Standard 2 Examplese. Add or substitute individual sounds
(phonemes) in simple, one-syllable
words to make new words.Add: They say sand when asked to add the
phoneme /s/ to the beginning of the spoken word
and. They say beet when asked to add the phoneme
/t/ to the end of the spoken word be.
Substitute: They say lit when asked to change the
/s/ in the word sit to /l/. They say hop when asked
to change the /t/ at the end of the spoken word hot
to /p/.
[Note: Children will need to delete sounds before
substituting them. Thus, children can say me when
asked to say meat without the final /t/ sound.]f. Blend two to three phonemes
into recognizable words. (CA
addition)Blend two phonemes: They say zoo when asked to
blend into a word the separately spoken phonemes
/z/-/oo/.
Blend three phonemes: They say cat when asked to
blend into a word the separately spoken phonemes
/c/-/ă/-/t/.These skills are learned through direct instruction and ample opportunities to reflect on and
manipulate the sounds of language in playful contexts. Sometimes children respond with nonsense
words while engaging in phonological awareness activities. For example, when asked to name
something that rhymes with plate, they say yate. Such responses are not incorrect, phonologically
speaking. Plate and yate do, indeed, rhyme. Clearly, the child who offers this response understands
rhyme. Teachers should respond in the affirmative and then, as appropriate, address whether yate is a
real word. (In some circles, it is a combination of yeah and great.)
Suggestions for instruction are presented in the transitional kindergarten section of this chapter.
Many of the same activities are appropriate with kindergarteners; the pace, increased intentionality,
and expectation of achievement of the standards mark the difference between instruction for
transitional kindergarteners and kindergarteners.
Phonics and Word Recognition
The kindergarten curriculum fosters children’s knowledge of and ability to apply grade-level
phonics and word analysis skills in decoding words both in isolation and in text (RF.K.3a–d). Children
achieve the standards displayed in 3.25 by the end of the year. These standards build from knowledge
of print concepts, especially knowledge of letters (i.e., recognizing and naming the letters) (RF.K.1d).
(See the transitional kindergarten section of this chapter for guidance on teaching letters.)
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