K.2.A.x
The Standard
segmenting spoken one-syllable words into individual phonemes
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 word and say each sound in order. They stretch the word, then separate the sounds without adding or dropping any.
What Mastery Looks Like
- A student can hear a word such as “ship” and say /sh/ /i/ /p/ in order. The student separates blends but keeps digraphs as one sound.
Common Misconceptions
- Students may clap syllables instead of separating each sound. They may split /sh/ into two sounds, keep blends together, or add an extra vowel sound after consonants.
How to Assess It
- Say “fish,” “map,” and “stop.” Ask each student to push one counter for every sound and then say the sounds in order.
Lesson moves
Ways to Teach It
Give students counters and three sound boxes, then have them push one counter into a box for each sound they hear.
Ask, “How are the sounds in ship different from the sounds in sip?” and have partners explain their answers aloud.
Play Sound Hop by saying a word and having students hop once for each sound before blending the word again.
Use classroom object names such as pen, clock, and bag, and have students tap the sounds before finding each object.
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.vi
segmenting multisyllabic words into syllables;
- K.2.A.viii
blending spoken phonemes to form one-syllable words;
- K.2.A.iv
identifying syllables in spoken words;
Turn this exact standard into a lesson
Grade, subject, topic, and the complete standard are prefilled. Create one free, no account needed.