beginning reading and writing Spanish strand TEKS talk image

Knowledge and Skills Statement

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.

En equipos, los estudiantes reciben tarjetas con diferentes clases de sílabas que incluyen las sílabas trabadas y con ellas forman palabras multisilábicas. Observe y tome nota de los avances de los estudiantes.
 

Further Explanation

Los estudiantes combinan las sílabas complejas para formar palabras de 2 o más sílabas. Estas sílabas incluyen dos consonantes y una vocal con diferentes combinaciones, lo que les ayuda a ampliar su vocabulario y a familiarizarse con palabras que representan una mayor dificultad al pronunciarlas.

Students are expected to form words that have more than one syllable by blending complex syllables. In kindergarten, students learned to blend simple syllables, like ma, me, pe, po, su, to form multisyllabic words such as paleta, cubeta, or paloma. In first grade, students are expected to blend complex syllables to form multisyllabic words. Complex syllables contain more than two letters, typically consonant clusters, such as bra, bre, dra, tre, pri, or bla. Some examples of multisyllabic words with complex syllables are, primero (pri-me-ro), trapecio (tra-pe-cio), tablero (ta-ble-ro), agradable (a-gra-da-ble). Other complex syllables are sílabas trabadas. These are syllables that end in a consonant like in the words mu-si-cal, me-sa-ban-co, au-to-mó-vil.
Phonological awareness is the ability to detect and manipulate the sound structures of spoken language, including recognizing differently sized sound parts (i.e., phrases, words, syllables, phonemes) and manipulating those parts (i.e., blend, segment, delete, add, and change).
Habilidad para reconocer y pronunciar los sonidos ligados a las letras que lleva a poder identificar y pronunciar sílabas y posteriormente palabras.
Palabra que tiene más de una sílaba (por ej., camino, ca-mi-no; escuela, es-cue-la; casa, ca-sa).
Sílabas que terminan en consonante al final de una palabra (por ej., re-loj, man-tel, a-mor) o las que se forman mediante la unión de dos consonantes (por ej., ti-gre, cli-ma, pro-me-sa).