2.2.A.iii
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 word, change one sound as directed, and say the new word. They add, remove, or replace sounds without relying on print.
What Mastery Looks Like
- Given a spoken word, students make the requested sound change and say the new word. They can name which sound changed and whether it was at the beginning, middle, or end.
Common Misconceptions
- Students may say letter names instead of sounds. They may change more than one sound, or lose track of sounds in blends such as /st/ in stop.
How to Assess It
- Say: “Start with top. Add /s/ at the beginning. Now remove /s/. Change /t/ to /m/.” Listen for stop, top, and mop.
Lesson moves
Ways to Teach It
Give students counters and sound boxes; say top, then have them add a counter for /s/ and say stop.
Ask, “How does smile change when /s/ is removed?” Partners say both words and name the changed sound.
Play Sound Switch: call “Change /m/ in map to /t/,” and students point to the picture of tap.
Show a cap and cup; students explain how changing the middle sound changes the object named.
Keep exploring
Related Standards
- 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.iii
identifying the individual words in a spoken sentence;
- 1.2.A.iv
recognizing the change in spoken word when a specified phoneme is added, changed, or removed;
- K.2.A.iv
identifying syllables in spoken words;
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