Learn to Read 13

Ages 4–6 · 9 minutes · English

Learn to read bl- (blue, black) words in short stories

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

- Read short stories with bl- words
- Play iSpy to find bl- items in a department store
- Blending and segmenting phonetic sounds
- Pick a thinking cap to read

Prior basic reading experience is helpful.

Part of

Learn to Read

Standards alignment

Common Core State Standards

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

Alabama

ELA21.K.15 — Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension.
ELA21.1.7b — Decode and encode regularly-spelled, one-syllable words with closed syllables, open syllables, and vowel-consonant-_e_ syllables, including words with blends in initial and final position.
ELA21.K.10c — Decode consonant-vowel-consonant (CVC) words in isolation and in decodable text.
ELA21.K.9 — Demonstrate early phonological awareness to basic phonemic awareness skills in spoken words.
ELA21.1.6d — Blend and segment phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends.

Alaska

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

Arizona

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

Arkansas

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.22.F — Orally read texts consisting of previously taught grapheme-phoneme correspondences, self-correcting as necessary.
K.FR.12.PD — Read high-frequency 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.1.PA — Blend three to five sounds in one-syllable words (e.g., /s/ /i/ /p/ to sip; /s/ /l/ /i/ /p/ to slip; /s/ /i/ /f/ /t/ to sift; /b/ /l/ /a/ /s/ /t/ to blast).

California

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

Colorado

RWC20-GR.K-S.2-GLE.3-EO.b.vi — Read text consisting of short sentences comprised of learned sight words and consonant-vowel-consonant (CVC) words.
RWC20-GR.K-S.2-GLE.3-EO.f.i — Identify and produce groups of words that begin with the same sound (alliteration).
RWC20-GR.1-S.2-GLE.3-EO.b.ii — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RWC20-GR.K-S.2-GLE.3-EO.c.iii — Read common high-frequency words by sight (for example: the, of, to, you, she, my, is, are, do, does).

Connecticut

RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.a — Follow words from left to right, top to bottom, and page by page.

Delaware

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

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.1.2 — 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.1.1 — Demonstrate knowledge of the basic concepts of print. • Locate a printed word on a page. • Distinguish letters from words within sentences. • Match print to speech to demonstrate that language is represented by print. • Identify parts of a book (front cover, back cover, title page). • Move top to bottom and left to right on the printed page; returning to the beginning of the next line. • Identify all upper- and lowercase letters of the alphabet. • Recognize that print conveys specific meaning and pictures may support meaning.
ELA.K.F.1.4 — Recognize and read with automaticity grade-level high frequency words.

Georgia

ELAGSE1RF2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
ELAGSE1RF3.b — Decode regularly spelled one-syllable words.
ELAGSE1RF3 — Know and apply grade-level phonics and word analysis skills in decoding words.
ELAGSEKRF3 — Know and apply grade-level phonics and word analysis skills in decoding words.
ELAGSEKRF3.a — Demonstrate basic knowledge of one to one letter-sound correspondences for each consonant.

Hawaii

1.RF.2b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
1.RF.3b — Decode regularly spelled one-syllable words.
K.RF.3c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
K.RF.4 — Read emergent-reader texts with purpose and understanding.
1.RF.4c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Idaho

1.FR.PA.2b — Orally produce single-syllable words by blending sounds, including consonant blends.
1.FR.PH.3b — Decode regularly spelled one-syllable words.
K.FR.PH.3c — Read common high-frequency words with automaticity by sight (e.g., the, of, to, you, she, my, is, are, do, does).
K.RC.RF.4 — Read emergent-reader texts (e.g., rhymes, songs, simple poems) with purpose and understanding.

Illinois

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

Indiana

K.RF.8 — Use letter-sound knowledge to decode words, including open and closed syllables, consonant digraphs, and blends. (E)
K.RF.9 — Orally read decodable texts with appropriate accuracy and automaticity.
K.RF.6 — Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. (E)
1.RF.2 — Blend sounds, including consonant blends, to produce single- and multi-syllable words. (E)

Iowa

RF.1.2.b — Orally produce single-syllable words by blending phonemes (sounds), including consonant blends.
RF.K.4 — Orally read grade-appropriate text with purpose and understanding.
RF.1.3.b — Decode and encode regularly spelled one-syllable words with closed syllables and consonant blends.
RF.K.3.c — Read common high-frequency words with accuracy and automaticity (e.g., the, of, to, you, she, my, is, are, do, does).

Kansas

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

Kentucky

RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.K.4.a — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Louisiana

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

Maine

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

Maryland

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.PK.2.e — Isolate and pronounce the initial sound in spoken words
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.PK.2.f — Orally blend and segment individual phonemes in two- to-three phoneme words
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Massachusetts

RF.K.4 — Read early-emergent-reader texts with purpose and understanding.
RF.PK.2.c — Identify the initial sound of a spoken word and, with guidance and support, generate several other words that have the same initial sound.
RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.PK.3.a — Link an initial sound to a picture of an object that begins with that sound and, with guidance and support, to the corresponding printed letter (e.g., link the initial sound /b/ to a picture of a ball and, with support, to a printed or written “B”).

Michigan

RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Minnesota

0.1.1.1.a — Demonstrate understanding of spoken words, syllables and sounds (phonemes): identify and orally produce rhyming words, onset-rime and alliteration.
0.1.1.3 — Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)
1.1.1.2.a — Know and apply grade-level phonics and word analysis skills in decoding words: know the spelling-sound correspondences for the common consonant digraphs and blends.
0.1.1.2.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.
0.1.1.2.b — Know and apply grade-level phonics and word analysis skills in decoding words: read high-frequency words, in and out of context, demonstrating both accuracy and automaticity.

Mississippi

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

Missouri

1.RF.3.A.c — producing consonant blends
K.RF.2.A.d — recognizing spoken alliteration or groups of words that begin with the same onset or initial sound
K.RF.3.A.c — blending letter sounds to decode simple words
K.RF.1.A.f — demonstrating one-to-one correspondence between spoken words and written words
K.RF.4.A — Read, with support, appropriate texts with purpose and understanding

Montana

RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Nebraska

LA.1.F.3.a — Decode and encode words using knowledge of sound-spelling correspondence for common consonant digraphs, tri-graphs, and blends.
LA.1.F.2.a — Identify, segment and blend phonemes in single syllable spoken three and four phoneme words including words with blends.
LA.1.F.4.a — Read decodable text accurately with appropriate rate, intonation, and expression/prosody to reflect meaning.
LA.K.F.1.c — Demonstrate understanding that words are separated by spaces in print; demonstrate understanding of one-to- one correspondence between voice and print.
LA.K.F.3.c — Decode consonant-vowel-consonant (CVC) words.

Nevada

RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

New Hampshire

RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken 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.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

New Jersey

RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.K.4 — Read emergent texts with one-to-one correspondence to develop fluency and comprehension skills
RF.K.4.a — Read emergent-readers with purpose and understanding.

New Mexico

RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

New York

1RF3a — Know the letter-sound correspondences for common blends and consonant digraphs (e.g. sh, ch, th).
KRF3c — Decode some regularly spelled one-syllable words.
KRF2d — Blend and segment individual sounds (phonemes) in spoken one-syllable words.
KRF3d — Read common high-frequency words by sight.

North Carolina

RF.1.3.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.K.4 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.5 — Read emergent-reader texts with purpose and understanding.
RF.K.4.c — Read common high-frequency words by sight.

North Dakota

1.F.12b — Read accurately and automatically at the sentence level
1.F.8 — Decode words with phoneme-grapheme correspondences:
1.F.12a — Read accurately and automatically at the word level
K.F.12c — Accurately and automatically blend sounds at the word level.
K.F.6b — Blend two or three phonemes into a one-syllable spoken word.

Ohio

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

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.PA.3 — Students will isolate and pronounce initial and final sounds in spoken words.
K.2.F.3 — Students will begin to develop a sight word vocabulary by decoding and reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.
K.2.PA.6 — Students will blend phonemes to form one-syllable spoken words with 2-4 phonemes (e.g., /f/ /l/ /a/ /t/= flat).

Oregon

1.RF.2b — Orally produce single-syllable words by blending phonemes, including consonant blends.
K.RF.4a — Read emergent texts with one-to-one correspondence with purpose and understanding.
1.RF.3b — Decode regularly spelled one-syllable words.
K.RF.3c — Read common grade-appropriate high-frequency words by sight.

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.K.E — Read emergent-reader text with purpose and understanding.
CC.1.1.K.B — Demonstrate understanding of the organization and basic features of print. • Follow words left to right, top to bottom, and page by page. • Recognize that spoken words are represented in written language by specific sequences of letters. • Understand that words are separated by spaces in print. • Recognize and name all uppercase and lowercase letters of the alphabet.

Rhode Island

RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read early-emergent-reader texts with purpose and understanding.

South Carolina

ELA.1.F.3.8 — Decode and encode words using: a. onset/rime; b. consonant blends (i.e., initial and final); c. consonant digraphs (i.e., ch, sh, th, wh, ph, ck); d. trigraphs (e.g., -tch, -dge)*; e. combination (i.e., qu); f. VCe; g. vowel r (e.g., ar, er, ir, or, ur); h. common inflectional endings that do not change the base word (e.g., -s, -ed); i. contractions with am, is, has, and not; j. hard and soft sounds of c and g (c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y; g=/g/ before a, o, u, or any consonant and g=/j/ before i, e, or y) *; k. vowel y in the final position of one- and two-syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound (e.g., fly-my; baby-happy, myth-gym) *; l. words that follow the -ild, -ost, -old, -olt, and -ind patterns (e.g., mild, host, fold, jolt, kind); m. silent letter combinations (e.g., kn, wr, mb, gh, gn) *; n. words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound (e.g., cliff, hill, pass); and o. words with final /v/ sound, using knowledge that no English word ends with a v. (e.g. have, give, save).
ELA.K.F.4.3 — Read texts by: a. using letter-sound knowledge to segment and blend sounds together; b. decoding the word by analogy; and c. using visuals from the text to support decoding and confirm recognition.
ELA.K.F.1.2 — Recognize alliterative spoken words.
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.2.2 — Demonstrate one-to-one correspondence by pointing to words, noting that there are spaces between words.

South Dakota

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

Tennessee

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

Texas

K.2A.ii — recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
K.2B.ii — using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
1.2A.v — blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;
1.2B.ii — decoding words with initial and final consonant blends, digraphs, and trigraphs;
K.2B.iv — identifying and reading at least 25 high-frequency words from a research-based list;

Utah

P4.R.2.c — Identify initial sounds in spoken language.
K.R.3 — Demonstrate mastery of age-appropriate phonics skills.
K.R.3.d — Demonstrate mastery of segmenting and blending sounds in VC and CVC words when reading.
P4.R.2.e — With prompting and support, blend and segment initial sounds of single-syllable spoken words.
1.R.2.b — Isolate, pronounce, blend, and segment sounds in 4–5 phoneme words, including blends.

Vermont

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

Virginia

K.DSR.1.A — Use knowledge of letter-sound correspondences to read and reread controlled decodable sentences and texts that include phonic elements and irregular words (Reading Fluency, K-12).
1.FFR.2.B — Demonstrate ability to blend words with four and five phonemes, including words with consonant digraphs (e.g., th, sh, ch, wh) and consonant blends (e.g., fr, st, bl).
1.FFR.3.A — Decode and encode words with short vowels to include blends with digraphs, closed syllables (CVC, CCVC, CVCC, CCVCC).
K.FFR.3.H — Use letter-sound correspondences to read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy.

Washington

RF.1.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Washington, D.C.

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

West Virginia

ELA.1.II.b — Decode regularly spelled one-syllable words.
ELA.1.IV.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
ELA.K.I — Read emergent-reader texts with purpose and understanding.
ELA.K.II.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, or does).

Wisconsin

ELA.K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
ELA.K.RF.4 — Read emergent-reader texts with purpose and understanding.
ELA.1.RF.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
ELA.1.RF.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
ELA.K.RF.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Wyoming

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