Reading - 2019-20

K.6 - Phonetics

K.6 The student will develop an understanding of basic phonetic principles.

a)  Identify and name the capital and lowercase letters of the alphabet.

b)  Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters.

c)  Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable.

d)  Identify initial consonant sounds in one-syllable words.

e)  Identify final consonant sounds in one-syllable words.

Adopted: 2017


  • Because as I start to read and write more, knowing the sounds of the letters will make it easier.


The kindergarten student will be immersed in a text -rich environment to develop phonological awareness, phonemic awareness, vocabulary, comprehension, and an appreciation for reading. The exposure to fiction and nonfiction texts will enable students to develop an awareness of reading materials as sources of information and enjoyment.  Students will learn to identify and name the capital and lowercase letters of the alphabet, understand that letters represent sounds, and identify initial and final consonant sounds in one syllable words The kindergarten student will expand both listening and speaking vocabularies. They will also learn to comprehend and think creatively as they relate stories through drama, retelling, drawing, and their own writing. Teachers will encourage the development of reading skills that are foundational to effective comprehension and critical thinking. These skills are essential for success in future postsecondary education and the workplace.

Teacher Notes:

  • Teachers should teach the concepts of print, basic phonetic principles, comprehension of stories, and letter identification skills through systematic, direct instruction, individual and small group activities, and time spent exploring and reading books and other print material.
  • Please note there is not a specific list or number of sight words students must learn.  In order to build a personal word bank, students will develop the ability to read their own names and common high-frequency words in context.
  • Teachers need to read texts aloud to model language and introduce students to new words, expand working vocabularies, and improve comprehension.
  • Please note although the strands are developed separately, teachers should seamlessly integrate all strands.

o Thematic units are one approach.

o Teachers should have students write about what they have read.


All students should:

·  understand that there is a one-to-one correspondence between spoken and written words.

·  understand that written words are composed of letters that represent specific sounds.

To be successful with this standard, students are expected to:

K.6a1  recognize and name rapidly capital and lowercase letters in sequence and in random order

K.6a2  match capital and lowercase letter pairs

K.6b1  differentiate between vowels and consonants

K.6b2  produce the sounds of consonants, short vowels and initial consonant digraphs.

K.6c1  demonstrate concept of word by:

o  tracking familiar print from left to right and top to bottom; and

o  matching spoken words to print including words with more than one syllable

K.6c2  write the letter or digraph that represents a spoken sound

K.6b3  use basic knowledge of one-to-one letter-sound correspondences by producing sounds for each consonant

K.6d1  isolate initial consonants in single-syllable words (e.g., /t/ is the first sound in top)

K.6b4  identify short sounds with common spellings for the five major vowels.

Updated: Mar 26, 2019