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.

Pídales a los estudiantes que digan dos palabras que rimen con las palabras siguientes:

  • Jugar, bailar (cantar, temblar, sanar, pelear, lugar, rural, tamal)
  • Hacer, coser (beber, traer, comer, saber, ser, alfiler, ayer, mujer)
  • Reír, abrir (batir, cubrir, decir, dormir, medir, mentir, salir, vivir)
  • Casa, masa (grasa, raza, pasa, traza, balsa, taza, guasa)
  • Diente, gente (miente, frente, fuente, puente, cuente, cliente)
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).
identical or very similar recurring sounds in verse
Habilidad para reconocer y pronunciar los sonidos ligados a las letras que lleva a poder identificar y pronunciar sílabas y posteriormente palabras.



Yopp, H., & Yopp, R. (2000). Supporting Phonemic Awareness Development in the Classroom. The Reading Teacher, 54(2), 130–143. Retrieved from

Summary: Yopp and Yopp describe phonemic awareness and provide ideas for activities that focus on rhyme, syllable manipulation, onset-rime manipulation, and phoneme manipulation.