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.
One option for assessing this SE is through observation during small-group instruction or learning-centers time when students are engaged with a book. Anecdotal notes or a checklist can be used to keep track of what students know. A teacher can ask guiding questions if a certain behavior is not observed.
- If you were to read this book, how would you hold it?
- Once you finish reading this page, what do you do next? (turning pages)
- Where would you start reading on this page? Show me with your finger. (top to bottom / left to right)
- Where would you read next? Show me with your finger. (return sweep)
Glossary Support for ELA.K.2.D.ii
Related 2009 Student Expectation
This student expectation is related to the following SE from the 2009 reading/language arts TEKS.
(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:
Zucker, T. A., Ward, A. E., & Justice, L. M. (2009). Print referencing during read-alouds: a technique for increasing emergent readers' print knowledge. The Reading Teacher, 63(1), 62–72. Retrieved from https://www.jstor.org/stable/40347652
Summary: Daily classroom read-alouds provide an important context for supporting children's emergent literacy skills. Utilizing print referencing during read-alouds can foster the development of print knowledge in children.