Common Core Alignment: ELA K–2

RF.K.1.A

Follow words from left to right, top to bottom, and page by page.

Read-together decodable book in (nearly) every lesson from Lesson 1; helper-guided print tracking

RF.K.1.B

Recognize that spoken words are represented in written language by specific sequences of letters.

The program's opening frame (Lesson 1: “reading follows four steps”); Finger Words maps each letter to a sound

RF.K.1.C

Understand that words are separated by spaces in print.

Sentence reading from Lesson 14 (Story Words, Narrative Ninja)

RF.K.1.D

Recognize and name all upper- and lowercase letters of the alphabet.

Uppercase: extensively, one letter per lesson (Eagle Eyes, Letter Formation, Lost Sounds). Lowercase: planned, Module 5

RF.K.2.A

Recognize and produce rhyming words.

Rhyme Time (lesson slides + standalone reading game)

RF.K.2.B

Count, pronounce, blend, and segment syllables in spoken words.

Syllable Clap, Module 5 (with two-syllable reading)

RF.K.2.C

Blend and segment onsets and rimes of single-syllable spoken words.

Word-family work in Rhyme Time; Sticky Sound finger pairs in Finger Words

RF.K.2.D

Isolate and pronounce the initial, medial vowel, and final sounds in CVC words.

Elephant Ears (Lesson 1 on); Sound Train (start/middle/end)

RF.K.2.E

Add or substitute individual sounds in simple, one-syllable words to make new words.

In print: Word Chain and Switcheroo (Lesson 18). Oral-only version (Sound Swap) planned, Lesson 6

RF.K.3.A

Demonstrate basic knowledge of letter-sound correspondences for consonants.

One grapheme+sound per lesson (Letter Setter, Lost Sounds); spiral review every lesson

RF.K.3.B

Associate the long and short sounds with the common spellings for the five major vowels.

Short vowels: extensively, Modules 1–2. Long vowels: planned, Module 4 (silent-e) and Module 6 (vowel teams)

RF.K.3.C

Read common high-frequency words by sight.

Heart Words (Lesson 14 on) with Story Words sentence practice; Brain Words automaticity review

RF.K.3.D

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Word Chain and Switcheroo (change exactly one letter); Eagle Eyes lookalike distractors

RF.K.4

Read emergent-reader texts with purpose and understanding.

A real decodable book ends (nearly) every lesson from Lesson 1, with built-in Comprehension Practice questions

RL.K.1

With prompting and support, ask and answer questions about key details in a text.

Comprehension Practice panel at the end of every book

RL.K.3

With prompting and support, identify characters, settings, and major events in a story.

Recurring cast (Tam, Sam, Pam, Jim, Bob, Lulu) anchors character questions; helper discussion prompts

RL.K.4

Ask and answer questions about unknown words in a text.

Vocabulary glosses immediately after decoding unfamiliar words (program rule: decoding ≠ comprehension)

L.K.1.A

Print many upper- and lowercase letters.

Letter Formation stroke animations + air/palm tracing in lessons; printable tracing worksheets. Lowercase: Module 5

L.K.2.D

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Word Builder (stretch the word, tap its letters in order) and Letter Boxes

RF.1.1.A

Recognize the distinguishing features of a sentence (first word, capitalization, ending punctuation).

Sentence reading from Lesson 14; expression work in Narrative Ninja. Explicit conventions instruction planned with lowercase, Module 5

RF.1.2.A

Distinguish long from short vowel sounds in spoken single-syllable words.

Module 4 (long vowels arrive with silent-e)

RF.1.2.B

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

Finger Words / Imaginary Finger Words; blend words (BEST, HAND, CAMP) practiced from Module 2

RF.1.2.C

Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.

Elephant Ears, Sound Train

RF.1.2.D

Segment spoken single-syllable words into their complete sequence of individual sounds.

Finger Words (one finger per sound); Word Builder encoding reverses the same skill

RF.1.3.A

Know the spelling-sound correspondences for common consonant digraphs.

Letter Friends, Module 3 drafts (sh, ch/tch, ck, qu); th and wh follow in Modules 3–4

RF.1.3.B

Decode regularly spelled one-syllable words.

The core loop of every lesson: blend, check meaning (Picture Quest), read in a real book

RF.1.3.C

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

Silent-e concept, Module 4; vowel teams, Modules 6 and 9

RF.1.3.D

Use knowledge that every syllable must have a vowel sound to determine the number of syllables.

Module 5 (two-syllable work with Syllable Clap)

RF.1.3.E

Decode two-syllable words following basic patterns by breaking the words into syllables.

Module 5 (compound words → two-syllable patterns → consonant-le)

RF.1.3.F

Read words with inflectional endings.

Ending in S taught as a meaning pattern (Lesson 11, live); -ing in Module 3, -ed and doubling/drop-e bases in Module 5

RF.1.3.G

Recognize and read grade-appropriate irregularly spelled words.

Heart Words protocol with a growing word track; mixed review keeps them warm

RF.1.4.A

Read grade-level text with purpose and understanding.

Decodable books with Comprehension Practice, every lesson

RF.1.4.B

Read text orally with accuracy, appropriate rate, and expression on successive readings.

Narrative Ninja: three reads — accurate → modeled → with expression (Lesson 17 on)

RF.1.4.C

Use context to confirm or self-correct word recognition, rereading as necessary.

The flexible-sounds strategy (Lesson 11 on): try the likely sound, listen for a real word, flip if needed

RL.1.1

Ask and answer questions about key details in a text.

Comprehension Practice in every book

RL.1.3

Describe characters, settings, and major events in a story.

Recurring-cast stories built on a refrain + twist structure; comprehension questions target the turn

RL.1.7

Use illustrations and details in a story to describe its characters, setting, or events.

Helper prompts invite illustration talk in every book slide

L.1.2.E

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Word Builder: stretch any word into sounds, choose the letter for each

L.1.4.A

Use sentence-level context as a clue to the meaning of a word or phrase.

Flexible-sounds strategy + vocabulary glosses in context

RF.2.3.A

Distinguish long and short vowels when reading regularly spelled one-syllable words.

Module 4 (silent-e vs. short-vowel contrast)

RF.2.3.B

Know spelling-sound correspondences for additional common vowel teams.

Modules 6 and 9 (ai, ea, oa, ou, oo… then alternate spellings)

RF.2.3.C

Decode regularly spelled two-syllable words with long vowels.

Modules 5–6

RF.2.3.D

Decode words with common prefixes and suffixes.

Suffixes -s (live), -ing (Module 3), -ed and doubling/drop-e bases (Module 5); prefixes un- and re- taught with two-syllable reading in Module 5

RF.2.3.E

Identify words with inconsistent but common spelling-sound correspondences.

Module 9 (ough and friends), built on the flexible-sounds strategy taught from Lesson 11

RF.2.3.F

Recognize and read grade-appropriate irregularly spelled words.

The Heart Words track grows through every module

RF.2.4.A–C

Read grade-level text with purpose, accuracy, rate, and expression; self-correct from context.

The routines (books + Comprehension Practice + Narrative Ninja + flexible sounds) are live today; grade-2-level texts arrive with Modules 6–9