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.

Do a quick check during small-group or one-on-one instruction.

Have the student give a thumbs up if the words rhyme and a thumbs down if they do not rhyme.

Example Words:

  • map, tap
  • hot, nut
  • pig, big
  • bee, coat
  • fun, sun
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).
identical or very similar recurring sounds in verse

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:
(C)  orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?");
(D) distinguish orally presented rhyming pairs of words from non-rhyming pairs;


Research

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.