1.2.A.ii

ELA1st Gradedemonstrate phonological awareness by:

The Standard

recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound

Texas Essential Knowledge and Skills for English Language Arts and Reading · The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

Teacher's field guide

What This Standard Means

What Students Need to Do

Students listen to words and identify which ones start with the same sound. They recognize repeated beginning sounds in short spoken phrases without relying on print.

What Mastery Looks Like

Given spoken words such as sun, sock, and map, the student selects sun and sock and says /s/. The student also notices repeated beginning sounds in phrases.

Common Misconceptions

Students may group words by meaning or ending rhyme instead of the beginning sound. They may treat /sh/ as /s/ or miss that cat and kite begin alike.

How to Assess It

Say, “moon, mouse, sun.” Ask the student to name the two words that begin alike and say their shared sound.

Lesson moves

Ways to Teach It

  1. Place picture cards on a table and have students sort them into hoops labeled with picture clues for beginning sounds.

  2. Read “Silly snakes sip soup,” then ask students which words begin alike and invite them to create another silly phrase.

  3. Play Beginning Sound Bingo by saying words aloud while students cover pictures that start with the target sound.

  4. Take a classroom sound hunt, naming objects aloud and recording pairs such as book and bin that begin alike.

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