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.
Knowledge and Skills Statement
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Play a listening game with students during small-group or one-on-one instruction. Say the syllables and then ask students to blend them to make a word.
You are going to listen to sounds and blend the sounds together to make a word. Try this:
- /hip/-/po/—What word is this? (hippo)
- /dan/-/cer/—What word is this? (dancer)
- /sun/-/flow/-/er/—What word is this? (sunflower)
- /wa/-/ter/—What word is this? (water)
- /hol/-/i/-/day/—What word is this? (holiday)
Glossary Support for ELA.K.2.A.v
Yopp, H., & Yopp, R. (2000). Supporting Phonemic Awareness Development in the Classroom. The Reading Teacher, 54(2), 130–143. Retrieved from http://www.jstor.org/stable/20204888
Summary: Yopp and Yopp describe phonemic awareness and provide ideas for activities that focus on rhyme, syllable manipulation, onset-rime manipulation, and phoneme manipulation.