Learn to Read 14

Ages 4–6 · 10 minutes · English

Learn to read with the -ot and -ob sounds (blob, blot) and practice fluency skills

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

- Read 4-letter words building upon the previous blend bl-: blot, blob
- Pair beginning and end phonic sounds
- Travel to a destination to learn sight word: not
- Reading short sentences featuring the bl-, -ot, and -ob words

Prior reading experience required.

Part of

Learn to Read

Standards alignment

Common Core State Standards

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.3 — Know and apply grade-level phonics and word analysis skills in decoding 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.

Alabama

ELA21.K.10c — Decode consonant-vowel-consonant (CVC) words in isolation and in decodable text.
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.10h — Distinguish between similarly spelled words by identifying the phonemes and graphemes that differ.
ELA21.K.10i — Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences.
ELA21.K.15 — Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension.

Alaska

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.1.3.b — Decode regularly spelled one-syllable words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Arizona

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.RF.3.b — Decode regularly spelled closed-syllable words.
K.RF.3.c — Read 50 common high-frequency words by sight from a research-based word list.
K.RF.4 — Read emergent-reader texts with purpose and understanding.
K.RF.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Arkansas

K.FR.12.PD — Read high-frequency words.
K.FR.22.F — Orally read texts consisting of previously taught grapheme-phoneme correspondences, self-correcting as necessary.
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).
1.FR.4.PD — Decode one-syllable words with consonant clusters and predictable vowel patterns (e.g., blast, spell, dry, flake, star, swerve).

California

RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.
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.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Colorado

RWC20-GR.K-S.2-GLE.3-EO.b.v — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
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.c — Know and apply grade-level phonics and word analysis skills in decoding words.
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).
RWC20-GR.1-S.2-GLE.3-EO.c.viii — Use onsets and rimes to create new words (for example: ip to make dip, lip, slip, ship)

Connecticut

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Delaware

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.
ELA.K.F.1.4 — Recognize and read with automaticity grade-level high frequency words.
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.

Georgia

ELAGSEKRF2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
ELAGSEKRF3 — Know and apply grade-level phonics and word analysis skills in decoding words.
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.
ELAGSE1RF2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Hawaii

1.RF.3b — Decode regularly spelled one-syllable words.
K.RF.2c — Blend and segment onsets and rimes of single-syllable spoken words.
K.RF.2e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.
K.RF.3d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Idaho

1.FR.PH.3b — Decode regularly spelled one-syllable words.
K.FR.PA.2c — Blend and segment onsets and rimes of single-syllable spoken words.
K.FR.PA.2e — Add, substitute, and delete individual sounds (phonemes) in simple, one-syllable words to make new words.
1.FR.PA.2b — Orally produce single-syllable words by blending sounds, including consonant blends.
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).
1.RC.RF.4 — Read grade-level text with accuracy, appropriate rate, and expression to support comprehension in successive readings (see the 2017 Hasbrouck and Tindal norms listed in the Resource Reference).

Illinois

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.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.

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)

Iowa

RF.K.2.b — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.d — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
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).
RF.1.3.b — Decode and encode regularly spelled one-syllable words with closed syllables and consonant blends.
RF.K.4 — Orally read grade-appropriate text with purpose and understanding.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Kansas

RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., bat/cat, bat/bit/, bat/bad).
RF.1.2.b — Orally produce single-syllable words by blending phonemes, including consonant blends.

Kentucky

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3.c — Read common high-frequency words by sight.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.4.a — Read emergent-reader texts with purpose and understanding.

Louisiana

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.1.3.b — Decode regularly spelled one-syllable words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Maine

R.2.K.c — Blend and segment onsets and rimes of single-syllable spoken words.
R.2.K.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
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).
R.12.K.a — Read emergent-reader texts with purpose and understanding.

Maryland

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Massachusetts

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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 early-emergent-reader texts with purpose and understanding.

Michigan

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.1.3.b — Decode regularly spelled one-syllable words.

Minnesota

0.1.1.2.a — Know and apply grade-level phonics and word analysis skills in decoding words: decode words using one-to-one letter sound correspondences in three-phoneme CVC words and knowledge of word families, demonstrating both accuracy and automaticity.
0.1.1.2.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.
0.1.1.3 — Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)
0.1.1.1.a — Demonstrate understanding of spoken words, syllables and sounds (phonemes): identify and orally produce rhyming words, onset-rime and alliteration.
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.

Mississippi

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Missouri

K.RF.2.A.e — blending spoken onsets and rimes to form simple words
K.RF.3.A.b — reading high-frequency words
K.RF.3.A.c — blending letter sounds to decode simple words
K.RF.3.A.d — recognizing that new words can be created when letters are changed, added, or deleted and using letter-sound knowledge to write simple messages and words
K.RF.4.A — Read, with support, appropriate texts with purpose and understanding

Montana

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.1.3.b — Decode regularly spelled one-syllable words.

Nebraska

LA.K.F.2.d — Blend onsets and rimes to form simple words (e.g., v-an, gr-ab).
LA.K.F.3.c — Decode consonant-vowel-consonant (CVC) words.
LA.K.F.4.c — Read grade level high-frequency words with automaticity and accuracy (e.g. Fry or Dolch words or those included in instructional materials).
LA.1.F.3.a — Decode and encode words using knowledge of sound-spelling correspondence for common consonant digraphs, tri-graphs, and blends.
LA.K.F.3.e — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Nevada

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.1.3.b — Decode regularly spelled one-syllable words.

New Hampshire

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.1.3.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.

New Jersey

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding and encoding words.
RF.K.3.c — Read high-frequency and sight words with automaticity.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.4 — Read emergent texts with one-to-one correspondence to develop fluency and comprehension skills

New Mexico

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.1.3.b — Decode regularly spelled one-syllable words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

New York

KRF2c — Blend and segment onsets and rimes of spoken words.
KRF3b — Decode short vowel sounds with common spellings.
KRF3c — Decode some regularly spelled one-syllable words.
KRF3d — Read common high-frequency words by sight.
KRF2e — Create new words by manipulating the phonemes orally in one-syllable words.
KRF3 — Know and apply grade-level phonics and word analysis skills in decoding words.

North Carolina

RF.K.3.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.3.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.4.c — Read common high-frequency words by sight.
RF.K.5 — Read emergent-reader texts with purpose and understanding.
RF.1.4.b — Decode regularly spelled one-syllable words.

North Dakota

1.F.6 — Blend four or more phonemes to produce a spoken word or syllable.
1.F.8b — two consonant blends at the beginning and end of words.
1.F.12a — Read accurately and automatically at the word level
1.F.12b — Read accurately and automatically at the sentence level
1.F.7b — Substitute initial, medial vowel, final phonemes, or word parts.

Ohio

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual phonemes (sounds) in simple, one-syllable words to make new 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.1.3.b — Decode regularly spelled one-syllable words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Oklahoma

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.5 — Students will blend and segment onset and rime in one-syllable spoken words (e.g., blending: /j/ + og = jog; segmenting: cat = /c/+ at).
K.2.PWS.4 — Students will blend letter sounds to decode simple Vowel/Consonant (VC) and Consonant/Vowel/Consonant (CVC) words (e.g., VC words = at, in, up; CVC words = pat, hen, lot).
1.2.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.

Oregon

K.RF.2d — Blend and segment onsets and rimes of single-syllable spoken words.
K.RF.3c — Read common grade-appropriate high-frequency words by sight.
K.RF.3e — Decode cvc words.
K.RF.4a — Read emergent texts with one-to-one correspondence with purpose and understanding.
K.RF.3d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.

Rhode Island

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken 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.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.
RF.1.3.b — Decode regularly spelled one-syllable words.

South Carolina

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.4.1 — Read high-frequency words commonly found in grade-appropriate text with accuracy and automaticity.
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.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).

South Dakota

1.RF.3.b — Decode regularly spelled one-syllable words.
K.RF.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
K.RF.3.c — Read grade-level appropriate high-frequency words by sight.
1.RF.2.e — Add or substitute individual sounds (phonemes) in simple, one syllable words to make new words.
1.RF.3.a — Know the spelling-sound correspondences for common consonant blends and digraphs.
K.RF.4 — Read emergent-reader texts with sufficient accuracy and fluency to support comprehension

Tennessee

K.FL.PWR.3 — Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
K.FL.PWR.3.c — Read common high-frequency words by sight.
K.FL.PWR.3.d — Decode regularly spelled CVC words.
K.FL.F.5 — Read with sufficient accuracy and fluency to support comprehension.
K.FL.PA.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Texas

K.2A.vii — blending spoken onsets and rimes to form simple words;
K.2B.ii — using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
K.2B.iii — recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tap; and
K.2B.iv — identifying and reading at least 25 high-frequency words from a research-based list;

Utah

1.R.2.a — Add, delete, and substitute initial and final phonemes in single-syllable words including blends.
1.R.3.d — Blend words with 4-5 phonemes when reading.
1.R.2.b — Isolate, pronounce, blend, and segment sounds in 4–5 phoneme words, including blends.
1.R.3.g — Read age-appropriate compound words.
1.R.3.i — Read and spell common irregular words.

Vermont

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.1.3.b — Decode regularly spelled one-syllable words.

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).
K.FFR.2.B — Blend and segment one syllable words by onset and rime.
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.H — Use letter-sound correspondences to read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy.

Washington

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.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.IV.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
ELA.K.II.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, or does).
ELA.K.IV.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
ELA.K.I — Read emergent-reader texts with purpose and understanding.

Wisconsin

ELA.K.RF.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
ELA.K.RF.2.e — Add, delete, or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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).
ELA.1.RF.2.b — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
ELA.K.RF.4 — Read emergent-reader texts with purpose and understanding.

Wyoming

RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 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.1.3.b — Decode regularly spelled one-syllable words.