CCSS.ELA-Literacy.RF.1.2d

ELA1st GradePhonological Awareness

The Standard

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

Common Core State Standards for English Language Arts

Teacher's field guide

What Students Need to Do: Students listen to a one-syllable word and break it into each separate sound. They say the sounds in order, including each sound in a blend.
What Mastery Looks Like: Given spoken words, a student identifies every sound in the correct order without seeing print. For example, the student segments fish as /f/ /i/ /sh/ and stop as /s/ /t/ /o/ /p/.
Common Misconceptions: Students may clap syllables instead of separating individual sounds. They may treat blends as one sound or split digraphs such as sh into two sounds. Some students add an extra vowel sound after a consonant, saying /tuh/ for /t/.
How to Assess It: Say map, fish, and stop. Ask each student to push one counter forward for every sound, then say the sounds in order.

Lesson moves

Give pairs counters and three or four sound boxes; say a word, then have students push one counter for each sound.
Ask, "How are the sounds in ship and slip alike and different?" and chart students' sound-by-sound answers.
Play Sound Steps: students move one space for each phoneme they say correctly in a word.
Students choose one classroom object, say its name, and segment it aloud if the name has one syllable.

Free download

A ready-to-print activity worksheet aligned to CCSS.ELA-Literacy.RF.1.2d, with an answer key for the teacher on its own page. No account needed.

PDF, US Letter, prints cleanly in black and white.

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