2.2.A.iv
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 individual sounds in short words to make new words. They say the new word and tell which sound changed.
What Mastery Looks Like
- A student can hear each sound in a short word and change a named sound. The student says the new word correctly without needing to see it written.
Common Misconceptions
- Students may change a letter instead of listening for a sound. They may treat blends as one sound, or confuse adding a sound with replacing one.
How to Assess It
- Say, “Change the middle sound in map from /a/ to /o/. What word do you get, and which sound changed?”
Lesson moves
Ways to Teach It
Give students counters and sound boxes for ship, then have them replace /sh/ with /ch/ and say the new word.
Ask, “How can you change fin into fan?” Students explain the sound change, then write both words.
Play a word-chain game where students change one sound at a time: map, mop, top, tip, sip.
Use classroom object names, such as pen, bag, and cup, and challenge partners to make new words by changing one sound.
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