| 9. Demonstrate early phonological awareness to basic phonemic awareness skills in spoken words.
a. Count the number of words in a spoken sentence.
b. Recognize alliterative spoken words.
c. Recognize and produce pairs of rhyming words and distinguish them from non-rhyming pairs using pictures and/or spoken words.
d. Count, blend, and segment syllables in spoken words, including compound words.
e. Blend and segment onsets and rimes of single-syllable spoken words.
f. Identify the initial, final, and medial sounds of spoken words.
g. Blend and segment phonemes in single-syllable spoken words made up of three to four phonemes.
h. Distinguish between commonly confused cognate consonant sounds, using knowledge of voiced and unvoiced sounds and manner of articulation.
Examples: /t/ and /d/, /p/ and /b/, /ch/ and /j/, /s/ and /z/, /f/ and /v/, /k/ and /g/, /sh/ and /zh/, /th/ (voiced and unvoiced)
Note: Standard 9 is important as a foundational phonemic awareness skill for all learners. |