Maryland ELA RF.K.2

RF.K.2 is a cluster heading. These are the individual standards under it.

• RF.K.2.c

  Distinguish between sounds (phonemes) using knowledge of place and manner of articulation.

• RF.K.2.f

  Orally blend and segment individual phonemes in two; three; and four-phoneme words.

01

What Students Need to Do

Students hear and make rhymes. They count, say, join, and split syllables in spoken words. They compare how sounds are made in the mouth, work with a word's first sound and the rest, and identify, blend, and split individual sounds.

02

What Mastery Looks Like

A student says hat rhymes with cat, claps two syllables in rabbit, and joins rab and bit to say rabbit. They join /k/ and /at/ to say cat, then name its first, middle vowel, and last sounds. They blend and split the four sounds in stop and explain that /p/ pops while /m/ hums.

03

Common Misconceptions

Some children match words by their first sound and say cat and car rhyme. Others count letters instead of sounds, so they say ship has four sounds. They may clap each sound in rabbit instead of its two syllables or miss the vowel sound in cat.

04

How to Assess It

Ask each child: “Which rhymes with cat, hat or dog? Clap the parts in rabbit. Tell me each sound in map. What word is /s/ /t/ /ŏ/ /p/?”

1. 01

   Give each child three counters and a cat picture; say cat slowly and have them push one counter for each sound.

2. 02

   Say /p/ and /m/ into a mirror; ask, “What do your lips do, and which sound hums?”

3. 03

   Play “Finish My Word”: say /k/ then /at/ and have students call out cat; repeat with /h/ and /at/.

4. 04

   At snack time, clap the syllables in banana and cracker; have children say each part, then put the parts back together.

• RF.2.3.a

  Know and apply phonics skills to read (decode) and write (encode) one syllable words.

• RF.K.3.d

  Know and apply phonics skills in order to decode and encode one-syllable words.