automaticity.
K.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.RC.1 — With support, ask and answer questions about main topics and key details in a text heard or read. (E)

Iowa

RF.1.3.a — Decode and encode one-syllable words with common consonant digraphs.
RF.1.3.b — Decode and encode regularly spelled one-syllable words with closed syllables and consonant blends.
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.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.

Kansas

RF.1.3.a — Know the sound-spelling 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.1.3.b — Decode regularly spelled one-syllable words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.13 — Actively engage in individual or group readings of informational text with purpose and understanding.

Kentucky

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.K.3.c — Read common high-frequency words by sight.
RF.K.4.a — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.

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.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.3.b — Decode regularly spelled one-syllable words.

Maine

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

Maryland

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

Massachusetts

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”).
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.

Michigan

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.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.3.b — Decode regularly spelled one-syllable words.

Minnesota

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.)
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.
0.1.4 — Read critically to comprehend, interpret and analyze themes and central ideas in complex literary and informational texts.

Mississippi

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.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Missouri

K.R.1.A.b — asking and responding to questions about texts read aloud
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
K.R.1.A.e — recognizing beginning, middle, and end

Montana

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.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

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.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.2.a — Identify, segment and blend phonemes in single syllable spoken three and four phoneme words including words with blends.
LA.K.F.4 — Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level texts to support comprehension.
LA.K.RI.8 — Actively engage in group reading activities with purpose and understanding.
LA.K.F.3 — Know and apply phonics and word analysis skills in decoding and encoding (spelling) words.

Nevada

RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

New Hampshire

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 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RI.K.10 — Actively engage in group reading activities with purpose and understanding.

New Jersey

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.3.c — Read high-frequency and sight words with automaticity.
RF.K.4.a — Read emergent-readers with purpose and understanding.
RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.3.b — Decode regularly spelled one-syllable words.

New Mexico

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.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.3.b — Decode regularly spelled one-syllable words.

New York

1RF3a — Know the letter-sound correspondences for common blends and consonant digraphs (e.g. sh, ch, th).
KRF3d — Read common high-frequency words by sight.
KRF3c — Decode some regularly spelled one-syllable words.
KRF4 — Will engage with emergent level texts and read-alouds to demonstrate comprehension.

North Carolina

RF.K.4.c — Read common high-frequency words by sight.
RF.K.5 — Read emergent-reader texts with purpose and understanding.
RF.1.4.a — Know the spelling-sound correspondences for common consonant digraphs.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.1.3.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

North Dakota

1.F.8 — Decode words with phoneme-grapheme correspondences:
1.F.12b — Read accurately and automatically at the sentence level
1.F.12a — Read accurately and automatically at the word level

Ohio

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.1.2.b — Orally produce single-syllable words by blending phonemes, including consonant blends.
RF.1.3.b — Decode regularly spelled one-syllable words.

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.3 — Students will isolate and pronounce initial and final sounds in spoken words.
K.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.
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)

Oregon

K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.3c — Read common grade-appropriate high-frequency words by sight.
K.RF.4 — Read emergent texts to develop fluency and comprehension skills.
1.RF.3a — Know the spelling-sound correspondences for common consonant digraphs.
K.RI.10 — Actively engage in group reading activities with purpose and understanding.

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.1.1.1.C — Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Distinguish long from short vowel sounds in spoken single-syllable words. • Count, pronounce, blend, and segment syllables in spoken and written words. • Orally produce single-syllable words, including consonant blends and digraphs. • Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single- syllable words. • Add or substitute individual sounds (phonemes) in one- syllable words to make new words.
CC.1.1.1.D — Know and apply grade-level phonics and word analysis skills in decoding words. • Identify common consonant diagraphs, final-e, and common vowel teams. • Decode one- and two-syllable words with common patterns. • Read grade-level words with inflectional endings. • Read grade- appropriate irregularly spelled words.

Rhode Island

RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.K.4 — Read early-emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.

South Carolina

ELA.K.F.3.8 — Decode and encode words using: a. VC; b. CV; c. CVC; d. consonant digraphs (i.e., ch, sh, th, wh); and e. combination (i.e., qu).
ELA.1.F.3.8 — Decode and encode words using: a. onset/rime; b. consonant blends (i.e., initial and final); c. consonant digraphs (i.e., ch, sh, th, wh, ph, ck); d. trigraphs (e.g., -tch, -dge)*; e. combination (i.e., qu); f. VCe; g. vowel r (e.g., ar, er, ir, or, ur); h. common inflectional endings that do not change the base word (e.g., -s, -ed); i. contractions with am, is, has, and not; j. hard and soft sounds of c and g (c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y; g=/g/ before a, o, u, or any consonant and g=/j/ before i, e, or y) *; k. vowel y in the final position of one- and two-syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound (e.g., fly-my; baby-happy, myth-gym) *; l. words that follow the -ild, -ost, -old, -olt, and -ind patterns (e.g., mild, host, fold, jolt, kind); m. silent letter combinations (e.g., kn, wr, mb, gh, gn) *; n. words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound (e.g., cliff, hill, pass); and o. words with final /v/ sound, using knowledge that no English word ends with a v. (e.g. have, give, save).
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.4.2 — Read texts orally with accuracy and expression.

South Dakota

1.RF.3.a — Know the spelling-sound correspondences for common consonant blends and digraphs.
K.RF.3.c — Read grade-level appropriate high-frequency words by sight.
K.RF.4 — Read emergent-reader texts with sufficient accuracy and fluency to support comprehension
1.RF.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Tennessee

K.FL.F.5.a — Read emergent-reader texts with purpose and understanding.
K.FL.PWR.3 — Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
K.FL.PWR.3.c — Read common high-frequency words by sight.
K.FL.PA.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
K.FL.PWR.3.d — Decode regularly spelled CVC words.

Texas

K.2A.ii — recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
K.2B.i — identifying and matching the common sounds that letters represent;
1.2B.ii — decoding words with initial and final consonant blends, digraphs, and trigraphs;
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;

Utah

K.R.3.e — Read and spell common irregular words.
1.R.3.f — Read and spell words with common consonant digraphs (i.e., sh, ch, wh, th, ng).
K.R.2 — Demonstrate mastery of age-appropriate phonological awareness skills.
K.R.3 — Demonstrate mastery of age-appropriate phonics skills.
K.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & 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.1.4 — Read with sufficient accuracy and fluency to support comprehension.
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.f — Read words with inflectional endings.

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.H — Use letter-sound correspondences to read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy.
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.FFR.2.C — Isolate the initial, medial, and final sounds in three phoneme (individual sound) words (excluding words ending with /l/, /r/, or /x/).

Washington

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

Washington, D.C.

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.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.3.b — Decode regularly spelled one-syllable words.

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.II.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, or does).
ELA.1.IV.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
ELA.K.5 — With prompting and support, identify the main topic and retell key details of an informational text.
ELA.K.II — Know and apply grade-level phonics and word analysis skills in decoding words.

Wisconsin

ELA.1.RF.3.a — Know the spelling-sound correspondences for common consonant digraphs.
ELA.K.R.1 — With prompting and support, develop and answer questions about a text. (RI&RL)
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.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.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.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.