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.
Observe students during small- or whole-group instruction (shared reading, shared or interactive writing). Ask questions to assess whether students recognize that sentences are comprised of words separated by spaces.
- What do you see in this sentence?
- What are these called? (teacher points to words and/or spaces)
- What do we need between words?
- What do I need after I write this word?
- If my word does not fit here, what should I do?
Glossary Support for ELA.K.2.D.iii
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.