Reading Placement

Ages 3–8 · 3 minutes · English

Read the words and sentences to figure out which lesson is best for you!

In this assessment, the student's early reading skills will be assessed to get a sense of their reading level and help determine which lesson might be the best starting point.

Part of

Learn to Read

Standards alignment

Alabama

ELA21.K.9 — Demonstrate early phonological awareness to basic phonemic awareness skills in spoken words.
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.
ELA21.1.9a — Read and reread grade-appropriate decodable text orally with accuracy and expression at an appropriate rate to support comprehension.

Alaska

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 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.4.a — Read on-level text with purpose and understanding.
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.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Arizona

K.RF.3.b — Decode regularly spelled closed-syllable words.
1.RF.4 — Read with sufficient accuracy and fluency to support comprehension.
1.RF.4.a — Read on-level text with purpose and understanding.
K.RF.3.c — Read 50 common high-frequency words by sight from a research-based word list.

Arkansas

K.FR.22.F — Orally read texts consisting of previously taught grapheme-phoneme correspondences, self-correcting as necessary.
1.RC.2.RF — Answer questions about key details in a text.
1.RF.24.F — Orally read texts with accuracy, automaticity, and expression at an appropriate rate to support comprehension, self-correcting as necessary.
K.FR.12.PD — Read high-frequency words.

California

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 — Read with sufficient accuracy and fluency to support comprehension.
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.1.4.a — Read on-level text 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.c.iii — Read common high-frequency words by sight (for example: the, of, to, you, she, my, is, are, do, does).
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.K-S.2-GLE.3-EO.d — Read emergent-reader texts with purpose and understanding.
RWC20-GR.2-S.2-GLE.1-EO.a.ii — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Connecticut

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 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Delaware

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.1.4.a — Read on-level text 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.

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.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.1.4 — Recognize and read with automaticity grade-level high frequency words.
ELA.1.R.3.1 — Identify and explain descriptive words and phrases in text(s).

Georgia

ELAGSE3L1.a — Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.*
ELAGSE3RL1 — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Hawaii

K.RF.3c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
1.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.4 — Read emergent-reader texts with purpose and understanding.
1.RF.4a — Read on-level text with purpose and understanding.

Idaho

1.FR.PH.3b — Decode regularly spelled one-syllable words.
K.FR.PA.2d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in spoken three-phoneme (consonant-vowel-consonant, or CVC) words and say the resulting word (Note: This does not include CVCs ending with /l/, /r/, or /x/.)
K.FR.PH.3 — Use knowledge of grade-level phonics and word analysis skills in decoding 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).

Illinois

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 — Read with sufficient accuracy and fluency to support comprehension.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Indiana

K.RF.6 — Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. (E)
1.RC.1 — Ask and answer questions about the main idea and key details to clarify and confirm understanding of a text. (E)
1.RF.3 — Identify and produce beginning, middle (medial), and final sounds in single-syllable words. (E)
1.RF.6 — Decode one-syllable words in the major syllable types (CVC, CVr, V, VV, VCe), independent of context. (E)
1.RF.8 — Orally read decodable texts with appropriate fluency (rate, accuracy, and prosody) while reading.

Iowa

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.
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.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.K.4 — Orally read grade-appropriate text with purpose and understanding.

Kansas

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.1.2 — Demonstrate understanding of spoken words, syllables, and phonemes.
RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.4.a — Read on-level text with purpose and understanding.

Kentucky

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.2.d — Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme words.
RF.1.4.a — Read grade-level text with purpose and understanding.
RF.K.3.c — Read common high-frequency words by sight.
L.1.1.a — common, proper and possessive nouns in a sentence.
L.1.1.e — frequently occurring adjectives in a sentence.

Louisiana

RF.1.4.a — Read on-level text with purpose and understanding.
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.

Maine

R.2.K.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)
R.3.1.b — Decode regularly spelled one-syllable words.
R.12.K.a — Read emergent-reader texts with purpose and understanding.
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.a — Read various on-level text with purpose and understanding.

Maryland

RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3 — 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.

Massachusetts

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.a — Read grade-level text with purpose and understanding.
RF.K.4 — Read early-emergent-reader texts with purpose and understanding.
RF.PK.3 — Demonstrate beginning understanding of phonics and word analysis skills.

Michigan

RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.4.a — Read on-level text 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).
RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.

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.
0.1.1.1 — Demonstrate understanding of spoken words, syllables and sounds (phonemes):
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.)
1.1.2.1 — Read independently and monitor understanding of grade-level text; self-correct as needed using strategies including, but not limited to, decoding, looking at context and making connections.

Mississippi

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.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Missouri

K.RF.2.A.g — isolating the initial, medial, and final sounds in spoken words
K.RF.3.A.c — blending letter sounds to decode simple words
1.RF.3.A.a — decoding words in context by using letter-sound knowledge
1.RF.4.A — Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing), with purpose, and for comprehension
K.RF.3.A.b — reading high-frequency words

Montana

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 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

Nebraska

LA.K.F.2.f — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in two- and three-phoneme (VC or CVC) words, excluding CVC words ending with /l/, /r/, or /x/.
LA.K.F.3.c — Decode consonant-vowel-consonant (CVC) words.
LA.1.F.4.a — Read decodable text accurately with appropriate rate, intonation, and expression/prosody to reflect meaning.
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.2.RP.6 — Ask and answer literal (e.g., recall/details) and simple inferential (e.g., why or how) questions about key details in a literary text.

Nevada

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).
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.4.a — Read on-level text with purpose and understanding.

New Hampshire

RF.1.3 — 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.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

New Jersey

RF.1.3.b — Decode regularly spelled one-syllable words.
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.c — Read high-frequency and sight words with automaticity.
RF.1.4.a — Read grade-level text with purpose and understanding.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression.

New Mexico

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.a — Read on-level text with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RL.1.NM.1 — Identify the main topic, retell key details of a text, and make predictions;

New York

KRF2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
KRF3c — Decode some regularly spelled one-syllable words.
1RF3c — Decode regularly spelled one-syllable words.
1RF4 — Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension.
KRF3d — Read common high-frequency words by sight.

North Carolina

RF.1.4.b — Decode regularly spelled one-syllable words.
RF.K.3.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.4.c — Read common high-frequency words by sight.
RF.1.5.a — Read on-level text with purpose and understanding.
RF.K.5 — Read emergent-reader texts with purpose and understanding.

North Dakota

1.F.12a — Read accurately and automatically at the word level
1.F.12b — Read accurately and automatically at the sentence level
K.F.8 — Decode words with phoneme-grapheme correspondences:
1.F.8l — irregularly spelled high-frequency words

Ohio

RF.K.2 — Demonstrate understanding of spoken words, syllables, and phonemes (sounds).
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.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

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.3.R.2 — Students will answer basic questions (e.g., who, what, where, and when) about texts, photographs, or illustrations during shared reading or other text experiences with prompting.
PK.5.R.2 — Students will hear different parts of speech through conversations, read-alouds, and interactive reading: • concrete objects as persons, places, or things (i.e., nouns) • words as actions (i.e., verbs) • color adjectives • spatial and time relationships such as up, down, before, and after

Oregon

K.RF.2e — Isolate and pronounce the initial, medial vowel, and final phonemes in threephoneme words.
K.RF.3e — Decode cvc words.
1.RF.4a — Read on-level text with purpose and understanding.
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.1.1.1.E — Read with accuracy and fluency to support comprehension. • Read on-level text with purpose and understanding. • Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. • Use context to confirm or self- correct word recognition and understanding, rereading as necessary.
CC.1.1.K.E — Read emergent-reader text with purpose and understanding.
CC.1.2.K.B — With prompting and support, answer questions about key details in a text.

Rhode Island

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).
RF.1.4.a — Read grade-level text with purpose and understanding.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.K.4 — Read early-emergent-reader texts with purpose and understanding.

South Carolina

ELA.K.F.1 — Demonstrate early phonological awareness to basic phonemic awareness in spoken words. (FK -1.3-2.18 LF BR-430)
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.4.3 — Read texts by: a. using letter-sound knowledge to segment and blend sounds together; b. decoding the words by analogy; and c. using context and visuals from the text to support monitoring and self-correcting.
ELA.K.F.4.1 — Read high-frequency words commonly found in grade-appropriate text with accuracy and automaticity.

South Dakota

K.RF.4 — Read emergent-reader texts with sufficient accuracy and fluency to support comprehension
1.RF.4.a — Read grade-level text with purpose and understanding.
K.RF.3.c — Read grade-level appropriate high-frequency words by sight.
1.RF.4 — Read with sufficient accuracy and fluency to support comprehension.

Tennessee

1.FL.F.5.a — Read grade-level text with purpose and understanding.
1.FL.PWR.3.g — Recognize and read grade-appropriate irregularly spelled words.
1.FL.PWR.3.h — Read grade-level decodable text with purpose and understanding.
1.RL.RRTC.10 — With prompting and support, read stories and poems of appropriate complexity for grade 1.

Texas

1.2B.i — decoding words in isolation and in context by applying common letter sound correspondences;
K.2A — demonstrate phonological awareness by:
K.2B.iv — identifying and reading at least 25 high-frequency words from a research-based list;

Utah

K.R.2 — Demonstrate mastery of age-appropriate phonological awareness skills.
K.R.3 — Demonstrate mastery of age-appropriate phonics skills.
1.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)
K.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)

Virginia

K.FFR.2.C — Isolate the initial, medial, and final sounds in three phoneme (individual sound) words (excluding words ending with /l/, /r/, or /x/).
K.FFR.3.G — Decode (read) and encode (spell) words with short vowels, including words beginning or ending in a digraph (e.g., ch, sh, th, wh).
K.FFR.3.B — Identify common letter-sound correspondences.
K.FFR.3.H — Use letter-sound correspondences to read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy.
1.FFR.3.A — Decode and encode words with short vowels to include blends with digraphs, closed syllables (CVC, CCVC, CVCC, CCVCC).

Washington

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.1.4.a — Read on-level text with purpose and understanding.
RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Washington, D.C.

RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.4.a — Read on-level text 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).
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.I.a — Read on-level text with purpose and understanding.
ELA.K.II.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
ELA.K.II.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, or does).

Wisconsin

ELA.1.RF.3.b — Decode and encode regularly spelled one-syllable words (e.g., cat, fox, bet, cup, fit, etc.).
ELA.K.RF.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
ELA.1.RF.4 — Read emergent-reader texts with purpose, understanding, and sufficient accuracy and fluency to support comprehension. • Read grade-level text with purpose and understanding. • Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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.K.RF.4 — Read emergent-reader texts with purpose and understanding.

Wyoming

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.1.4.a — Read on-level text 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.