Spanish Language Arts.5.2.B.ii

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The student is expected to

demonstrate and apply spelling knowledge by:

 

spelling palabras agudas, graves, and esdrújulas (words with the stress on the antepenultimate, penultimate, and last syllable) with a prosodic or orthographic accent;

Artes del lenguaje y lectura en español.5.2.B.ii

Se espera que el estudiante

demuestre y aplique el conocimiento ortográfico al:

 

escribir palabras agudas, graves y esdrújulas (palabras con énfasis en la última, penúltima y antepenúltima sílaba); con acento prosódico u ortográfico;

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 una serie de palabras con diferente patrón de acentuación (agudas, graves y esdrújulas) en el pizarrón y pida a los estudiantes que las agrupen en un organizador gráfico. Revise el trabajo de los estudiantes.


Further Explanation

Para demostrar un buen dominio de esta expectativa, a los estudiantes se les pide que identifiquen los distintos tipos de palabras que hay (agudas, graves y esdrújulas). Conocimiento previo de reglas ortográficas es necesario para tener éxito en la expectativa.

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. In reading, this concept refers to word identification rather than word comprehension. 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 writing. It is important that students apply these rules consistently instead of using invented spelling because they may unknowingly write a word that is real but that they did not intend, causing confusion for their reader.
Students are expected to know that palabras esdrújulas are words with the stress on the third from last syllable. They are always spelled with a written (orthographic) accent. For example, sábado, académico, océano, película. Students should be able to use these words appropriately in their written work.
Students are expected to know that palabras graves are words with the stress on the next to last syllable. They may have a written (orthographic) or unwritten (prosodic) accent depending on specific spelling rules. For example, mesa, avispa, cocinero, árbol, fácil, césped, cráter. Students should be able to use these words appropriately in their written work.
All Spanish words have a pronunciation stress on specific syllables. This pronunciation stress is called the prosodic accent. In some cases, such stress must be indicated by a written mark known as orthographic accent or tilde. Diverse orthographic rules determine when it is appropriate to use an orthographic accent to signal the pronunciation stress. The following words show in bold the syllable that carries the pronunciation stress, but don’t require a written accent: ca-sa, ho-tel, ma-ri-po-sa, a-mu-le-to. In contrast, the following words have an orthographic accent: le-ón, ca-rác-ter, brú-ju-la, at-mós-fe-ra.
Students are expected to know that palabras agudas are words with the stress on the last syllable. Palabras agudas may have an unwritten (prosodic) or written (orthographic) accent depending on specific spelling rules. For example, aceptar, final, decir, avión, bebé, camarón, decisión. Students should be able to use these words appropriately in their written communications.
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).
En español, todas las palabras tienen una sílaba donde se pone el énfasis al pronunciarlas. A ese énfasis se le conoce como el acento prosódico (por ej., calor, árbol).
Palabra que tiene el acento prosódico y ortográfico en la última sílaba (por ej., feliz, canción).
Palabra que tiene el acento ortográfico en la antepenúltima sílaba (por ej., último, tráfico).
Palabra que tiene el acento prosódico y ortográfico en la penúltima sílaba (por ej., casa, árbol).