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.
Ask students to segment words into syllables. They can orally demonstrate a break between syllables or identify the syllables through an action such as clapping, using fingers, or moving counters.
You are going to listen to words and tell me the syllables you hear. For example, the syllables you hear in the word butter are /but/-/ter/. Can you tell me the sounds you hear in these words?
Glossary Support for ELA.K.2.A.vi
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.