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.
Show students words with specific spelling patterns to read. A checklist can be used to keep track of the types of words assessed. A scoring guide can also be used.
Mastery—80% + correct
Intervention Needed—59% or less correct
- VC—at, if, on, am, in, up, us, it
- CVC—cup, dot, man, hum, bet, lid, fig, rod, sat
- CCVC—that, shop, chip, this, shut, chat
- CVCC—jazz, rich, cash, much, with, push, math, inch
The teacher can also assess with nonsense words to better identify what spelling patterns the student is struggling with. This is helpful for the students who have good sight-word knowledge because they cannot memorize nonsense words.
Glossary Support for ELA.K.2.B.ii
VC - in, it, on, up, is, if, us, am, at, as
CVC - sad, jam, pan, lap, rat, bed, ten, jet, kid, him, fin, dip, kit, dog, hot fog, hop, rot, cub, mug, tug, gum, run, sun, bug
CCVC - chat, chip, shop, shut, that, this, grab, slam, swim, frog, trap, ship, grin, snip, sled, skip, spin, trim, plan, plug
CVCC - much, wish, with, rush, path, moth, math, miss, buzz, lash, fish, dish
Related 2009 Student Expectation
This student expectation is related to the following SE from the 2009 reading/language arts TEKS.
(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:
1. International Literacy Association. (2018). Explaining phonics instruction: An educator’s guide [Literacy leadership brief]. Newark, DE: Author. Retrieved from https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-explaining-phonics-instruction-an-educators-guide.pdf?sfvrsn=1a16a48e_6
Summary: This guide for educator's contains an explanation of phonics and different ways that it is taught.
2. What Works Clearinghouse. (n.d.). Foundational skills to support reading for understanding in kindergarten through 3rd grade: practice guide summary. Washington, DC: Institute of Education Science. Retrieved from https://buildingrti.utexas.org/sites/default/files/booklets/wwc_foundationalreading_070516.pdf
Summary: This practice guide provides four recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. Each recommendation includes implementation steps and solutions for common obstacles. The recommendations also summarize and rate supporting evidence. This guide is geared towards teachers, administrators, and other educators who want to improve their students’ foundational reading skills.
3. Baker, S. K., Santiago, R. T., Masser, J., Nelson, N. J., & Turtura, J. (2018). The Alphabetic Principle: From Phonological Awareness to Reading Words. 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/alphabetic-principle-phonological-awareness-reading-words
Summary: The alphabetic principle is a critical skill that involves connecting letters with their sounds to read and write. Learning and applying the alphabetic principle takes time and is difficult for most children. Explicit phonics instruction and extensive practice are important when teaching children to learn the alphabetic principle.