1.2.B.i
The Standard
decoding words in isolation and in context by applying common letter sound correspondences
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 connect common letters to their sounds. They blend those sounds to read words alone and inside simple sentences.
What Mastery Looks Like
- Students read simple unfamiliar words by saying the sounds and blending them in order. They use the same process when the words appear in a sentence.
Common Misconceptions
- Students may guess a word from the picture or first letter instead of reading through it. They may say letter names, confuse short vowel sounds, or skip ending sounds.
How to Assess It
- Give students two isolated words, map and sit, and the sentence “The dog can hop.” Ask them to read each aloud and point under each letter as they blend.
Lesson moves
Ways to Teach It
Build words with letter tiles, then have students touch each letter, say its sound, and blend the word aloud.
Have partners explain how the letters helped them read each word and name the sounds they blended.
Play Word Sort Relay with picture cards, and have teams match each picture to a printed word using beginning, middle, and ending sounds.
Read a simple lunch menu, and have students decode item names such as ham, fish, milk, and bun.
Keep exploring
Related Standards
- K.2.B.i
identifying and matching the common sounds that letters represent;
- 1.2.B.ii
decoding words with initial and final consonant blends, digraphs, and trigraphs;
- 2.2.B.i
decoding words with short, long, or variant vowels, trigraphs, and blends;
- K.2.B.ii
using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
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