1.2.A.vi
The Standard
manipulating phonemes within base words
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 add, remove, or replace one sound in a spoken word to make a new word. They listen to each sound and explain what changed.
What Mastery Looks Like
- A student can turn map into tap, stop into top, and lip into slip without seeing the words. The student can name the sound that changed.
Common Misconceptions
- Students may name letters instead of saying sounds. They may change more than one sound, or confuse changing a sound with adding or removing one.
How to Assess It
- Say: “Change the /m/ in map to /t/. Remove /s/ from stop. Add /s/ to the beginning of lip.” Record each response.
Lesson moves
Ways to Teach It
Give students sound chips for cat, then have them replace, add, or remove one chip to build a new spoken word.
Ask, “How can you change cat to cut? Which sound changed, and what sound replaced it?”
Play a word ladder with picture cards, changing one sound at a time from map to mop to top.
Use lunch words such as ham and rice, then ask students to change one sound to make jam and mice.
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