Letter I

Ages 3–5 · 6 minutes · English

Learn all about letter I!

Practice letter sounds. Play alphabet games that build upon each other throughout the course. Become familiar and build confidence using the alphabet!

Part of

Learn Letter Sounds

Standards alignment

Common Core State Standards

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.

Alabama

ELA21.K.9f — Identify the initial, final, and medial sounds of spoken words.
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.11 — Recognize and name all upper and lower case letters in non-sequential order with accuracy and automaticity.
ELA21.K.6 — Uses spatial and temporal concepts correctly.

Alaska

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
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.

Arizona

K.RF.1.f — Recognize and name all upper and lowercase letters of the alphabet.
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.2.a — Identify and produce sounds (phonemes) in a spoken word.

Arkansas

K.FR.21.F — Produce the most common sound for each letter of the alphabet with accuracy and automaticity.
K.FR.4.CP — Name all upper and lowercase letters of the alphabet in print.
K.FR.5.PA — Isolate and pronounce the initial, medial vowel, and final sounds in three sound words.

California

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
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.)
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 — Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.

Colorado

RWC20-GR.PS-S.2-GLE.2-EO.c — Identify and discriminate between sounds and phonemes in language, such as attention to beginning and ending sounds of words and recognition that different words begin or end with the same sound.
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.c — Attend to the beginning letters and sounds in familiar words.
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.
RWC20-GR.PS-S.2-GLE.4.a — Recognize that the letters of the alphabet are a special category of visual graphics that can be individually named.

Connecticut

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
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.
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.

Delaware

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
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.

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.1.1 — 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.1.3 — 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

ELAGSEKRF1.d — Recognize and name all upper- and lowercase letters of the alphabet.
ELAGSEKRF3.b — Demonstrate basic knowledge of long and short sounds for the five major vowels.
ELAGSEKRF2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
ELAGSEKRF3.a — Demonstrate basic knowledge of one to one letter-sound correspondences for each consonant.

Hawaii

K.RF.1d — Recognize and name all upper- and lowercase letters of the alphabet.
K.RF.3b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding 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.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/.)

Idaho

K.FR.PC.1h — Identify and name all upper- and lowercase letters of the alphabet.
K.FR.PH.3b — Associate the long and short sounds for the five major vowel letters.
K.FR.PH.3 — Use knowledge of grade-level phonics and word analysis skills in decoding words.
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.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/.)

Illinois

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
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.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

Indiana

K.RF.3 — Identify and name all uppercase (capital) and lowercase letters of the alphabet. (E)
K.RF.6 — Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. (E)
K.RF.2 — Recognize that written words are made up of sequences of letters.

Iowa

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.b — Associate the long and short sounds with common graphemes (spellings) for the five major vowels.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and phonemes (sounds).
RF.K.3 — Know and apply grade-level phonics, which includes word analysis skills to support decoding and encoding words.

Kansas

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
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.

Kentucky

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
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.

Louisiana

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
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.

Maine

R.1.K.d — Recognize and name all upper- and lowercase letters of the alphabet.
R.3.K.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
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.

Maryland

RF.PK.1.d — Recognize and name some upper- and lowercase letters of the alphabet.
RF.PK.2.e — Isolate and pronounce the initial sound in spoken words
RF.PK.3.a — Recognize that words are made up of letters and their sounds.
RF.PK.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.PK.3.b — Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the most frequent sound for some consonants.

Massachusetts

RF.PK.1.d — Recognize and name some uppercase letters of the alphabet and the lowercase letters in their own name.
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.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”).
RF.PK.3 — Demonstrate beginning understanding of phonics and word analysis skills.
RF.PK.1 — With guidance and support, demonstrate understanding of the organization and basic features of printed and written text: books, words, letters, and the alphabet.

Michigan

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
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.

Minnesota

0.1.1.0.b — Demonstrate understanding of the basic features of print: Recognize and name all uppercase and lowercase letters of the alphabet.
0.2.1.2 — Demonstrate one-to-one letter-sound correspondence.
0.1.1 — Foundations of Reading Demonstrate knowledge of oral language, phonological and phonemic awareness, phonics and morphology to read accurately and fluently.
0.1.1.1.c — Demonstrate understanding of spoken words, syllables and sounds (phonemes): isolate, pronounce and manipulate sounds in three-phoneme CVC words.

Mississippi

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.b — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
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 — Know and apply grade-level phonics and word analysis skills in decoding words.

Missouri

K.RF.1.A.a — identifying all upper- and lower-case letters
K.RF.2.A.a — identifying sounds in spoken words
K.RF.2.A.g — isolating the initial, medial, and final sounds in spoken words
K.RF.1.A.b — sequencing the letters of the alphabet

Montana

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
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 — 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.

Nebraska

LA.K.F.1.a — Identify all upper and lowercase letters of the alphabet in isolation and in connected text.
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.b — Demonstrate the long and short sounds with common spellings (graphemes) for the five major vowels.
LA.K.F.4.a — Recognize upper and lowercase letters automatically and accurately.
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.

Nevada

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
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.

New Hampshire

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
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.

New Jersey

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
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).
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.

New Mexico

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
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.

New York

PKRF1d — Recognize and name some upper/lowercase letters of the alphabet, especially those in own name.
PKRF2c — Isolate and pronounce the initial sounds (phonemes) in spoken one-syllable words (e.g. the /m/ in map).
PKRF3 — Demonstrate emergent phonics and word analysis skills.
PKRF3a — Demonstrate one-to-one letter-sound correspondence by producing the primary sound of some consonants.

North Carolina

RF.K.1.d — Recognize and name all upper- and lower-case letters of the alphabet.
RF.K.4.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
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.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/.)

North Dakota

K.F.12a — Accurately and automatically recognize and name all uppercase and lowercase letters of the alphabet in non-sequential order.
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.7 — Isolate and pronounce the initial, medial vowel, and final phonemes in three-phoneme words.

Ohio

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
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.

Oklahoma

PK.2.PA.4 — Students will isolate the common initial sound when given a set of alliterative spoken words (e.g., the puppy pounces).
PK.2.PWS.3 — Students will produce some sounds represented by letters.
PK.2.PWS.2 — Students will name a majority of uppercase and lowercase letters.

Oregon

K.RF.1d — Recognize and name all upper- and lowercase letters of the alphabet.
K.RF.3b — Associate the long and short sounds with common spellings for the five major vowels.
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.

Pennsylvania

CC.1.1.PK.B — Identify basic features of print. • Differentiate between numbers and letters and letters and words. • Recognize and name some uppercase and lowercase letters of the alphabet.
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.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
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.

South Carolina

ELA.K.F.3.1 — Identify, name, and form all upper and lowercase letters with automaticity.
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.3.3 — Produce one-to-one letter-sound correspondences for each consonant with automaticity.

South Dakota

K.RF.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
K.RF.3.b — Associate the long and short sounds for the five vowels.
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.

Tennessee

K.FL.PC.1.d — Recognize and name all upper and lowercase letters of the alphabet in isolation and in connected text.
K.FL.PWR.3.b — Associate the long and short phonemes with common spellings for the five major vowels.
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 — Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.

Texas

K.2B.i — identifying and matching the common sounds that letters represent;
K.2D.v — identifying all uppercase and lowercase letters; and
K.2A.ii — recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;

Utah

P3.R.2.c — With prompting and support, identify initial sounds in spoken language.
P3.R.3.b — With prompting and support, begin to identify one or more vowel names and short vowel sounds using one-toone letter-sound correspondence (alphabetic principle).
P4.R.1.b — Begin to identify frequently seen letters and words, recognizing that words are made up of letters.
P4.R.2.c — Identify initial sounds in spoken language.
P4.R.3.b — Identify three or more vowel names and short vowel sounds using one-to-one letter-sound correspondence (alphabetic principle).

Vermont

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.

Virginia

K.FFR.3.A — Identify capital and lowercase letters of the alphabet.
K.FFR.3.B — Identify common letter-sound correspondences.
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/).

Washington

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
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.

Washington, D.C.

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
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/.)

West Virginia

ELA.K.II.b — Associate common spellings (graphemes) with the five major short vowel sounds.
ELA.K.V.d — Recognize and name upper- and lowercase letters of the alphabet.
ELA.PK.FR.PC.3 — Recognize that letters of the alphabet are a special category of visual graphics that can be individually named.
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.

Wisconsin

ELA.K.RF.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
ELA.K.RF.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
ELA.K.RF.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
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.

Wyoming

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
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).
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.