Spanish Language Arts and Reading.1.2.C.vi

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The student is expected to

demonstrate and apply spelling knowledge by:

 

spelling words with diphthongs such as/ai/,/au/, and/ie/ as in quie-ro, na-die, and ra-dio and hiatus such as le-er and rí-o; and

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

Se espera que el estudiante

demuestre y aplique el conocimiento ortográfico al:

 

escribir palabras con diptongos, tales como “ai”, “au” y “ie” en quie-ro, na-die y ra-dio, y con hiatos, tal como le-er y rí-o; y

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 parejas, los estudiantes escriben palabras que contengan diptongos, las intercambian y resaltan el diptongo. Repiten esta actividad usando hiatos. Observe y tome nota de la actividad.
 

Further Explanation

Los estudiantes escriben palabras que contienen diptongos reconociendo las combinaciones que se forman al unir dos vocales en una misma sílaba. Con esto mejoran su ortografía y amplían su vocabulario.

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 know that there are two types of hiatuses. Formal hiatuses are composed of two strong vowels (a, e, o), like ca-o-ba, tra-er, or cre-er. Accented hiatuses are composed of a strong and a weak vowel (i, u). The following words have accented hiatuses, ha-bí-a, o-í-do, and rí-o. When a word with a hiatus (formal or accented) is divided into syllables, the vowels that make the hiatus are never in the same syllable. Students should be able to use their knowledge of hiatuses to correctly spell words that include them.
Students should be able to use their knowledge of diphthongs to correctly spell words that include them. A diphthong is a combination of a strong vowel (a, e, o) and a weak vowel (i, u) in the same syllable. In most cases, diphthongs are not accented, like in the words pai-sa-no, pau-sa, pien-sa. However, some diphthongs are spelled with a written accent, like in bon-sái, náu-ti-co or re-cién.
Conjunto de dos vocales diferentes que se pronuncia en una sola sílaba (por ej., /ai/ en aire, /ue/ en bueno, /oi/ en oigan).