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[quote=Anonymous][quote=Anonymous][quote]Which of these standards require teachers to use phonics exclusively? [/quote]

How about you show me the standards that provide for other ways to learn to read?  I cannot find them.  Therefore, I guess it is exclusive.  [/quote]

Well, the one section of the standards that was linked above includes a standard about sight words:

CCSS.ELA-LITERACY.RF.1.3.G
Recognize and read grade-appropriate irregularly spelled words.

and a standard about context cues:

CCSS.ELA-LITERACY.RF.1.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Context cues also come up in the Language section of the standards under this:

CCSS.ELA-LITERACY.L.1.4.A
Use sentence-level context as a clue to the meaning of a word or phrase.

Of course there are also 6 other sections to the first grade literacy standards, two of which (Reading: Literature and Reading: Informational Text) are about making meaning from the text.  Overall there are 31 literacy standards, 1 of which is completely phonics (RF1.2: Phonological Awareness) and 2 of which is partially phonics (RF1.3: Phonics and Word Recognition, and L1.1: which includes spelling).

In addition, if you look at the K-1 section of Appendix B (http://www.corestandards.org/assets/Appendix_B.pdf), you'll see that the sample texts that they give are not the phonics heavy texts found in phonics only programs.  Instead, they expect Kindergarteners and First Graders to be working with texts similar to: [u]Little Bear[/u], [u]Fly Guy[/u], and poems by Langston Hughes.

Looking at the standards as a whole, it seems to me that Common Core requires that students demonstrate certain specific phonics skills, and that it's logical that students who don't yet have these skills would be supported in developing them.   In first grade those skills would be reading 1 syllable words with digraphs (e.g. ee, or sh), words with inflectional endings (e.g. the "ing" in the word reading), and some two syllable words that are easily divided such as cowboy or rabbit.

Nowhere does the document say that phonics should be the only strategy that students use, and in fact a student whose only strategy was phonics, and who had only the listed skills, wouldn't be able to read the texts they suggest.  
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