Learn to Read 26

Ages 4–6 · 12 minutes · English

Ride roller coasters while learning long and short vowel sounds

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

- Play a short and long vowel sorting game
- Go to the amusement park!

Prior reading experience may be helpful.

Part of

Learn to Read

Standards alignment

Common Core State Standards

RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.b — Decode regularly spelled one-syllable words.

Alabama

ELA21.1.6f — Distinguish long from short vowel sounds in spoken, single-syllable words.
ELA21.1.7a — Produce the most frequent sound(s) for each letter of the alphabet, including x, q, and the long and short sounds of the vowels.
ELA21.K.9f — Identify the initial, final, and medial sounds of spoken words.

Alaska

RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3.b — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.b — Decode regularly spelled one-syllable words.

Arizona

1.RF.2.a — Distinguish long from short vowel sounds in spoken single‐syllable words.
K.RF.3.a — Demonstrate basic knowledge of one‐to‐one letter‐sound correspondence by producing the primary or most frequent sound(s) for each consonant and the five major vowels.
K.RF.2.d — Isolate and pronounce the initial, medial vowel (long and short vowels), and final sounds (phonemes) in three-phoneme words. (This does not include CVCs (Consonant-Vowel-Consonant) ending with /l/, /r/, or /x/.)
K.RF.3.b — Decode regularly spelled closed-syllable words.

Arkansas

K.FR.5.PA — Isolate and pronounce the initial, medial vowel, and final sounds in three sound words.
K.FR.9.PD — Decode one-syllable words with single consonants and all short vowels (e.g., bag, sip, web, hog, cut).
1.FR.6.PD — Decode one-syllable words with common vowel teams (e.g., rain, play; seed, beach; high, pie; boat, snow, toe; book; new, moon).

California

RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (Identify which letters represent the five major vowels [Aa, Ee, Ii, Oo, and Uu] and know the long and short sound of each vowel. More complex long vowel graphemes and spellings are targeted in the grade 1 phonics standards.)
RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.

Colorado

RWC20-GR.1-S.2-GLE.3-EO.b.i — Distinguish long from short vowel sounds in spoken single-syllable words.
RWC20-GR.K-S.2-GLE.3-EO.c.ii — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
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.b.iv — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.

Connecticut

RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Delaware

RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.3.b — Decode regularly spelled one-syllable words.

Florida

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.1.2 — 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.

Georgia

ELAGSEKRF3.b — Demonstrate basic knowledge of long and short sounds for the five major vowels.
ELAGSE1RF2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
ELAGSEKRF3 — Know and apply grade-level phonics and word analysis skills in decoding 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/.)

Hawaii

K.RF.3b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
1.RF.2a — Distinguish long from short vowel sounds in spoken single-syllable words.
1.RF.3b — Decode regularly spelled one-syllable words.
1.RF.3c — Know final -e and common vowel team conventions for representing long vowel sounds.

Idaho

K.FR.PH.3b — Associate the long and short sounds for the five major vowel letters.
1.FR.PA.2a — Distinguish long from short vowel sounds in spoken single-syllable words.
1.FR.PH.3b — Decode regularly spelled one-syllable words.
1.FR.PH.3c — Know final -e and common vowel team conventions for representing long vowel sounds (e.g., ai, ay, ee, ea, oa, and oe).

Illinois

RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding 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/.)

Indiana

1.RF.5 — Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context. (E)
1.RF.6 — Decode one-syllable words in the major syllable types (CVC, CVr, V, VV, VCe), independent of context. (E)

Iowa

RF.1.2.a — Distinguish long from short vowel phonemes (sounds) in single-syllable words.
RF.K.3.b — Associate the long and short sounds with common graphemes (spellings) for the five major vowels.
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/.)

Kansas

RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.2.3.a — Distinguish long and short vowels when reading regularly spelled one-syllable words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Kentucky

RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
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 words.

Louisiana

RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.

Maine

R.2.1.a — Distinguish long from short vowel sounds in spoken single-syllable words.
R.3.K.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
R.3.1.b — Decode regularly spelled one-syllable words.
R.3.1.c — Know final -e and common vowel team conventions for representing long vowel sounds.

Maryland

RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.PK.2.e — Isolate and pronounce the initial sound in spoken words
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.

Massachusetts

RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding 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/.)

Michigan

RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.b — Decode regularly spelled one-syllable words.

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.
0.1.1.1.c — Demonstrate understanding of spoken words, syllables and sounds (phonemes): isolate, pronounce and manipulate sounds in three-phoneme CVC words.
0.2.1.2 — Demonstrate one-to-one letter-sound correspondence.
1.1.1.2.b — Know and apply grade-level phonics and word analysis skills in decoding words: decode regularly spelled one-syllable words including final e and vowel teams, consonant digraphs and diphthongs, and inflectional suffixes and two-syllable words that follow six-syllable types, demonstrating both accuracy and automaticity.

Mississippi

RF.K.3.b — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.b — Decode regularly spelled one-syllable words.

Missouri

1.RF.2.A.b — distinguishing between long and short vowel sounds
K.RF.2.A.a — identifying sounds in spoken words
K.RF.3.A.c — blending letter sounds to decode simple words
1.RF.3.A.b — identifying letters for the spelling of short and long vowels

Montana

RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.b — Decode regularly spelled one-syllable words.

Nebraska

LA.K.F.3.b — Demonstrate the long and short sounds with common spellings (graphemes) for the five major vowels.
LA.K.F.3 — Know and apply phonics and word analysis skills in decoding and encoding (spelling) words.
LA.K.F.3.c — Decode consonant-vowel-consonant (CVC) words.
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/.

Nevada

RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

New Hampshire

RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.

New Jersey

RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.3.d — Distinguish long and short vowels when reading regularly spelled one-syllable words
RF.1.3.b — Decode regularly spelled one-syllable words.

New Mexico

RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
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/.)

New York

1RF3b — Decode long vowel sounds in regularly spelled one-syllable words (e.g., final –e conventions and common vowel teams).
KRF3b — Decode short vowel sounds with common spellings.
KRF3 — Know and apply grade-level phonics and word analysis skills in decoding words.
KRF3c — Decode some regularly spelled one-syllable words.

North Carolina

RF.K.4.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.3.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.4 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.4.c — Know final -e and common vowel team conventions for representing long vowel sounds.
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/.)

North Dakota

K.F.12b — Accurately and automatically produce the predictable consonant and short vowel sounds associated with uppercase and lowercase letters in non-sequential order.
K.F.8b — predictable short vowels spelled with a, i, o, u, e
K.F.7 — Isolate and pronounce the initial, medial vowel, and final phonemes in three-phoneme words.
K.F.8c — long vowels associated with single letters with open one-syllable words.

Ohio

RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.3.b — Decode regularly spelled one-syllable words.

Oklahoma

K.2.PWS.3 — Students will produce the sounds for short and long vowels and the most common sound for consonants (e.g., a = /ă/ & /ā/, f = /f/, s = /s/, x = /ks/).
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).
1.2.PA.3 — Students will isolate and pronounce medial sounds in spoken words.

Oregon

1.RF.2a — Distinguish long from short vowel sounds in spoken single-syllable words.
K.RF.3b — Associate the long and short sounds with common spellings for the five major vowels.
K.RF.3e — Decode cvc words.
1.RF.3c — Know final -e and common vowel team conventions for representing long vowel sounds.

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.1.1.1.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.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.

Rhode Island

RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding 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/.)

South Carolina

ELA.K.F.3.4 — Identify the vowel and produce the vowel sound in a printed syllable or word when decoding: a. in a closed syllable (VC: at; CVC: bat); b. in an open syllable (e.g. he, so, me, go, hi); and c. in a vowel- consonant-e (VCe) syllable with prompting and support.
ELA.K.F.3 — Know and apply phonics and word analysis skills in decoding and encoding words. (FK -1.3-2.18 LF BR-430)
ELA.K.F.3.5 — Blend letter sounds to decode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words in isolation and in text.

South Dakota

1.RF.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
K.RF.3.b — Associate the long and short sounds for the five vowels.
K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
1.RF.3.b — Decode regularly spelled one-syllable words.

Tennessee

K.FL.PWR.3.b — Associate the long and short phonemes with common spellings for the five major vowels.
1.FL.PA.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
K.FL.PWR.3.d — Decode regularly spelled CVC words.

Texas

1.2A.iii — distinguishing between long and short vowel sounds in one-syllable words;
1.2B.i — decoding words in isolation and in context by applying common letter sound correspondences;
K.2B.i — identifying and matching the common sounds that letters represent;
1.2B.iii — decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;

Utah

1.R.2.c — Distinguish long and short vowel sounds in spoken singlesyllable words.
K.R.3.b — Demonstrate mastery of short vowel sounds (/ă/, /ĕ/, /ĭ/, /ŏ/, /ŭ/) in isolation and in VC and CVC words in singlesyllable words.
K.R.3.c — Demonstrate mastery of long vowel sounds (/ā/, /ē/, /ī/, /ō/, /ū/) associated with single letters; open syllables in single-syllable words (e.g., be, I, no).
K.R.3 — Demonstrate mastery of age-appropriate phonics skills.

Vermont

RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.

Virginia

K.FFR.3.C — Discriminate between long and short sounds with common spellings for the five major vowels with open and closed syllables (e.g., short /e/ as in “pet”, long /e/ as in “he”).
K.FFR.3.B — Identify common letter-sound correspondences.
K.FFR.3.F — Demonstrate knowledge of letter-sound correspondences to blend CV, CVC, VC words.
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).

Washington

RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.b — Decode regularly spelled one-syllable words.

Washington, D.C.

RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.

West Virginia

ELA.1.IV.a — Distinguish long from short vowel sounds in spoken single-syllable words.
ELA.1.II.b — Decode regularly spelled one-syllable words.
ELA.K.II.b — Associate common spellings (graphemes) with the five major short vowel sounds.
ELA.1.II.c — Know final -e and common vowel team conventions for representing long vowel sounds.

Wisconsin

ELA.1.RF.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
ELA.K.RF.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
ELA.K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
ELA.1.RF.3.b — Decode and encode regularly spelled one-syllable words (e.g., cat, fox, bet, cup, fit, etc.).

Wyoming

RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.