ELA.5.2.A.i | TEKS Guide

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Knowledge and Skills Statement

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.

Demonstrated Proficiency of ELA.5.2.A.i

Provide students with cards that have base words ending in /k/ or /t/ on the front and the same word with a consonant change (with the addition of -ian or -tion) on the back. Task students with reading the words aloud. Students will read the base word first and then flip the card over to read the new word that has a change in the pronunciation of the consonant.

Word cards might include the following:

F: music, back: musician
F: electric, back: electrician
F: optic, back: optician
F: magic, back: magician
F: act, back: action
F: select, back: selection
F: inspect, back: inspection
F: protect, back: protection

Further Explanation

This assessment requires students to apply knowledge of sound-spelling patterns in words with consonant letters that change in pronunciation. With the addition of the suffix -ion, students should be able to decode the /t/ sound to /sh/. Students should also apply a change in consonant letter sound in words when the suffix -ian is added to words ending with the letter c and the suffix -ian changes the /k/ sound to /sh/. This knowledge is acquired through practice and experience with decoding. As students read, observe and document whether they are able to accurately decode the words. Word work can occur in all modalities to support all learning styles.

Glossary Support for ELA.5.2.A.i

consonant

a speech sound in which the flow of breath is constricted or stopped by the tongue, teeth, lips, or some combination of these; all alphabet letters except a, e, i, o, and u

decoding words with consonant changes

Decoding words means sounding them out or using prior knowledge to read a new word. In this grade, students should be familiar with decoding words with consonant sounds that change from the base form. Examples include subtract/subtraction, explode/explosion, and permit/permission.

demonstrate and apply phonetic knowledge

When students demonstrate phonetic knowledge, they are not creating written content that incorporates an understanding of phonetic principles, but rather reviewing content and determining how the principles have been applied. Students will do this when decoding (reading) words they encounter in various formats from activities in the classroom to stories they read for pleasure.

Supporting Information for ELA.5.2.A.i

Research

Treiman, R. (2018). What research tells us about reading instruction. Psychological Science in the Public Interest, 19(1), 1–4. doi: 10.1177/1529100618772272

Summary: Treiman provides an overview of how reading develops. The primary purpose of this study is to inform educators, researchers, and parents on which strategies are the most effective in teaching reading. The author includes a discussion on the ongoing debate of whole language versus phonetics.