Learn to Read 34

Part of

• Learn to Read

Standards alignment

Common Core State Standards

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Alabama

• ELA21.1.7m — With prompting and support, decode words with common suffixes, including words with dropped _e_ and _y_-to-_i_ changes for suffix addition.
• ELA21.1.12b — Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unknown words, including frequently occurring affixes and inflections _-s, -es, -ed, -ing, -er,_ and _-est._
• ELA21.1.31m — Encode words with suffixes -s, -es, -ing, -ed, -er, and -est.

Alaska

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Arizona

• 1.L.4.b — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• 1.RF.3.e — Read words with inflectional endings.
• 1.RF.4.c — Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.
• 1.WF.3.b — With prompting and support, spell on-level words with inflectional endings:
• 1.WF.3.c.1 — Words that end in -y or -ly (e.g., smelly, gladly).

Arkansas

• 1.FR.11.PD — Decode words with inflectional suffixes (e.g., -ed, -ing, -s/es, -er).
• 1.V.5 — Use base words and their inflectional forms (e.g., look, looks, looking) and common prefixes and suffixes (e.g., re-, pre-, -ful, -less) as clues to meaning.
• 2.FR.16.PE — Encode one and two-syllable words with common prefixes and suffixes, applying spelling changes [e.g., -e drop (game to gaming); doubling (run to running); change y to i (cry to cries)] to the base word when necessary.
• 2.FR.5.PD — Decode with common prefixes and suffixes (e.g., un-, re-, -ly, -able).

California

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Colorado

• RWC20-GR.1-S.2-GLE.3-EO.c.vi — Read words with inflectional endings.
• RWC20-GR.1-S.2-GLE.3-EO.e.iii — Identify frequently occurring root words (for example: look) and their inflectional forms (for example: looks, looked, looking).
• RWC20-GR.1-S.2-GLE.3-EO.c — Know and apply grade-level phonics and word analysis skills in decoding words.
• RWC20-GR.1-S.2-GLE.3-EO.e.i — Use sentence-level context as a clue to the meaning of a word or phrase.

Connecticut

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Delaware

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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.1.V.1.2 — Identify and use frequently occurring base words and their common inflections in grade-level content.
• ELA.1.C.3.1 — Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Georgia

• ELAGSE1L4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• ELAGSE1RF3.f — Read words with inflectional endings.
• ELAGSE1L4.a — Use sentence-level context as a clue to the meaning of a word or phrase.
• ELAGSE1RF3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Hawaii

• 1.L.4c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• 1.RF.3f — Read words with inflectional endings.
• 1.L.4b — Use frequently occurring affixes as a clue to the meaning of a word.
• 1.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• 1.RF.4c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Idaho

• 1.FR.PH.3g — Decode frequently encountered words with inflectional endings (e.g., -s, ed, -est).
• 1.VD.WB.1d — Recognize and read frequently encountered words with inflectional endings (e.g., -d, -ed, -s, -es).
• 1.FR.PH.3 — Use knowledge of grade-level phonics and word analysis skills in decoding words.
• 1.VD.WB.1e — Identify frequently encountered root words (e.g., help) and use the roots as clues to the meaning of the full word (e.g., helper, helpful).
• 1.VD.WB.1b — Use sentence-level context as a clue to the meaning of a word or phrase.

Illinois

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Indiana

• 1.RF.7 — Decode grade-appropriate base words and affixes including common prefixes plurals, verb tense, inflectional suffixes (e.g., plurals, verb tenses), simple compound words (e.g., cupcake), and contractions (e.g., isn’t). (E)

Iowa

• L.1.4.d — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — With prompting and support, decode and encode words with inflectional suffixes (e.g., -ed, -ing, -s/es, -er).
• L.1.4.c — Use frequently occurring affixes as a clue to the meaning of a word.
• RF.1.3 — Know and apply grade-level phonics, which includes word analysis skills to support decoding and encoding words.

Kansas

• RF.1.3.f — Read words with inflectional endings (e.g., makes, walked, ended, played, going).
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• RL.1.11.c — Identify frequently-occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Kentucky

• L.1.4.c — With guidance and support, identify frequently occurring root words and their inflectional forms.
• RF.1.3.f — Read words with inflectional endings.
• L.1.4.b — Identify common affixes and how they change the meaning of a word.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Louisiana

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• L.K.4.b — With guidance and support, use the most frequently occurring inflections as a clue to the meaning of an unknown word affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less).
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Maine

• L.4.1.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• R.3.1.f — Read words with inflectional endings.
• R.12.1.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• L.4.1.a — Use sentence-level context as a clue to the meaning of a word or phrase.

Maryland

• RF.1.3.f — Read words with inflectional endings.
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• L.1.4.b — Use frequently occurring affixes as a clue to the meaning of a word.

Massachusetts

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• L.1.4.b — Use frequently occurring affixes as a clue to the meaning of a word.
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Michigan

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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.
• 1.1.1.2 — Know and apply grade-level phonics and word analysis skills in decoding words:
• 1.1.1 — Foundations of Reading Demonstrate knowledge of oral language, phonological and phonemic awareness, phonics and morphology to read accurately and fluently.
• 1.1.1.3 — Read decodable texts accurately and with automaticity.

Mississippi

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Missouri

• 1.R.1.B.b — identifying common root words and their inflectional endings
• 1.RF.3.A.h — reading root words with inflectional endings
• 1.RF.3.A.a — decoding words in context by using letter-sound knowledge
• 1.R.1.B.a — using common affixes to figure out the meaning of a word

Montana

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Nebraska

• LA.1.F.3.f — Decode and encode words with inflectional endings.
• LA.1.F.3 — Know and apply phonics and word analysis skills in decoding and encoding (spelling) words.
• LA.1.V.1.b — Use commonly occurring affixes to determine the meaning of unknown words.

Nevada

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

New Hampshire

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• L.1.4.b — Use frequently occurring affixes as a clue to the meaning of a word.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

New Jersey

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• L.1.4.b — Use frequently occurring affixes and inflection (e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word.
• RF.2.3.c — Decode words with common prefixes and suffixes.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

New Mexico

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

New York

• 1L4c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• 1RF3f — Recognize and identify root words and simple suffixes (e.g. run, runs, walk, walked)
• 1L4b — Use frequently occurring affixes as a clue to the meaning of a word.
• 1RF3 — Know and apply phonics and word analysis skills in decoding words.
• 1RF4b — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

North Carolina

• RF.1.4.f — Read words with inflectional endings.
• RF.1.4 — Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.5.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• RF.2.4.d — Decode words with common prefixes and suffixes.

North Dakota

• 1.F.8i — prefixes and suffixes (two-syllable words) (e.g., redo, undo, doing)
• 1.F.11a — Make connections to a word's structure using knowledge of phonology, morphology, and word orthography to aide learning.
• 1.F.12b — Read accurately and automatically at the sentence level

Ohio

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• L.1.4.a — Use sentence-level context as a clue to the meaning of a word or phrase.
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Oklahoma

• 1.2.PWS.3 — Students will decode words by applying knowledge of structural analysis: a. compound words b. inflectional endings (e.g., -s, -ed, -ing)
• 1.4.R.3 — Students will use word parts (e.g., affixes, Anglo-Saxon roots, stems) to define unfamiliar words with prompting.

Oregon

• 1.L.4c — Identify frequently occurring root words and their inflectional forms.
• 1.RF.3f — Read words with inflectional endings.
• 1.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• 1.RF.4c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• 1.L.4b — Use frequently occurring affixes as a clue to the meaning of a word.

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.1.1.1.E — Read with accuracy and fluency to support comprehension. • Read on-level text with purpose and understanding. • Read on-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.

Rhode Island

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

South Carolina

• ELA.2.AOR.9.1 — Identify and use phonic patterns and inflectional morphemes that change the spelling of a base word, and identify grade-appropriate prefixes to determine the meaning of words in grade-level content.
• ELA.1.AOR.9.1 — Identify and use phonic patterns and inflectional morphemes that do not change the spelling of the base word.
• ELA.2.F.3.8 — Decode and encode multisyllabic words using: a. consonant digraphs (i.e., sh, th, ch, wh, ph, ck); b. combination (e.g., qu); c. three-consonant blends (e.g., str-, scr-); d. blends containing digraphs (e.g., thr-, -nch); e. trigraphs (e.g., -tch, -dge); f. variable vowel teams and vowel diphthongs (i.e., oi, oy; ou, ow; au, aw; oo, ew, ue; ee, ea; igh, ie; ai, ay); g. vowel-r combinations (i.e., ar, air, are, ear, eer, er, ere, eir, ir, or, oar, ore, our, ur); h. common inflectional endings that may change the base word (e.g., -ed, -ing, -s, -es); i. words with a after w read /ä/ and a before l read /â/ (e.g., wash, water, wasp; tall, all, talk, small, fall); j. words with the hard and soft sounds of c and g, in context and in isolation. (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. words with 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; l. words with vowel y in medial position, producing the short /ĭ/ sound for these words (e.g., fly-my; baby-happy; myth-gym); m. words with silent letter combinations. (e.g., kn, wr, gn, mb, gh); and n. contractions with am, is, has, not, have, would, and will.
• ELA.2.F.3.6 — Delete, add, and substitute the initial, medial, and final letter combinations in words to build or make new multisyllabic words.

South Dakota

• 1.L.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• 1.RF.3.f — Read words with inflectional endings.
• 1.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• 1.RF.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• 1.L.4.b — Use frequently occurring affixes as a clue to the meaning of a word.

Tennessee

• 1.FL.PWR.3.f — Read words with inflectional endings.
• 1.FL.VA.7.a.iii — Identify frequently occurring root words and their inflectional forms.
• 1.FL.VA.7.a.ii — Use frequently occurring affixes as a clue to the meaning of a word.
• 1.FL.WC.4.c — Spell words with inflectional endings.
• 1.FL.F.5.c — Use context to confirm or self-correct word recognition and understanding of words; reread as necessary.

Texas

• 1.3C — identify the meaning of words with the affixes -s, -ed, and -ing; and
• 1.2B.v — decoding words with inflectional endings, including -ed, -s, and -es; and
• 2.2B.vi — decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; and
• 2.3C — identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion; and

Utah

• 1.R.3.h — Read words with inflectional endings (i.e., -s, -ed, -ing, -er, -est).
• 1.R.9.b — Identify frequently occurring root words and their inflectional forms.
• 1.R.3 — Demonstrate mastery of age-appropriate phonics skills.
• 2.R.3.d — Decode words with common prefixes and suffixes.

Vermont

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Virginia

• 1.RV.1.E — Determine the meaning of an unknown word using frequently occurring root words and inflectional affixes (e.g. -s, -ing, -ed).
• 2.FFR.3.D — Use knowledge of affixes (e.g., suffixes, prefixes) to decode words.
• 2.RV.1.C — Determine the meaning of an unknown word using frequently occurring root words and inflectional affixes (e.g. -s, -ing, - ed).

Washington

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• L.1.4.b — Use frequently occurring affixes as a clue to the meaning of a word.

Washington, D.C.

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• L.1.4.b — Use frequently occurring affixes as a clue to the meaning of a word.

West Virginia

• ELA.1.39.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, and looking).
• ELA.1.II.f — Read words with inflectional endings.
• ELA.1.I.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• ELA.1.II — Know and apply grade-level phonics and word analysis skills in decoding words.

Wisconsin

• ELA.1.RF.3.f — Read words with inflectional endings (i.e., -s, -ed, -ing).
• ELA.1.L.2.a — Use inflexional forms as clues to the meaning of unknown words (e.g., looks, looked).
• ELA.2.RF.3.d — Decode words with common prefixes and suffixes.
• ELA.2.RF.3.e — Decode regularly spelled two-syllable words with long vowels. Encode some of these words. • Know when to drop the final e when adding an -ing, -ed endings. (Silent-e vowel pattern base word). • Know when to double the final consonant when adding a suffix. -ing, -ed.

Wyoming

• L.1.4.c — Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• RF.1.3.f — Read words with inflectional endings.
• RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.