1.2.A.vii
The Standard
segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends
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 one-syllable word and break it into separate speech sounds in the correct order. They keep both consonant sounds separate in blends such as /st/ and /mp/.
What Mastery Looks Like
- A student can hear a word such as stamp and say /s/ /t/ /a/ /m/ /p/ in order. The student separates every sound without adding, skipping, or combining sounds.
Common Misconceptions
- Students may count letters or syllables instead of separate sounds. They may treat /st/ as one sound in stop or split /sh/ into two sounds in ship.
How to Assess It
- Say flag, stop, and best without showing print. Have each student push one counter forward and say each separate sound.
Lesson moves
Ways to Teach It
Give students five counters and a sound mat, then have them move one counter for each sound they hear in stamp.
Ask partners, “How many sounds are in frog?” Have them say each sound and explain how they counted.
Make five floor boxes, call out blend words, and have students hop once for each sound they hear.
During a room hunt, students find a desk, clock, or plant, say its name, and tap each separate sound.
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