Sound it Out

Standards

• CCSS.ELA-LITERACY.RF.1.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
• CCSS.ELA-LITERACY.RF.1.2.A — Distinguish long from short vowel sounds in spoken single-syllable words.
• CCSS.ELA-LITERACY.RF.K.3.C — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
• CCSS.ELA-LITERACY.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.
• CCSS.ELA-LITERACY.RF.K.3.D — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
• CCSS.ELA-LITERACY.L.1.2.E — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
• CCSS.ELA-LITERACY.RF.K.2.E — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
• CCSS.ELA-LITERACY.RF.1.2.D — Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
• CCSS.ELA-LITERACY.RF.K.3.B — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
• CCSS.ELA-LITERACY.RF.K.2.C — Blend and segment onsets and rimes of single-syllable spoken words.
• CCSS.ELA-LITERACY.RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-LITERACY.RF.1.2.B — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
• CCSS.ELA-LITERACY.RF.K.2.D — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
• CCSS.ELA-LITERACY.RF.1.2.C — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.