K.2.A.vi
The Standard
segmenting multisyllabic words into syllables
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 spoken word and separate it into its syllable parts. They say, clap, tap, or move an object once for each part they hear.
What Mastery Looks Like
- A student can break familiar and new spoken words into two, three, or four syllables. The student keeps every syllable in order and counts them correctly.
Common Misconceptions
- Students may clap once for the whole word or once for each sound. They may also leave out an unstressed syllable, such as the middle part of banana.
How to Assess It
- Say rabbit, banana, and computer. Ask each student to push one counter forward for each syllable, then say the parts slowly.
Lesson moves
Ways to Teach It
Give students counters and picture cards, then have them move one counter for each syllable they hear in each pictured word.
Ask, “What parts do you hear in umbrella?” and have students explain how they knew where to separate the word.
Play Syllable Sort by having students place picture cards under signs labeled with two, three, or four dots.
Use classroom objects such as pencil, backpack, and computer, and have students tap the syllables before using each word in a sentence.
Keep exploring
Related Standards
- 1.2.A.vii
segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;
- K.2.A.x
segmenting spoken one-syllable words into individual phonemes;
- K.2.A.v
blending syllables to form multisyllabic words;
- K.2.A.ix
manipulating syllables within a multisyllabic word; and
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