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Phonics - Consonants and Vowels

1st Grade

Alabama Course of Study Standards: 7

Apply knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately both in isolation and within decodable, grade-appropriate texts.
  1. Produce the most frequent sound(s) for each letter of the alphabet, including x, q, and the long and short sounds of the vowels.
    Examples: x= /ks/; q=/kw/; a=/?/ and /?/, s= /s/ and /z/
  2. Decode and encode regularly-spelled, one-syllable words with closed syllables, open syllables, and vowel-consonant-e syllables, including words with blends in initial and final position.
    Note: Consonant blends should include st-, sm-, sn-, -st, -ft, -lp, sl, cr, cl, tr, dr, nt, nd, mp, and nk, at a minimum.
  3. Decode words with digraphs, trigraphs, and combinations, including digraphs ck, sh, th, ch, wh, ph, ng, trigraphs tch and dge, and combination qu.
    Note: Some programs/experts call wh a combination, others call it a digraph. Use common language across the school/district.
  4. Decode words with a after w read /ä/ and a before l read /â/.
    Examples: wash, water, wasp; tall, all, talk, small, fall
  5. With prompting and support, decode words with the hard and soft sounds of c and g, in context and in isolation.
    Examples: 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
  6. Decode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /?/ sound in one-syllable words and the long /?/ sound in two-syllable words, and words with vowel y in medial position, producing the short /?/ sound for these words.
    Examples: fly, my; baby, happy; myth, gym
  7. Decode regularly spelled one-syllable words with vowel-r syllables, including ar, er, ir, or, and ur.
  8. With prompting and support, decode words with common vowel team syllables, including ai, ay, ee, ea, igh, ie, oa, ou, ow, au, aw, oe, oo, ew, oi, oy, and ue.
  9. With prompting and support, decode words that follow the -ild, -ost, -old, -olt, and -ind patterns.
    Examples: mild, host, fold, jolt, kind
  10. With prompting and support, decode two-syllable words using knowledge of closed syllables, open syllables, vowel-consonant-e syllables, vowel-r syllables, common vowel team syllables, and consonant-le syllables, including compound words that fit multiple syllable types.
  11. With prompting and support, decode words with silent letter combinations.
    Examples: kn, wr, mb, gh, gn
  12. With prompting and support, decode words with common prefixes including un-, dis-, in-, re-, pre-, mis-, non-, and ex-.
  13. With prompting and support, decode words with common suffixes, including words with dropped e and y -to- i changes for suffix addition.
    Examples: -s, -ed, -ing, -es, -er, -est, -en, -y, -ly
  14. Decode contractions with am, is, has , and not.
    Examples: I’m, he’s, she’s, isn’t, don’t
  15. Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences.
    Examples: saw, all, made, can, his, walk, let, open, time

Arkansas Academic Standards: RF.1.3.A

Know the letter-sound correspondences for common consonant digraphs (e.g., th, sh, ch, ck)

Arizona Academic Standards: 1.RF.3.a

Common Core State Standards: RF.1.3.A

Georgia Standards of Excellence (GSE): ELAGSE1RF3a

Kentucky Academic Standards (KAS): RF.1.3.a

Mississippi College- and Career-Readiness Standards: RF.1.3a

North Carolina - Standard Course of Study: RF.1.4.a

Tennessee Academic Standards: 1.FL.PWR.3.a

Know the spelling-sound correspondences for common consonant digraphs.

New Jersey Student Learning Standards: RF.1.3.A

Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).

New York State Next Generation Learning Standards: 1RF3a

Know the letter-sound correspondences for common blends and consonant digraphs (e.g. sh, ch, th).

Arkansas Academic Standards: RF.1.3.B

Know the letter-sound correspondences.
  • silent e (e.g., a-e, e-e, i-e, o-e, u-e)
  • vowel teams
    • vowel digraph (e.g., ee, oo, ai, ay, ea)

Common Core State Standards: RF.1.3.C

Georgia Standards of Excellence (GSE): ELAGSE1RF3c

Kentucky Academic Standards (KAS): RF.1.3.c

Mississippi College- and Career-Readiness Standards: RF.1.3c

Know final -e and common vowel team conventions for representing long vowel sounds.

North Carolina - Standard Course of Study: RF.1.4.c

Know final -e and common vowel team conventions for representing long vowel sounds.

New York State Next Generation Learning Standards: 1RF3b

Decode long vowel sounds in regularly spelled one-syllable words (e.g., final –e conventions and common vowel teams).

Tennessee Academic Standards: 1.FL.PWR.3.c

Know the final –e and common vowel team conventions for representing long vowel sounds, including r controlled vowels.

Wisconsin Academic Standards: RF.1.3.c

Know final -e and common vowel team conventions for representing long vowel sounds (Examples include but are not limited to: ai, ay, oa, ea, ee, ie, ue, ow).

Pennsylvania Core Standards: CC.1.1.1.C

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • Distinguish long from short vowel sounds in spoken single-syllable words.
  • Count, pronounce, blend, and segment syllables in spoken and written words.
  • Orally produce single-syllable words, including consonant blends and digraphs.
  • Isolate and pronounce initial, medial vowel, and final sounds(phonemes) in spoken single-syllable words.
  • Add or substitute individual sounds (phonemes) in one-syllable words to make new words.

Pennsylvania Core Standards: CC.1.1.1.D

Know and apply grade-level phonics and word analysis skills in decoding words
  • Identify common consonant diagraphs, final-e, and common vowel teams.
  • Decode one-and two-syllable words with common patterns.
  • Read grade-level words with inflectional endings.
  • Read grade-appropriate irregularly spelled words.

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