South Dakota ELA K.RF.2

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

• K.RF.2.a

  Blend and segment at the word level.

• K.RF.2.b

  Blend, segment and delete at the syllable level.

• K.RF.2.c

  Recognize, generate, and categorize rhymes.

• K.RF.2.d

  Blend, segment, and delete at the intra-syllable level (onset/rime, body/coda). Demonstrate proficiency in phonemic awareness skills, including:

• K.RF.2.e

  Isolate phonemes in the beginning, ending, and medial positions.

• K.RF.2.f

  Blend and segment words with 2-3 phonemes (excluding consonant blends).

01

What Students Need to Do

Students listen to spoken words without looking at letters. They put words, syllables, and sounds together, pull them apart, and take parts away. They hear rhymes and find the first, middle, and last sounds in short words.

02

What Mastery Looks Like

A student joins 'rain' and 'bow' to say 'rainbow,' then splits it back into two words. They clap three syllables in 'banana,' say it without 'ba,' and group 'cat' with 'hat' because they rhyme. They split 'cat' as 'c-at' or 'ca-t,' name its three sounds, and blend those sounds back together.

03

Common Misconceptions

Students may count letters instead of sounds, so they think 'moon' has four sounds. They may say 'sun' and 'sock' rhyme because both start with /s/. They may remove one sound instead of a whole syllable from 'banana,' or miss the middle sound in 'cat'.

04

How to Assess It

In a quick oral check, ask: 'What two words make sunshine? Say banana without ba. What rhymes with cat? What word is /k/ /a/ /t/? What is cat's middle sound?'

1. 01

   Give students counters and say 'rainbow,' 'banana,' and 'map'; have them push one counter per word, syllable, or sound.

2. 02

   Ask partners, 'Why do cat and hat rhyme, but cat and cup do not?' Have them say the endings aloud.

3. 03

   Play 'Take It Away': say 'banana' without 'ba,' then 'cat' without /k/; students call out 'nana' and 'at'.

4. 04

   At snack, say the sounds in 'cup' one at a time; students blend them, point to a cup, and name its last sound.

• 1.RF.2

  Demonstrate proficiency of identifying, blending, and segmenting phonemes (sounds) in spoken words.

• 1.RF.2.h

  Segment spoken words into individual phonemes. Demonstrate awareness of:

• 2.RF.2

  Demonstrate proficiency of spoken words, syllables, and phonemes (sounds).