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.

Escriba en el pizarrón una palabra. Si la palabra contiene un diptongo, un hiato formal o un hiato acentuado, los estudiantes se levantan de sus lugares (por ej., ciudad, toalla, oído). Los estudiantes, junto con el maestro, identifican que las palabras que contienen un hiato o un diptongo son las que tienen dos vocales juntas que se separan en dos sílabas o dos vocales que se quedan en la misma sílaba. Por medio de una lluvia de ideas, el grupo encuentra más palabras con diptongos e hiatos.

Ponga en un cartel tres columnas: diptongos, hiatos y hiatos acentuados. Los estudiantes, por equipos, escriben palabras en tarjetas y las colocan en la columna correspondiente. Registre en una lista los nombres de los estudiantes que van mostrando avances.


Further Explanation

Los estudiantes demuestran y aplican su conocimiento ortográfico para escribir correctamente las palabras con hiatos y diptongos. Identifican que las dos vocales juntas se dejan en la misma sílaba (diptongo) o se separan (hiato). Este conocimiento se adquiere a través de la práctica y la experiencia con la escritura y la ortografía.

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 of diphthongs to correctly spell words that include them. Students should know that a diphthong is a combination of a strong vowel (a, e, o) and a weak vowel (i, u) in the same syllable. In some cases, diphthongs may be spelled with an orthographic (or written) accent, like in the words, tam-bién, cuén-ta-me, or ca-mión; but there are also diphthongs that are not accented such as au-to, vein-te, or hie-lo.
Students should be able to use their knowledge of hiatuses to correctly spell words that include them. Students should know that the term hiatus refers to two adjacent strong vowels (a, e, o) within a word that don’t belong to the same syllable. For example, to-a-lla, te-a-tro, tri-ne-o, or po-e-ta. Hiatuses also may combine a weak vowel (i, u) and a strong vowel (a, e, o), in which case, the weak vowel must be accented. For example, a-le-grí-a, car-pin-te-rí-a, or da-rí-a.
Students should have a strong knowledge of hiatuses and diphthongs so they can apply it when they write. They should know that hiatuses that combine a strong vowel (a, e, o) and a weak vowel (i, u) always need an orthographic (written) accent on the weak vowel. The following are examples of words with accented hiatuses, oído (o-í-do), María (Ma-rí-a), vendía (ven-dí-a), or púa (pú-a). Students should also know that diphthongs may or may not be accented. For example, ca-mión, tam-bién, lu-ciér-na-ga, cuer-da, fue-go, pei-na-do. Words that have diphthongs follow the orthographic rules that classify words as agudas, graves, esdrújulas, and sobreesdrújulas, and define when these words must have an orthographic (written) accent.
Signo gráfico o tilde que se usa para indicar si la sílaba donde se pone énfasis al pronunciar una palabra lleva acento escrito conforme a las reglas de acentuación (por ej., avión).
Conjunto de dos vocales diferentes que se pronuncia en una sola sílaba (por ej., /ai/ en aire, /ue/ en bueno, /oi/ en oigan).
Unión de dos vocales consecutivas que se pronuncian en sílabas diferentes (por ej., fi-de-o, ha-bí-a).