Reading Post-Assessment

Ages 3–8 · 2 minutes · English

Let's read to see how much you've learned!

In this brief assessment, students will read to see what they have learned from their reading courses.

Part of

Learn to Read

Standards alignment

Alabama

ELA21.2.30 — Read and comprehend literary and informational texts.

Alaska

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.4 — Read emergent-reader texts with purpose and understanding.

Arizona

K.RF.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
K.RF.3.b — Decode regularly spelled closed-syllable words.
1.RF.3.b — Decode regularly spelled one-syllable words.
K.RF.4 — Read emergent-reader texts with purpose and understanding.

Arkansas

1.RC.2.RF — Answer questions about key details in a text.
1.RC.6.RF — Demonstrate comprehension of age and grade-appropriate texts by speaking or writing.
K.RC.2.RF — Answer questions about key details in a text.
1.FR.10.PD — Read high-frequency words.

California

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.1.4.a — Read on-level text with purpose and understanding.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.1.2 — Identify the main topic and retell key details of a text.

Colorado

RWC20-GR.K-S.2-GLE.3-EO.b — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
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.d — Read emergent-reader texts with purpose and understanding.
RWC20-GR.PS-S.2-GLE.4.c — Attend to the beginning letters and sounds in familiar words.

Connecticut

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.1.4.a — Read on-level text with purpose and understanding.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Delaware

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.1.4.a — Read on-level text with purpose and understanding.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

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.R.2.2 — Identify the topic of and multiple details in a text.

Hawaii

1.RF.3b — Decode regularly spelled one-syllable words.
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/.)
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.4 — Read emergent-reader texts with purpose and understanding.
1.RF.4a — Read on-level text with purpose and understanding.

Idaho

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).
1.RC.TE.3 — Ask and answer questions about key details in texts heard or read.
K.RC.RF.4 — Read emergent-reader texts (e.g., rhymes, songs, simple poems) with purpose and understanding.

Illinois

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

Indiana

1.RF.5 — Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context. (E)
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.8 — Orally read decodable texts with appropriate fluency (rate, accuracy, and prosody) while reading.

Iowa

RF.1.3.b — Decode and encode regularly spelled one-syllable words with closed syllables and consonant blends.
RF.K.2.c — 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.1.4.a — Read grade-level text with purpose and understanding.
RI.1.2 — Identify the main topic and retell key details of a text.

Kansas

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.1.3.g — Recognize and read grade-appropriate words.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

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.
L.1.1.a — common, proper and possessive nouns in a sentence.

Louisiana

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.1.4.a — Read on-level text with purpose and understanding.
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.4.K.a — Ask and answer questions with prompting and support about who, what, when, where, and how.

Maryland

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/.)
CCRA.R.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RF.1.4.a — Read on-level text with purpose and understanding.

Massachusetts

RF.1.3.b — Decode regularly spelled one-syllable words.

Michigan

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 (consonent-vowel-consonent, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.4.a — Read on-level text with purpose and understanding.

Minnesota

0.1.1.1.c — Demonstrate understanding of spoken words, syllables and sounds (phonemes): isolate, pronounce and manipulate sounds in three-phoneme CVC words.
0.1.1.3 — Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)
1.1.1.3 — Read decodable texts accurately and with automaticity.
1.1.4.1 — Ask and answer questions including who, what and where to demonstrate understanding of key details in a text; retell key details.
1.1.1.2.b — Know and apply grade-level phonics and word analysis skills in decoding words: decode regularly spelled one-syllable words including final e and vowel teams, consonant digraphs and diphthongs, and inflectional suffixes and two-syllable words that follow six-syllable types, demonstrating both accuracy and automaticity.

Mississippi

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.1.4.a — Read grade-level text with purpose and understanding.
RI.1.2 — Identify the main topic and retell key details of a text.

Missouri

K.RF.3.A.c — blending letter sounds to decode simple words
1.R.1.D.a — engaging with and reading text that is developmentally appropriate
K.R.1.D.a — engaging with text as developmentally appropriate

Montana

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.1.4.a — Read on-level text 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.RP.6 — With prompting and support, ask and answer questions about key details in a literary text.

Nevada

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.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).

New Hampshire

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
CCRA.R.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

New Jersey

RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression.
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/.)
RL.K.1 — With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).

New Mexico

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.1.4.a — Read on-level text with purpose and understanding.
RI.1.2 — Identify the main topic and retell key details of a text.

New York

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.
KRF2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
KRF3c — Decode some regularly spelled one-syllable words.
KR1 — Develop and answer questions about a text. (RI&RL)

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.1.5.a — Read on-level text 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
1.L.2 — Recognize and use parts of speech in sentences:
1.R.2 — Ask and answer questions about a variety of texts, genres, photographs, or illustrations before, during, and after shared reading or other text-listening experiences to compare, contrast, predict, or infer.
K.F.12c — Accurately and automatically blend sounds at the word level.

Ohio

RF.1.3.b — Decode regularly spelled one-syllable words.
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.4 — Read emergent-reader texts with purpose and understanding.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.

Oklahoma

K.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.
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.3e — Decode cvc words.
1.RF.3b — Decode regularly spelled one-syllable words.
1.RF.4a — Read on-level text with purpose and understanding.
K.RF.2e — Isolate and pronounce the initial, medial vowel, and final phonemes in threephoneme words.

Pennsylvania

CC.1.2.K.B — With prompting and support, answer questions about key details in a text.
CC.1.3.K.B — Answer questions about key details in a text.
CC.1.3.1.K — Read and comprehend literature on grade level, reading independently and proficiently.

Rhode Island

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

South Carolina

ELA.1.F.3.8 — Decode and encode words using: a. onset/rime; b. consonant blends (i.e., initial and final); c. consonant digraphs (i.e., ch, sh, th, wh, ph, ck); d. trigraphs (e.g., -tch, -dge)*; e. combination (i.e., qu); f. VCe; g. vowel r (e.g., ar, er, ir, or, ur); h. common inflectional endings that do not change the base word (e.g., -s, -ed); i. contractions with am, is, has, and not; j. hard and soft sounds of c and g (c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y; g=/g/ before a, o, u, or any consonant and g=/j/ before i, e, or y) *; k. vowel y in the final position of one- and two-syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound (e.g., fly-my; baby-happy, myth-gym) *; l. words that follow the -ild, -ost, -old, -olt, and -ind patterns (e.g., mild, host, fold, jolt, kind); m. silent letter combinations (e.g., kn, wr, mb, gh, gn) *; n. words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound (e.g., cliff, hill, pass); and o. words with final /v/ sound, using knowledge that no English word ends with a v. (e.g. have, give, save).
ELA.1.F.4 — Read and reread grade-appropriate texts with accuracy and expression at an appropriate rate to support comprehension. (FK -1.3-2.18 LF BR-430)
ELA.K.F.4 — Read and reread grade-appropriate texts with accuracy and expression at an appropriate rate to support comprehension. (FK -1.3-2.18 LF BR-430)

South Dakota

1.RF.3.b — Decode regularly spelled one-syllable words.
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.
1.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
1.RF.4.a — Read grade-level text with purpose and understanding.
R.CCRA.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Tennessee

K.FL.PWR.3.d — Decode regularly spelled CVC words.
1.FL.PWR.3.h — Read grade-level decodable text with purpose and understanding.
K.FL.PWR.3 — Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
R.KID.1 — Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Utah

K.R.2.b — Identify the initial, medial, and final sound in 2–3 phoneme words.
K.R.3.d — Demonstrate mastery of segmenting and blending sounds in VC and CVC words when reading.
1.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)
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.

Vermont

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Virginia

K.DSR.1.A — Use knowledge of letter-sound correspondences to read and reread controlled decodable sentences and texts that include phonic elements and irregular words (Reading Fluency, K-12).
1.DSR.A — Use knowledge of letter-sound correspondences to read a variety of decodable and gradelevel texts with accuracy, automaticity, appropriate rate, and meaningful expression in successive readings to support comprehension. Monitor while reading to confirm or selfcorrect word recognition and understanding, as necessary (Reading Fluency, K-12).

Washington

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 (consonent-vowel-consonent, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.1.4.a — Read on-level text with purpose and understanding.
CCRA.R.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Washington, D.C.

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 (consonent-vowel-consonent, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.1.4.a — Read on-level text with purpose and understanding.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

West Virginia

ELA.1.II.b — Decode regularly spelled one-syllable words.
ELA.1.4 — Ask and answer questions about key details in an informational text.
ELA.K.II.b — Associate common spellings (graphemes) with the five major short vowel sounds.
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.1.R.1 — Develop and answer questions about key ideas and details in a text. (RI&RL)

Wyoming

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