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.
Have students isolate each sound they hear in the words given.
You are going to listen to words and tell me the sounds you hear. For example, the sounds I hear in the word dog are /d/-/o/-/g/. Can you tell me the sounds you hear in these words?
Glossary Support for ELA.K.2.A.x
Related 2009 Student Expectation
This student expectation is related to the following SE from the 2009 reading/language arts TEKS.
(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
1. 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.
2. McGree, L. M. & Ukrainetz, T. A. (2009). Using scaffolding to teach phonemic awareness in preschool and kindergarten. The Reading Teacher, 62(7), 599–603. Retrieved from https://ila.onlinelibrary.wiley.com/doi/10.1598/RT.62.7.6
Summary: While much research and many curricula have surfaced for teaching phonemic awareness to young learners, we worked with preschool and kindergarten teachers who were frustrated with some children they found hard to teach. Many children easily grasped the instruction provided to them, but others were not catching on even when using suggestions provided in published curricula. We problem solved with teachers and taught them to make additional helpful comments during instruction that acted as scaffolds. Over time teachers learned how to use these scaffolds to differentiate instruction for individual learners. They learned when to use many comments (to provide higher levels of scaffolds) and when to use fewer comments (to provide lower levels of scaffolds). Teachers were able to ensure that nearly all preschoolers and kindergartners reached appropriate levels of phonemic awareness.