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.

Show students three pictures, two with the same beginning sound and one with a different beginning sound. Name the pictures and ask the student to point to the two pictures that have the same beginning sound.

Alliteration is the repetition of the same consonant sounds at the beginning of two or more adjacent words (e.g., Peter Piper picked a peck of pickled peppers).
the initial sound of a word (e.g., /c/ in "cat")
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).

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:
(E)  recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., "baby boy bounces the ball");


Research

Murray, B. (2012). TELL ME ABOUT FRED'S FAT FOOT AGAIN: Four Tips for Successful PA Lessons. The Reading Teacher, 66(2), 139–144. Retrieved from http://www.jstor.org/stable/23322723

Summary:  Murray provides four tips for successful phonemic awareness lessons: 1) Focus on the individual phoneme; 2) Make the phoneme memorable; 3) Help children detect the phoneme in spoken words; and  4) apply phonemic awareness to reading.