Georgia 1.F.P.1.a

ELA1st GradePhoneme-Grapheme Correspondences

The Standard

Identify and produce phoneme-grapheme correspondences for frequently used consonant blends and digraphs.

Georgia's K-12 English Language Arts Standards · Foundations (F) · Phonics

Teacher's field guide

What Students Need to Do: Students connect common consonant sounds with the letter groups that spell them. They read and spell words with blends such as bl and st, and digraphs such as sh, ch, and th.
What Mastery Looks Like: Students identify common blends and digraphs at the beginning or end of spoken words. They use the correct letters when reading, building, or spelling words such as “brush,” “chat,” and “flag.”
Common Misconceptions: Students may omit one consonant in a blend, writing “fog” for “frog.” They may separate a digraph into two sounds or confuse spellings such as sh, ch, and th.
How to Assess It: Say “ship,” “frog,” “bath,” and “stop.” Have students write the consonant letters they hear in each word, then read the completed words aloud.

Lesson moves

Students sort picture cards under sh, ch, th, bl, st, and tr headings, then build each word with letter tiles.
Ask, “How are the sounds in ship and slip different?” Students explain whether each letter sound can be heard.
Play grapheme bingo by calling words while students cover the blend or digraph they hear at the beginning or end.
Students scan classroom labels and grocery flyers, then underline blends and circle digraphs in words they find.

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A ready-to-print activity worksheet aligned to 1.F.P.1.a, with an answer key for the teacher on its own page. No account needed.

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