Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
English Language Arts and Reading.K.2.A.iii
The student is expected to
demonstrate phonological awareness by:
identifying the individual words in a spoken sentence;
Knowledge and Skills Statement
Demonstrated Proficiency of ELA.K.2.A.iii
Give students a sentence to separate into words. Students can use various ways to show the separation of words including the following:
- Moving a manipulative for each word
- Moving themselves for each word (stepping, jumping, etc.)
- Clapping for each word
- Holding up a finger for each word
Example Sentences:
- I like to play games.
- I am in kindergarten.
- We have fun.
- I am five years old.
- You are my friend.
Supporting Information for ELA.K.2.A.iii
Research
Baker, S. K., Beattie, T., Nelson, N. J., & Turtura, J. (2018). How We Learn to Read: The Critical Role of Phonological Awareness. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from https://improvingliteracy.org/brief/how-we-learn-read-critical-role-phonological-awareness
Summary: Phonological awareness involves being able to recognize and manipulate the sounds within words. This skill is a foundation for understanding the alphabetic principle and reading success. There are several ways to effectively teach phonological awareness to prepare early readers, including: 1) teaching students to recognize and manipulate the sounds of speech, 2) teaching students letter-sound relations, and 3) teaching students to manipulate letter-sounds in print using word-building activities.