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.

Provide students with a list of words. Pair students and task them with reading and grouping the words according to their accentuation pattern.

Further Explanation

The focus of this assessment is to measure student knowledge of the diverse accentuation patterns of words depending on the syllable that carries the pronunciation stress. Students need a clear understanding of syllabication as well as each type of pronunciation pattern. They also need to know that palabras agudas and graves do not always require a written accent but do require a prosodic accent. This is not the case of palabras esdrújulas. which always require a written accent.

Decoding is the process of translating written speech into verbal speech sounds by applying knowledge of letter-sound correspondences. Students apply knowledge of letter-sound relationships in order to identify and sound out words with the stress on the last syllable (palabras agudas), penultimate syllable (palabras graves), antepenultimate syllable (palabras esdrújulas), and syllable before the antepenultimate (palabras sobresdrújulas).
When students demonstrate phonetic knowledge, they are not creating written content that incorporates an understanding of phonetic principles, but rather reviewing content and determining how the principles have been applied. Students will do this when decoding (reading) words they encounter in various formats, from activities in the classroom to stories they read for pleasure.