K.2.D.iv
The Standard
recognizing the difference between a letter and a printed word
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 identify a single letter and a complete word in print. They point to each and explain that printed words are made from letters.
What Mastery Looks Like
- Given a book page or set of cards, students can point to a single letter and a whole word. They can show that a word contains one or more letters, even if they cannot read it.
Common Misconceptions
- Students may call every printed mark a letter or count a whole word as one letter. They may also be confused by one-letter words such as “a” and “I.”
How to Assess It
- Show “m map” on an exit ticket. Ask students to circle the word, box the single letter, and explain their choice.
Lesson moves
Ways to Teach It
Have students sort magnetic letter cards and printed word cards into trays labeled “one letter” and “whole word.”
Display “s” and “sun,” then ask partners to name two differences they notice and explain how the items are related.
Play Print Detective by calling “letter” or “word” while students place a counter on a matching example in a familiar book.
Give students food packages and classroom labels, then have them point to one single letter and one complete word on each item.
Keep exploring
Related Standards
- K.2.B.i
identifying and matching the common sounds that letters represent;
- 2.2.A.iii
recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and
- K.2.D.v
identifying all uppercase and lowercase letters; and
- K.2.D.iii
recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;
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