English Language Arts Worksheets and Study Guides Kindergarten. Phoneme Segmentation

The resources above correspond to the standards listed below:

Vermont Standards

VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.
RK.1. Grade Level Expectation: Early Reading Skills and Strategies: Phonological Awareness: Applies phonological knowledge and skills by:
RK.1.3. Isolating phonemes in single-syllable words (e.g., 'tell me the first sound in 'mop' '; 'tell me the last sound in 'mop,' 'tell me the middle sound in 'mop').
RK.2. Grade Level Expectation: Early Reading Skills and Strategies: Concepts of Print: Demonstrates understanding of concepts of print during shared or individual reading by:
RK.2.3. Identifying the first and last parts of a word (beginning/end of the word).
VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.
WK.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:
WK.3.1. Using phonemic awareness and letter knowledge to spell independently (phonetic or temporary spelling) and logically represent initial and final consonant sounds.
VT.1.7. Writing: Responses to Literature: In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues; and make judgments about the text.
WK.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:
WK.6.1. Using prior knowledge or reference to text to support a given focus, using pictures (pictures may include labels, which might only include beginning sounds and/or ending sounds).
VT.5.11. Literature and Media: Literary Elements and Devices: Students use literary elements and devices including theme, plot, style, imagery, and metaphor to analyze, compare, interpret, and create literature.
WK.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:
WK.6.1. Using prior knowledge or reference to text to support a given focus, using pictures (pictures may include labels, which might only include beginning sounds and/or ending sounds).
VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.
WK.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:
WK.6.1. Using prior knowledge or reference to text to support a given focus, using pictures (pictures may include labels, which might only include beginning sounds and/or ending sounds).

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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