1.2.A.iv
The Standard
recognizing the change in spoken word when a specified phoneme is added, changed, or removed
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 a spoken word and mentally add, replace, or remove one sound. They say the new word and identify where the sound changed.
What Mastery Looks Like
- A student can hear that changing /m/ in map to /t/ makes tap. The student can also add or remove one sound and say the resulting word without using print.
Common Misconceptions
- Students may name the sound that changed instead of saying the new word. They may also add or remove a whole syllable, or confuse first, middle, and last sounds.
How to Assess It
- Give an oral exit ticket: “Say smile without /s/. Change /m/ in map to /t/. Add /s/ to the beginning of top.”
Lesson moves
Ways to Teach It
Give students sound counters to build /m/ /a/ /p/, then remove /m/ and say the new word.
Ask, “How does changing the first sound in map to /t/ change the word?” Partners explain what they heard.
Play a sound-change chain: say cat, change /k/ to /h/, remove /h/, then add /m/; students say each result.
During cleanup, hold up a cap and ask students to change /k/ to /m/ in cap and say the new word.
Keep exploring
Related Standards
- 2.2.A.iii
recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and
- K.2.B.iii
recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tap; and
- K.2.A.x
segmenting spoken one-syllable words into individual phonemes;
- K.2.A.iv
identifying syllables in spoken words;
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