beginning reading writing teks talk image

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.

Have students complete a quick check. They must be able to remove initial syllables from words, remove final syllables from words, add syllables to words, and change syllables in words.

Examples:

Removing Initial Syllable:

  • If I say football and take away foot, what do I have left? (ball)
  • If I say peanut and take away pea, what do I have left? (nut)
  • If I say mitten and take away mit, what do I have left? (ten)

Removing Final Syllable:

  • If I say toothbrush and take away brush, what do I have left? (tooth)
  • If I say hippo and take away po, what do I have left? (hip)
  • If I say pencil and take away cil, what do I have left? (pen)

Adding a Syllable:

  • If I say loud and add er, what is my word? (louder)
  • If I say talk and add ing, what is my word? (talking)
  • If I say slow and add ly, what is my word? (slowly)

Changing a Syllable:

  • If I say sunset and I change set to shine, what is my new word? (sunshine)
  • If I say bedroom and I change room to time, what is my new word? (bedtime)
  • If I say jellyfish and I change jelly to star, what is my new word? (starfish)
Manipulating syllables can include removing a syllable or adding a syllable. For example, a student could be given the word toothbrush and be asked to remove the syllable brush. The student would need to produce the word tooth.
Multisyllabic words in kindergarten will mainly be compound words. For example, a student could be given the word rainbow and be asked to remove the syllable rain. The student would need to produce the word bow.
Phonological awareness is the ability to detect and manipulate the sound structures of spoken language, including recognizing differently sized sound parts (e.g., phrases, words, syllables, phonemes) and manipulating those parts (i.e., blend, segment, delete, add, and change).
a unit of oral language in which a vowel sound is heard; it may or may not contain a consonant sound

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.