Spanish Language Arts and Reading.1.2.A.ii

The student is expected to

demonstrate phonological awareness by:

 

recognizing spoken alliteration or groups of words that begin with the same simple syllable or initial sound;

Artes del lenguaje y lectura en español.1.2.A.ii

Se espera que el estudiante

demuestre conciencia fonológica al:

 

reconocer la aliteración hablada o grupos de palabras que comienzan con la misma sílaba simple o sonido inicial;

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.

Pídales a los estudiantes que digan cuáles dos palabras de cada línea empiezan con el mismo sonido.

  • Tres, pez, tristes (tres/tristes)
  • Ruido, rueda, fuera (ruido/rueda)
  • Foca, boca, bola (boca/bola)
  • Fuego, funda, tunda (fuego/funda)
  • Trompo, ronco, tronco (trompo/tronco)
Alliteration is the repetition of the same consonant sounds at the beginning of two or more adjacent words (e.g., Peter Piper picked a peck of pickled peppers).
the initial sound of a word (e.g., /c/ in “cat”)
Phonological awareness is the ability to detect and manipulate the sound structures of spoken language, including recognizing differently sized sound parts (i.e., phrases, words, syllables, phonemes) and manipulating those parts (i.e., blend, segment, delete, add, and change).
Repetición de los mismos sonidos al comienzo de dos o más palabras adyacentes para enfatizar la unión de las palabras y crear un sonido rítmico (por ej., Tres tristes tigres; Mi mamá me mima).
Habilidad para reconocer y pronunciar los sonidos ligados a las letras que lleva a poder identificar y pronunciar sílabas y posteriormente palabras.

 

Research

Murray, B. (2012). TELL ME ABOUT FRED'S FAT FOOT AGAIN: Four Tips for Successful PA Lessons. The Reading Teacher, 66(2), 139–144. Retrieved from http://www.jstor.org/stable/23322723

Summary: Murray provides four tips for successful phonemic awareness lessons: 1) focus on the individual phoneme; 2) make the phoneme memorable; 3) help children detect the phoneme in spoken words; and 4) apply phonemic awareness to reading.