revised August 2017
3
(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological
awareness. Students are expected to:
(A) orally generate a series of original rhyming words using a variety of phonograms (e.g., -
ake, -ant, -ain) and consonant blends (e.g., bl, st, tr);
(B) distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g.,
bit/bite);
(C) recognize the change in a spoken word when a specified phoneme is added, changed, or
removed (e.g.,/b/l/o/w/ to/g/l/o/w/);
(D) blend spoken phonemes to form one- and two-syllable words, including consonant blends
(e.g., spr);
(E) isolate initial, medial, and final sounds in one-syllable spoken words; and
(F) segment spoken one-syllable words of three to five phonemes into individual phonemes
(e.g., splat =/s/p/l/a/t/).
(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and
sounds, spelling patterns, and morphological analysis to decode written English. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts.
Students are expected to:
(A) decode words in context and in isolation by applying common letter-sound
correspondences, including:
(i) single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft),
h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z;
(ii) single letters (vowels) including short a, short e, short i, short o, short u, long a
(a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i;
(iii) consonant blends (e.g., bl, st);
(iv) consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and
ph;
(v) vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread,
ee, ow as in how, ow as in snow, ou as in out, ay,ai, aw, au, ew, oa, ie as in chief,
ie as in pie, and -igh; and
(vi) vowel diphthongs including oy, oi, ou, and ow;
(B) combine sounds from letters and common spelling patterns (e.g., consonant blends, long-
and short-vowel patterns) to create recognizable words;
(C) use common syllabication patterns to decode words, including: