K.2.A.iii
The Standard
identifying the individual words in a spoken sentence
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 short spoken sentence and separate it into whole words. They show each word with a tap, clap, step, or counter.
What Mastery Looks Like
- A student moves, taps, or counts once for each word in a short spoken sentence. The student keeps small words separate and does not count syllables as words.
Common Misconceptions
- Students may count syllables or sounds instead of whole words. They may also join short words, such as "a dog," or split compound words like "sunset."
How to Assess It
- Say, "The red bird can fly." Ask each student to place one counter for every word, then tell how many words they heard.
Lesson moves
Ways to Teach It
Give students counters, say a four-word sentence, and have them slide one counter forward for each word they hear.
Ask, "How many words are in 'My cat is soft'?" Have students explain how they kept track.
Play Sentence Steps by having students take one step for each word in a sentence you say.
Read a classroom direction aloud, such as "Put away your crayons," and have students clap once for each word.
Keep exploring
Related Standards
- 2.2.A.iii
recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and
- K.2.A.x
segmenting spoken one-syllable words into individual phonemes;
- K.2.A.iv
identifying syllables in spoken words;
- K.2.D.iii
recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;
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