Five hundred and seventeen words from the easyCBM Word Reading assessment (n = 57 kindergarten, 117 first grade, 172 second grade, and 171 third grade) were examined by 15 teachers for their correspondence with the Common Core State Standards in English Language Arts. In particular, the degree of correspondence between Standard 3 ("Phonics and Word Recognition") expectations for word reading skill and test word types was analyzed within each grade level. Both the frequency of items matching word type characteristics outlined in Standard 3 and percent of reviewer correct agreement were examined. In general, test items were best aligned with the types of words students should know how to read in kindergarten. Nearly 60% of kindergarten words were identified as containing a long-­ or short-vowel sound, and approximately 74% were among the 500 most frequent words in print. Results found for the other grades were more mixed. First grade items were most strongly aligned with the expectation that students read regularly spelled one-­ syllable words, comprising 59.8% of the words reviewed. Second grade items were most strongly aligned with the expectation that students read regularly spelled two syllable words containing long vowels, comprising 55.5% of the words reviewed. Third grade items were weakly aligned with Standard 3 expectations. In general, correct agreement among reviewers varied depending upon the word part characteristic reviewed. The findings highlight the need to examine the extent to which items on student assessments reflect expectations for learning, as outlined by the Common Core State Standards.