S.02 – Thread Standards Map for Using Spoken Words, Syllables, and Sounds (Phonemes)

This is a standards map for the concept of using spoken words, syllables, and sounds (phonemes). It is specific to Standard 2 of the Phonological Awareness Anchor in the Reading Foundational Skills standards of the CCSS ELA standards.

1. Common Core State Standards: English Language Arts > G.K > RF > A.2 > S.2
   

   Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

   1. Recognize and produce rhyming words.
   2. Count, pronounce, blend, and segment syllables in spoken words.
   3. Blend and segment onsets and rimes of single-syllable spoken words.
   4. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
   5. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Understanding of Spoken Words Syllables Sounds Rhyming words [a] Onsets [c] Initial and Medial [d] Vowels Final sounds [d] Three phoneme words [d] Individual sounds [e]	2 - Demonstrate (understanding of spoken words) 2 - Recognize (rhyming words [a]) 6 - Produce (Rhyming words [a]) 3 - Count (syllables in spoken words [b]) 3 - Pronounce (syllables in spoken words [b]) 3 - Blend (syllables in spoken words, and onsets of words [c]) 3 - Segment (syllables in spoken words, and onsets of words [c]) 3 - Isolate (initial, medial vowel, and final sounds [d]) 3 - Pronounce (initial, medial vowel, and final sounds [d]) 3 - Add (individual sounds [e]) 6 - Make (new words [e])	1 - I can demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1 - I can recognize and produce rhyming words. [a] 1 - I can count, pronounce, blend, and segment syllables in spoken words. [b] 1 - I can blend and segment onsets and rimes of single-syllable spoken words. [c] 1 - I can isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme words. [d] 1 - I can add or ubstitute individual sounds in simple, one-syllable words. [e] 1 - I can make new words. [e]	A. Spoken words are understood by recognizing sounds, intonation, syllables and context. B. Rhyming helps us recognize similar sounds in words. C. Word syllables vary as may the pronunciation depending on word origin or letter position. D. Our mouths produce sounds differently based on what letters may be together. E. When words only vary by one initial sound or letter, we often get rhymes.	A.1 How can I understand spoken words? B.1 Why do we learn rhyming? C.1 How do sounds and rhythms vary from word to word? D.1 How does position of a letter affect pronunciation. E.1 Why is some rhyming easy to form?

2. Common Core State Standards: English Language Arts > G.1 > RF > A.2 > S.2
   

   Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

   1. Distinguish long from short vowel sounds in spoken single-syllable words. 
   2. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 
   3. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 
   4. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Understanding Vowel sounds [a] Blending sounds [b] Initial vowel [c] Medial vowel [c] Final sounds (phonemes) [c] Individual sounds [d]	2 - Demonstrate (Understanding) 2 - Distinguish (Long form short vowel sounds [a]) 2 - Produce (Single-syllable blended words [b]) 2 - Isolate (Initial vowel sounds [c]) 2 - Pronounce (Initial vowel sounds [c]) 2 - Isolate (Medial vowel sounds [c]) 2 - Pronounce (Medial sounds [c]) 2 - Isolate (Final sounds [c]) 2 - Pronounce (Final sounds [c]) 2 - Segment (Single-syllable words [d])	2 - I can demonstrate understanding of spoken words. 2 - I can demonstrate understanding of syllables. 2 - I can demonstrate understanding of sounds (phonemes). 2 - I can distinguish long from short vowel sounds in spoken single-syllable words. [a] 2 - I can orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [b] 2 - I can isolate initial sounds (phonemes) in spoken single-syllable words. [c] 2 - I can isolate medial vowel sounds (phonemes) in spoken single-syllable words. [c] 2 - I can isolate final sounds (phonemes) in spoken single-syllable words. [c] 2 - I can pronounce initial sounds (phonemes) in spoken single-syllable words. [c] 2 - I can pronounce medial vowel sounds (phonemes) in spoken single-syllable words. [c] 2 - I can pronounce final sounds (phonemes) in spoken single-syllable words. [c] 2 - I can segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [d]	A. Spoken words are understood by syllables and sounds, delivery and context. B. Rhyming helps readers learn similar words and recognize syllables. Rhyming is also useful in poems and songs. C. Words may have short or long vowels and consonant mixes. Consonants help divide syllables. D. Position of letters may determine long or short sounds. /l/ and /r/ sounds may 'color' vowels. E. Sometimes sounds are more difficult to produce in different parts of a word. Blends may be more difficult to produce.	A.1 How are spoken words understood and produced? B.1 Why do we learn rhyming? C.1 How do sounds and rhythms vary from word to word? D.1 How does position of a letter change from word to word? E.1 Why are some difficult to pronounce?