Spanish Language Arts and Reading.1.2.C.iii

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Artes del lenguaje y lectura en español.1.2.C.iii

Se espera que el estudiante

demuestre y aplique el conocimiento ortográfico al:

 

escribir palabras con “h” silenciosa; dígrafo consonánticos, tales como “ch”, “rr” y “ll”, y sílabas trabadas, tales como “bla”, “bra”, “gla” y “gra”;

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.

Los estudiantes, en equipos de trabajo, escogen tarjetas de palabras que contienen un dígrafo consonántico: “ch”, “rr” y “ll”. Escriben las palabras en una hoja de trabajo que tiene 3 columnas cuyos encabezados son estos dígrafos. Resaltan el dígrafo en la palabra y reconocen que forman un solo sonido. Revise su hoja de trabajo.
 

Further Explanation

Los estudiantes escriben palabras con los dígrafos consonánticos “ch”, “rr” y “ll”, que forman un solo sonido. Los estudiantes reconocen cómo se escriben estas letras e identifican el sonido que representan.

Both decoding and encoding skills are needed to build a foundation in reading. Decoding is the process of translating written speech into verbal speech sounds by applying knowledge of letter-sound correspondences. It is the ability to recognize letters, apply their associated sounds, and blend sounds to form words. Encoding is the process of using letter-sound knowledge to write or spell words. Students must understand the various spelling patterns and rules of the Spanish language to correctly construct words in their written products. It is important that students demonstrate their knowledge by applying these rules consistently instead of using invented spelling because they may unknowingly write a real word they did not intend, causing reader confusion.
Students should be able to use their knowledge about digraphs to spell words that contain them. A digraph is a sequence of two letters that represent one single sound. For example, when spelling the word chile, they should use the digraph ch to represent the initial sound /ch/ of that word. Some other digraphs are rr, which is never at the beginning of words and can be found in, carretera, corral, or cerro; and ll which represents the sound /ll/, like in the initial sound of llovizna, llegar or llama.
Students are expected to know that, in Spanish, the letter h is always silent regardless of its position in a word. However, students should also know that all words that begin with the diphthongs ia, ie, ue, and ui, must be spelled with an initial h. For example, hiato, hiena, hueco, or huir.
Students should use their knowledge about syllable segmentation to spell words correctly with sílabas trabadas. Students are expected to remember that sílabas trabadas are syllables that end in a consonant. For example, can-ción, Al- ber-to, or bar-co.
Dos letras sucesivas que representan un solo sonido al hablar (por ej., la /ll/ en llave y la /ch/ en chocar).
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).