1.2.B.ii

ELA1st Gradedemonstrate and apply phonetic knowledge by:

The Standard

decoding words with initial and final consonant blends, digraphs, and trigraphs

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 read one-syllable words by recognizing consonant groups at the beginning and end. They keep each sound in a blend, but read sh, ch, tch, and similar groups as single sounds.

What Mastery Looks Like

A student reads familiar and new words such as clap, hand, ship, bath, catch, and badge without guessing from pictures. The student blends smoothly and points to the letters representing each consonant sound.

Common Misconceptions

Students may drop a sound in a blend, reading stop as sop or milk as mik. They may sound out sh, ch, th, tch, or dge one letter at a time.

How to Assess It

Ask each student to read clap, frog, hand, milk, ship, bath, catch, and badge while you note omitted or separated sounds.

Lesson moves

Ways to Teach It

  1. Give pairs letter tiles to build stop, flag, hand, ship, catch, and badge, then have them touch each sound while reading.

  2. Students sort ship, stop, catch, and milk, then write which letters work together and which sounds remain separate.

  3. Play Consonant Group Bingo by calling a word while students cover the beginning or ending letter group they hear.

  4. Have students search classroom labels or lunch menus for words with consonant groups, then read the words to a partner.

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