Learn to Read 27

Ages 4–6 · 10 minutes · English

Explore a magic show with Silent E and practice reading skills

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

- Determine vowel sounds created by Silent E
- Practice with long and short vowels sounds
- Read a short story

Prior reading experience helpful.

Part of

Learn to Read

Standards alignment

Common Core State Standards

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Alabama

ELA21.K.10b — Identify the vowel in a closed syllable and produce the short vowel sound for the five major vowels when decoding closed syllables.
ELA21.K.10e — With prompting and support, identify the vowel-consonant-_e_ syllable pattern and produce the long vowel sounds for the five major vowels in vowel-consonant-_e_ syllables.
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.15 — Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension.

Alaska

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.K.3.b — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Arizona

1.RF.2.a — Distinguish long from short vowel sounds in spoken single‐syllable words.
1.RF.3.b — Decode regularly spelled one-syllable words.
K.RF.4 — Read emergent-reader texts with purpose and understanding.
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/.)

Arkansas

K.FR.22.F — Orally read texts consisting of previously taught grapheme-phoneme correspondences, self-correcting as necessary.
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.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.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3.b — Decode regularly spelled one-syllable words.
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.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Colorado

RWC20-GR.1-S.2-GLE.3-EO.b.i — Distinguish long from short vowel sounds in spoken single-syllable words.
RWC20-GR.1-S.2-GLE.3-EO.c.iii — Know final -e and common vowel team conventions for representing long vowel sounds.
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.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.d — Read emergent-reader texts with purpose and understanding.

Connecticut

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.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Delaware

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

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.1.3 — 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.1.F.1.4 — Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. • Recognize and read with automaticity the grade-level sight words.

Georgia

ELAGSE1RF3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
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.c — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
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.

Hawaii

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.
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.
K.RF.3d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
K.RF.4 — Read emergent-reader texts with purpose and understanding.

Idaho

1.FR.PA.2a — Distinguish long from short vowel sounds in spoken single-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).
1.FR.PH.3b — Decode regularly spelled one-syllable words.
K.FR.PH.3b — Associate the long and short sounds for the five major vowel letters.
K.RC.RF.4 — Read emergent-reader texts (e.g., rhymes, songs, simple poems) with purpose and understanding.

Illinois

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.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

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)
1.RF.8 — Orally read decodable texts with appropriate fluency (rate, accuracy, and prosody) while reading.
1.RF.2 — Blend sounds, including consonant blends, to produce single- and multi-syllable words. (E)

Iowa

RF.1.3.c — Decode and encode regularly spelled one-syllable words with final-e (VCe) patterns. Decode regularly spelled one-syllable words with common vowel team patterns that represent long vowel sounds.
RF.K.3.b — Associate the long and short sounds with common graphemes (spellings) for the five major vowels.
RF.1.2.a — Distinguish long from short vowel phonemes (sounds) in single-syllable words.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.4 — Orally read grade-appropriate text with purpose and understanding.

Kansas

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team patterns for representing long vowel sounds.
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.4 — Read emergent-reader texts with purpose and understanding.

Kentucky

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final –e and common vowel team conventions for representing long vowel sounds.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Orally distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.4.a — Read emergent-reader texts with purpose and understanding.

Louisiana

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Maine

R.2.1.a — Distinguish long from short vowel sounds in spoken single-syllable words.
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.
R.12.K.a — Read emergent-reader texts with purpose and understanding.
R.3.K.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Maryland

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
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.4 — Read emergent-reader texts with purpose and understanding.

Massachusetts

RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
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.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.4 — Read early-emergent-reader texts with purpose and understanding.

Michigan

RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
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.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Minnesota

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.
0.1.1.3 — Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)
0.1.1.2.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.

Mississippi

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.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Missouri

1.RF.2.A.b — distinguishing between long and short vowel sounds
1.RF.3.A.a — decoding words in context by using letter-sound knowledge
1.RF.3.A.b — identifying letters for the spelling of short and long vowels
1.RF.3.A.e — combining sounds from letters and common spelling patterns to create and decode recognizable words
K.RF.4.A — Read, with support, appropriate texts with purpose and understanding

Montana

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Nebraska

LA.1.F.3.d — Decode and encode final -e and common vowel team conventions for representing long vowel sounds.
LA.K.F.3.b — Demonstrate the long and short sounds with common spellings (graphemes) for the five major vowels.
LA.1.F.3.c — Decode and encode regularly spelled one-syllable words.
LA.1.F.4.a — Read decodable text accurately with appropriate rate, intonation, and expression/prosody to reflect meaning.
LA.K.F.3.e — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Nevada

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

New Hampshire

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
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.4 — Read emergent-reader texts with purpose and understanding.

New Jersey

RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
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.
RF.1.4.a — Read grade-level text with purpose and understanding.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

New Mexico

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
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.4 — Read emergent-reader texts with purpose and understanding.

New York

1RF3b — Decode long vowel sounds in regularly spelled one-syllable words (e.g., final –e conventions and common vowel teams).
1RF3c — Decode regularly spelled one-syllable words.
1RF4a — Read beginning reader texts, appropriate to individual student ability, orally with accuracy, appropriate rate, and expression on successive readings.
KRF3b — Decode short vowel sounds with common spellings.

North Carolina

RF.1.4.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.K.4.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.4.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.1.4.b — Decode regularly spelled one-syllable words.
RF.K.5 — Read emergent-reader texts with purpose and understanding.

North Dakota

1.F.8 — Decode words with phoneme-grapheme correspondences:
1.F.8f — silent e in single-syllable words
1.F.12a — Read accurately and automatically at the word level
1.F.12b — Read accurately and automatically at the sentence level
K.F.8b — predictable short vowels spelled with a, i, o, u, e

Ohio

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
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.4 — Read emergent-reader texts with purpose and understanding.

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.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).
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.

Oregon

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.
K.RF.3b — Associate the long and short sounds with common spellings for the five major vowels.
1.RF.2a — Distinguish long from short vowel sounds in spoken single-syllable words.
K.RF.4 — Read emergent texts to develop fluency and comprehension skills.

Pennsylvania

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.1.1.1.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.E — Read emergent-reader text with purpose and understanding.

Rhode Island

RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.1.4.a — Read grade-level text with purpose and understanding.

South Carolina

ELA.1.F.3.4 — Identify the vowel and produce the vowel sound in a printed syllable or word to: a. decode regularly spelled one-syllable words (syllables include: closed, open, and vowel-consonant-e) including words with blends in initial and final position; b. decode regularly spelled one-syllable words with vowel-r syllables (i.e., ar, er, ir, or, and ur); and c. decode two-syllable words using knowledge of syllables (i.e., closed, open, vowel-consonant-e, vowel-r, common vowel teams, and consonant-le), including compound words that fit multiple syllable types. *
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.1.F.4.3 — Read texts by: a. using letter-sound knowledge to segment and blend sounds together; b. decoding the words by analogy; and c. using context and visuals from the text to support monitoring and self-correcting.
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.

South Dakota

1.RF.3.b — Decode regularly spelled one-syllable words.
1.RF.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
K.RF.3.b — Associate the long and short sounds for the five vowels.
1.RF.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
K.RF.4 — Read emergent-reader texts with sufficient accuracy and fluency to support comprehension

Tennessee

1.FL.PWR.3.c — Know the final –e and common vowel team conventions for representing long vowel sounds, including r controlled vowels.
K.FL.PWR.3.b — Associate the long and short phonemes with common spellings for the five major vowels.
1.FL.PWR.3.h — Read grade-level decodable text with purpose and understanding.
K.FL.F.5.a — Read emergent-reader texts with purpose and understanding.
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.iii — decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;
1.2B.i — decoding words in isolation and in context by applying common letter sound correspondences;
K.2B.iii — recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tap; and

Utah

1.R.3.b — With prompting and support, identify and begin reading and spelling words with all six syllable types (i.e., open, closed, CVCe, vowel team, vowel-r, consonant -le).
1.R.3 — Demonstrate mastery of age-appropriate phonics skills.
1.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)
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.

Vermont

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Virginia

1.FFR.3.B — Decode and encode words with long vowels, open syllables, (CV, CCV) and vowel consonant-e (CVCE, CCVCE).
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.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.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.1.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Washington, D.C.

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

West Virginia

ELA.1.II.b — Decode regularly spelled one-syllable words.
ELA.1.II.c — Know final -e and common vowel team conventions for representing long vowel sounds.
ELA.1.IV.a — Distinguish long from short vowel sounds in spoken single-syllable words.
ELA.1.I — Read with sufficient accuracy and fluency to support comprehension.
ELA.K.II.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Wisconsin

ELA.1.RF.2.a — Distinguish long from short vowel sounds in spoken single-syllable words.
ELA.1.RF.3.c — Know final -e and common vowel team conventions for representing long vowel sounds (Examples include but are not limited to: ai, ay, oa, ea, ee, ie, ue, ow).
ELA.1.RF.3.b — Decode and encode regularly spelled one-syllable words (e.g., cat, fox, bet, cup, fit, etc.).
ELA.1.RF.4 — Read emergent-reader texts with purpose, understanding, and sufficient accuracy and fluency to support comprehension. • Read grade-level text with purpose and understanding. • Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
ELA.K.RF.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
ELA.K.RF.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Wyoming

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.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.4 — Read emergent-reader texts with purpose and understanding.