Learn to Read 10

Ages 3–5 · 7 minutes · English

Celebrate at the Word Party and practice 3-letter words!

In this lesson, students will:

- Dance with the vowels!
- Practice a mix of CVC words: jet, mug, fan, dog, and hop
- Phonetic encoding and decoding
- Earn a printable certificate for taking Learn to Read Lessons 1-10!
- Pick a fun snack and mug to enjoy at the party!

Prior experience suggested: Learn to Read 1-9

Part of

Learn to Read

Standards alignment

Common Core State Standards

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Alabama

ELA21.K.10c — Decode consonant-vowel-consonant (CVC) words in isolation and in decodable text.
ELA21.K.9f — Identify the initial, final, and medial sounds of spoken words.
ELA21.K.10a — Produce the most frequent sound(s) for each consonant, including _x_ and _q_, which have two phonemes (sounds).
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.35b — With prompting and support, encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words.

Alaska

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.b — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

Arizona

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.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.3.b — Decode regularly spelled closed-syllable words.
K.RF.2.c — Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Blend spoken phonemes to form one-syllable words (e.g., /m/ /a/ /n/).
K.WF.3.c — Spell VC (Vowel-Consonant) (e.g., at, in) and CVC (Consonant-Vowel-Consonant) (e.g., pet, mud) words with short vowel sounds.

Arkansas

K.FR.21.F — Produce the most common sound for each letter of the alphabet with accuracy and automaticity.
K.FR.5.PA — Isolate and pronounce the initial, medial vowel, and final sounds in three sound words.
K.FR.6.PA — Blend two to four individual sounds to create one-syllable words (e.g., /a/ /t/ to at; /s/ /i/ /p/ to sip; /c/ /a/ /t/ /s/ to cats).
K.FR.9.PD — Decode one-syllable words with single consonants and all short vowels (e.g., bag, sip, web, hog, cut).
K.FR.14.PE — Encode one-syllable words with single consonants and all short vowels (e.g., cat, net, hit, pop, pup).

California

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.2.f — Blend two to three phonemes into recognizable words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
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.)
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.

Colorado

RWC20-GR.K-S.2-GLE.3-EO.b.iv — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
RWC20-GR.K-S.2-GLE.3-EO.f.ii — Identify the initial, medial, and final phoneme (speech sound) of spoken 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.3-GLE.4-EO.b.iv — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RWC20-GR.PS-S.2-GLE.4.b — Recognize that letters of the alphabet have distinct sound(s) associated with them.
RWC20-GR.PS-S.2-GLE.4.d — Identify letters and associate correct sounds with letters, including a minimum of ten letters, preferably including letters in the child’s name.

Connecticut

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Delaware

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Florida

ELA.K.F.1.2 — Demonstrate phonological awareness. • Blend and segment syllables in spoken words. • Identify and produce alliterative and rhyming words. • Blend and segment onset and rimes of single-syllable words. • Identify the initial, medial, and final sound of spoken words. • Add or delete phonemes at the beginning or end of a spoken word and say the resulting word. • Segment and blend phonemes in single-syllable spoken words.
ELA.K.F.1.3 — 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.

Georgia

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/.)
ELAGSEKRF3.a — Demonstrate basic knowledge of one to one letter-sound correspondences for each consonant.
ELAGSEKRF3.b — Demonstrate basic knowledge of long and short sounds for the five major vowels.
ELAGSEKL2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
ELAGSEKRF3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Hawaii

K.RF.2d — 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/.)
K.RF.3a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
K.L.2d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.3b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Idaho

K.FR.PA.2d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in spoken three-phoneme (consonant-vowel-consonant, or CVC) words and say the resulting word (Note: This does not include CVCs ending with /l/, /r/, or /x/.)
K.FR.PH.3a — Demonstrate knowledge of one-to-one letter-sound correspondences by producing the most frequent sound for each consonant letter.
K.FR.PH.3 — Use knowledge of grade-level phonics and word analysis skills in decoding words.
K.GC.M.3 — Spell words phonetically, drawing on knowledge of sound-letter relationships.
K.FR.PH.3b — Associate the long and short sounds for the five major vowel letters.

Illinois

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Indiana

K.RF.6 — Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. (E)
K.RF.7 — Use letter-sound knowledge to decode the sound of each consonant. (E)
K.RF.8 — Use letter-sound knowledge to decode words, including open and closed syllables, consonant digraphs, and blends. (E)
K.W.8 — Demonstrate command of capitalization, punctuation, and spelling, focusing on: a. Capitalization – Capitalizing the first word in a sentence and the pronoun I. b. Punctuation – Recognizing and naming end punctuation. c. Encoding – Spelling simple words phonetically, drawing on phonemic awareness.

Iowa

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/.)
RF.K.3.a — Demonstrate basic knowledge of phoneme-grapheme (one-to-one, letter-sound) correspondences by producing the primary and most frequent sounds for each consonant.
RF.K.3 — Know and apply grade-level phonics, which includes word analysis skills to support decoding and encoding words.
RF.K.3.b — Associate the long and short sounds with common graphemes (spellings) for the five major vowels.

Kansas

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVC ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
W.K.11.d — Spell simple words phonetically, drawing on knowledge of letter-sound relationships.

Kentucky

RF.K.2.d — Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Louisiana

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Maine

R.2.K.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)
R.3.K.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
L.2.K.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
R.3.K.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Maryland

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.PK.2.f — Orally blend and segment individual phonemes in two- to-three phoneme words

Massachusetts

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
L.K.2.e — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Michigan

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Minnesota

0.1.1.1.c — Demonstrate understanding of spoken words, syllables and sounds (phonemes): isolate, pronounce and manipulate sounds in three-phoneme CVC words.
0.1.1.2.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.
0.2.1.2 — Demonstrate one-to-one letter-sound correspondence.

Mississippi

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.(This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.3.b — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Missouri

K.RF.2.A.f — blending spoken phonemes to form one-syllable words
K.RF.2.A.g — isolating the initial, medial, and final sounds in spoken words
K.RF.3.A.c — blending letter sounds to decode simple words
K.RF.3.A.a — producing and writing letter(s) for most short vowel and consonant sounds

Montana

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Nebraska

LA.K.F.2.f — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in two- and three-phoneme (VC or CVC) words, excluding CVC words ending with /l/, /r/, or /x/.
LA.K.F.3.a — Demonstrate basic knowledge of one-to-one sound to letter correspondences by producing the primary or many of the most frequent sounds for each consonant.
LA.K.F.3.c — Decode consonant-vowel-consonant (CVC) words.
LA.K.F.3.d — Encode consonant-vowel-consonant (CVC) words.
LA.K.F.3.b — Demonstrate the long and short sounds with common spellings (graphemes) for the five major vowels.

Nevada

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

New Hampshire

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

New Jersey

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing many of the most frequently used sounds of each consonant.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding and encoding words.

New Mexico

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

New York

KRF2d — Blend and segment individual sounds (phonemes) in spoken one-syllable words.
KRF3b — Decode short vowel sounds with common spellings.
KRF3c — Decode some regularly spelled one-syllable words.
KRF3a — Demonstrate one-to-one letter-sound correspondence by producing the primary sound or most frequent sound for each consonant.

North Carolina

RF.K.3.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.4.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.4.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.4 — Know and apply grade-level phonics and word analysis skills in decoding words.

North Dakota

K.F.6b — Blend two or three phonemes into a one-syllable spoken word.
K.F.7 — Isolate and pronounce the initial, medial vowel, and final phonemes in three-phoneme words.
K.F.8 — Decode words with phoneme-grapheme correspondences:
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.9 — Encode words with phoneme-grapheme correspondences:

Ohio

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final phonemes (sounds) in three-phoneme (consonant-vowel consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.).
RF.K.3.a — Demonstrate basic knowledge of one-to-one grapheme (letter)-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Oklahoma

K.2.PA.3 — Students will isolate and pronounce initial and final sounds in spoken words.
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.PA.7 — Students will segment phonemes in one-syllable spoken words with 2-4 phonemes (e.g., flat = /f/ /l/ /a/ /t/).
K.2.SE.2 — Students will represent all of the sounds in a Consonant/Vowel/Consonant (CVC) word logically in phonetic spelling (e.g., "kat" for cat or "fer" for fur).

Oregon

K.RF.2e — Isolate and pronounce the initial, medial vowel, and final phonemes in threephoneme words.
K.RF.3a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
K.RF.3e — Decode cvc words.
K.L.2d — Spell simple words phonetically.
K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.3b — Associate the long and short sounds with common spellings for the five major vowels.

Pennsylvania

CC.1.1.K.C — Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Recognize and produce rhyming words. • Count, pronounce, blend, and segment syllables in spoken words. • Blend and segment onsets and rimes of single-syllable spoken words. • Isolate and pronounce the initial, medial vowel, and final sound (phonemes) in the three-phoneme (CVC) words.
CC.1.1.K.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.PK.D — Develop beginning phonics and word skills. • Associate some letters with their names and sounds. • Identify familiar words and environmental print.
CC.1.1.PK.C — Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Recognize rhyming words and when two or more words begin with the same sound (alliteration). • Count syllables in spoken words. • Segment single-syllable spoken words. • Segment single-syllable spoken words.

Rhode Island

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
L.K.2.e — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

South Carolina

ELA.K.F.1.6 — Orally identify initial, medial, and final phonemes in two- and three-phoneme (i.e., VC and CVC) words, excluding CVC words ending with /l/, /r/, or /x/.
ELA.K.F.3.5 — Blend letter sounds to decode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words in isolation and in text.
ELA.K.F.3.8 — Decode and encode words using: a. VC; b. CV; c. CVC; d. consonant digraphs (i.e., ch, sh, th, wh); and e. combination (i.e., qu).
ELA.K.F.3.3 — Produce one-to-one letter-sound correspondences for each consonant with automaticity.
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

K.RF.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/.)
K.RF.3.a — Demonstrate one-to-one letter-sound correspondences by producing the primary sound for each consonant.
K.L.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.3.b — Associate the long and short sounds for the five vowels.

Tennessee

K.FL.PA.2.d — 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/.
K.FL.PWR.3.a — Demonstrate knowledge of one-to-one letter sound correspondence by producing the most frequent sound for each consonant.
K.FL.PWR.3.d — Decode regularly spelled CVC words.
K.FL.PWR.3.b — Associate the long and short phonemes with common spellings for the five major vowels.
K.FL.WC.4.d — Spell VC (at, in) and CVC (pet, mud) words with short vowels; spell V (a, I) and CV (be, go) words with long vowels.
K.FL.WC.4.e — Identify the letters used to represent vowel phonemes and those used to represent consonants; know that every syllable has a vowel.

Texas

K.2A.viii — blending spoken phonemes to form one-syllable words;
K.2A.x — segmenting spoken one-syllable words into individual phonemes;
K.2B.i — identifying and matching the common sounds that letters represent;
K.2B.ii — using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
K.2C.i — spelling words with VC, CVC, and CCVC;

Utah

P4.R.2.f — With prompting and support, blend and segment singlesyllable words into individual phonemes.
P4.R.3.b — Identify three or more vowel names and short vowel sounds using one-to-one letter-sound correspondence (alphabetic principle).
K.R.2.b — Identify the initial, medial, and final sound in 2–3 phoneme words.
P4.R.2.c — Identify initial sounds in spoken language.
P4.R.3.a — Identify 13 or more of the consonant names and sounds using one-to-one letter-sound correspondence (alphabetic principle).

Vermont

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Virginia

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/).
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.2.D — Demonstrate ability to segment and blend one syllable words with two, three, and four phonemes (including words with consonant digraphs th, sh, ch, wh).
K.FFR.3.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

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
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.

Washington, D.C.

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

West Virginia

ELA.K.II.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
ELA.K.II.b — Associate common spellings (graphemes) with the five major short vowel sounds.
ELA.K.IV.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme words (i.e., consonant-vowel-consonant, hereinafter CVC). This does not include CVCs ending with /l/, /r/ or /x/.
ELA.K.37.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships
ELA.K.II — Know and apply grade-level phonics and word analysis skills in decoding words.

Wisconsin

ELA.K.L.6.c — Phonetically spell simple words drawing on knowledge of letter-sound relationships. Related to Reading Foundational standards (RF.K.3).
ELA.K.RF.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/.)
ELA.K.RF.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
ELA.K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
ELA.K.RF.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Wyoming

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.