Learn to Read 18

Ages 4–6 · 11 minutes · English

Learn to read with the -am and -ab sounds (jam, cab) and practice fluency skills

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

- Pair beginning and ending phonic sounds
- Travel to a destination to learn new sight words: Pegasus Land or Sea Turtle World
- Reading short sentences featuring the -am and -ab words
- Read with emphasis and exclamation marks

Prior reading experience required.

Part of

Learn to Read

Standards alignment

Common Core State Standards

L.K.2.b — Recognize and name end punctuation.
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.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Alabama

ELA21.K.10c — Decode consonant-vowel-consonant (CVC) words in isolation and in decodable text.
ELA21.K.15 — Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension.
ELA21.K.16 — Recognize and read grade-appropriate high-frequency words with accuracy and automaticity.
ELA21.K.36g — With prompting and support, recognize, name, and correctly use end punctuation.

Alaska

L.K.2.b — Recognize and name end punctuation.
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.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.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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.L.2.b — Recognize and name end punctuation.

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.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.11.PD — Decode one-syllable words with single consonants and final long vowels (e.g., we, go).
1.FR.4.PD — Decode one-syllable words with consonant clusters and predictable vowel patterns (e.g., blast, spell, dry, flake, star, swerve).

California

L.K.2.b — Recognize and name end punctuation.
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.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Colorado

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)
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.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.d.ii — Read grade-level text orally with accuracy, appropriate rate, and expression.
RWC20-GR.K-S.3-GLE.4-EO.b.ii — Recognize and name end punctuation.

Connecticut

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.
L.K.2.b — Recognize and name end punctuation.

Delaware

L.K.2.b — Recognize and name end punctuation.
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.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Florida

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

Georgia

ELAGSE1RF3.b — Decode regularly spelled one-syllable words.
ELAGSEKL2.b — Recognize and name end punctuation.
ELAGSE1RF4 — Read with sufficient accuracy and fluency to support comprehension.
ELAGSEKRF3 — Know and apply grade-level phonics and word analysis skills in decoding words.
ELAGSE1RF4.d — Read grade-appropriate irregularly spelled words.

Hawaii

1.RF.3b — Decode regularly spelled one-syllable words.
K.L.2b — Recognize and name end punctuation.
K.RF.2c — Blend and segment onsets and rimes of single-syllable spoken words.
K.RF.3c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
1.RF.4b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Idaho

1.FR.PH.3b — Decode regularly spelled one-syllable words.
1.GC.M.2a — Distinguish among declarative, exclamatory, and interrogative sentences, and use periods, exclamation marks, or question marks at the end of sentences when writing and reading text aloud.
K.FR.PA.2c — Blend and segment onsets and rimes of single-syllable spoken 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).
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.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).
L.K.2.b — Recognize and name end punctuation.
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)

Iowa

L.K.2.b — Recognize and name end punctuation.
RF.K.2.b — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.3 — Know and apply grade-level phonics, which includes word analysis skills to support decoding and encoding 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.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.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.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
W.K.11.b — Recognize and name end punctuation.

Kentucky

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 words.
RF.K.3.c — Read common high-frequency words by sight.
RF.K.4 — Read fluently (accuracy, speed and prosody) on grade-level to support comprehension.
L.K.2.b — Recognize and name end punctuation.

Louisiana

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 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.
L.K.2.b — Recognize and name end punctuation.

Maine

L.2.K.b — Recognize and name end punctuation.
R.12.K.a — Read emergent-reader texts with purpose and understanding.
R.2.K.c — Blend and segment onsets and rimes of single-syllable spoken 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.12.1.b — Read various on-level text with accuracy, appropriate rate, and expression on successive readings.

Maryland

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.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
L.K.2.b — Recognize and name end punctuation.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Massachusetts

L.K.2.c — Recognize and name end punctuation.
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 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

L.K.2.b — Recognize and name end punctuation.
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.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.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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.)
1.1.1.0 — Recognize the distinguishing features of a sentence in print (e.g., first word, capitalization, ending punctuation).

Mississippi

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.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.
L.K.2.b — Recognize and name end punctuation.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

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
1.RF.4.A — Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing), with purpose, and for comprehension
K.RF.2.A.g — isolating the initial, medial, and final sounds in spoken words

Montana

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.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
L.K.2.b — Recognize and name end punctuation.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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 — Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level texts to support comprehension.
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.K.W.1.b — Recognize and name end punctuation.

Nevada

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).
L.K.2.b — Recognize and name end punctuation.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

New Hampshire

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.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
L.K.2.b — Recognize and name end punctuation.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

New Jersey

L.K.2.b — Recognize and name end punctuation.
RF.K.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.3.c — Read high-frequency and sight words with automaticity.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding and encoding words.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot).
RF.K.4.a — Read emergent-readers with purpose and understanding.

New Mexico

L.K.2.b — Recognize and name end punctuation.
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.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

New York

KRF2c — Blend and segment onsets and rimes of spoken words.
KRF3c — Decode some regularly spelled one-syllable words.
KRF3d — Read common high-frequency words by sight.
1RF1a — Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
1RF4a — Read beginning reader texts, appropriate to individual student ability, orally with accuracy, appropriate rate, and expression on successive readings.

North Carolina

RF.K.3.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.4 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.4.c — Read common high-frequency words by sight.
RF.K.5 — Read emergent-reader texts with purpose and understanding.
RF.1.1.a — Recognize and use capitalization and ending punctuation.

North Dakota

K.F.6b — Blend two or three phonemes into a one-syllable spoken word.
K.F.8b — predictable short vowels spelled with a, i, o, u, e
K.F.8d — irregularly spelled high-frequency words.
K.F.12c — Accurately and automatically blend sounds at the word level.
K.F.3 — Recognize that sentences have letters, words, spaces between words, capitalization, and ending punctuation.
1.F.12c — Accurately and automatically read a variety of first-grade texts with expression, phrasing, purpose, and understanding.

Ohio

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
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).
L.K.2.b — Recognize and name end punctuation.

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.PC.5 — Students will recognize the distinguishing features of a sentence (e.g., capitalization of the first word, ending punctuation: period, exclamation point, question mark) with prompting.
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)

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.4 — Read emergent texts to develop fluency and comprehension skills.
K.L.2b — Recognize and name end punctuation.

Pennsylvania

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.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.1.4.K.R — Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize first word in sentence and pronoun I. • Recognize and use end punctuation. • Spell simple words phonetically.

Rhode Island

L.K.2.c — Recognize and name end punctuation.
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 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.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.4.2 — Read texts orally with accuracy and expression.
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.

South Dakota

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.
K.RF.4.b — Read grade-level text orally with accuracy, appropriate rate, and prosody (stress, phrasing, intonation and expression) on consecutive readings
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.L.2.b — Recognize and name end punctuation.

Tennessee

K.FL.PA.2.c — Blend and segment onsets and rimes of single-syllable spoken words.
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.a — Read emergent-reader texts with purpose and understanding.
K.FL.SC.6.i — Recognize and name end punctuation.

Texas

K.2B.ii — using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
K.2B.iv — identifying and reading at least 25 high-frequency words from a research-based list;
K.2A.vii — blending spoken onsets and rimes to form simple words;
K.2A.viii — blending spoken phonemes to form one-syllable words;

Utah

K.R.3.b — Demonstrate mastery of short vowel sounds (/ă/, /ĕ/, /ĭ/, /ŏ/, /ŭ/) in isolation and in VC and CVC words in singlesyllable words.
K.R.3.d — Demonstrate mastery of segmenting and blending sounds in VC and CVC words when reading.
K.R.3.e — Read and spell common irregular words.
K.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)

Vermont

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.4 — Read emergent-reader texts with purpose and understanding.
L.K.2.b — Recognize and name end punctuation.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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.3.H — Use letter-sound correspondences to read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy.
K.FFR.1.F — Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Washington

L.K.2.b — Recognize and name end punctuation.
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 — Know and apply grade-level phonics and word analysis skills in decoding words.
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.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.
L.K.2.b — Recognize and name end punctuation.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

West Virginia

ELA.K.37.b — Recognize and name end punctuation.
ELA.K.II — Know and apply grade-level phonics and word analysis skills in decoding words.
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.I — Read emergent-reader texts with purpose and understanding.
ELA.K.IV.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Wisconsin

ELA.1.RF.3.b — Decode and encode regularly spelled one-syllable words (e.g., cat, fox, bet, cup, fit, etc.).

Wyoming

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.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
L.K.2.b — Recognize and name end punctuation.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.