CCSS.ELA-Literacy.RF.1.2b

ELA1st GradePhonological Awareness

The Standard

Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Common Core State Standards for English Language Arts

Teacher's field guide

What Students Need to Do: Students listen to sounds spoken separately and combine them into one word. They blend every sound, including adjacent consonants in words such as “flag” and “stop.”
What Mastery Looks Like: Students quickly combine three or four spoken sounds into a familiar word. They keep every sound in a consonant blend, such as the /f/ and /l/ in “flag.”
Common Misconceptions: Students may drop one consonant in a blend, saying “top” for “stop.” They may add an extra vowel sound, such as /suh/ instead of /s/. Some say the sounds separately but do not combine them into a word.
How to Assess It: Say /m/ /a/ /p/, /f/ /l/ /a/ /g/, and /s/ /t/ /o/ /p/. Ask the student to blend each sequence and say the whole word.

Lesson moves

Give each student counters; say /s/ /t/ /o/ /p/, have them push one per sound, then sweep and say “stop.”
Ask partners, “What word do /f/ /l/ /a/ /g/ make, and which two sounds begin it?”
Play Robot Talk Bingo: call picture words sound by sound, and students blend each word before covering its picture.
Run a classroom hunt using clues such as /d/ /e/ /s/ /k/; students blend each clue and point to the object.

Free download

A ready-to-print activity worksheet aligned to CCSS.ELA-Literacy.RF.1.2b, with an answer key for the teacher on its own page. No account needed.

PDF, US Letter, prints cleanly in black and white.

Learning progression

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