Spanish Language Arts and Reading.K.2.C.ii

The student is expected to

demonstrate and apply spelling knowledge by:

 

spelling words with common syllabic patterns such as CV, VC, CCV, CVC, VCV, CVCV, CCVCV, and CVCCV;

Artes del lenguaje y lectura en español.K.2.C.ii

Se espera que el estudiante

demuestre y aplique el conocimiento ortográfico al:

 

escribir palabras con patrones silábicos comunes, tales como CV, VC, CCV, CVC, VCV, CVCV, CCVCV y CVCCV;

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 escriben 10 palabras, de una o dos sílabas, con diferentes combinaciones de consonantes y vocales que el maestro les dicta. Revise el trabajo de los estudiantes e identifique cuáles son las dificultades que están teniendo con algunas palabras para poder reforzar el aprendizaje.
 

Further Explanation

Los estudiantes escriben palabras de una o dos sílabas que tienen diferentes combinaciones de consonantes y vocales.

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. 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.
Students in kindergarten are expected to spell words with common syllabic patterns such as the monosyllabic words mi (CV) and el (VC). They should also begin spelling multisyllabic words with the patterns CCV such as bri-llo, plu-ma; CVC such as pas-to, vo-lar; VCV such as u-sa, o-la; CVCV such as pa-sa, pe-so; CCVCV such as bro-ma, bri-sa; and CVCCV such as chis-te, mos-ca.