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 segmenten palabras en sílabas. Los estudiantes pueden demostrar oralmente la separación entre las sílabas o identificar las sílabas por medio de una acción, como aplaudir, usar los dedos o mover fichas.

Ejemplo:

Van a escuchar algunas palabras y me van a decir las sílabas que escuchen. Por ejemplo, las sílabas que se escuchan en la palabra clase son cla-se. ¿Me pueden decir las sílabas que escuchan en estas palabras?

  • dulce — dul-ce
  • salir — sa-lir
  • camello — ca-me-llo
  • planta — plan-ta
  • crayones — cra-yo-nes
Phonological awareness is the ability to detect and manipulate the sound structures of spoken language, including recognizing differently sized sound parts (e.g., phrases, words, syllables, phonemes) and manipulating those parts (i.e., blend, segment, delete, add, and change).
Segmenting multisyllabic words involves a student hearing a word and breaking that word apart into syllables. For example, if the student hears water, the student should be able to segment the syllables and say /wa/-/ter/.
Habilidad para reconocer y pronunciar los sonidos ligados a las letras que lleva a poder identificar y pronunciar sílabas y posteriormente palabras.

Related 2009 Student Expectation

This student expectation is related to the following SE from the 2009 reading/language arts TEKS.

(2)  Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
(H)  separate spoken multi-syllabic words into two to three syllables (e.g., /to/ /ma/ /te/).


Research

Yopp, H., & Yopp, R. (2000). Supporting Phonemic Awareness Development in the Classroom. The Reading Teacher, 54(2), 130–143. Retrieved from http://www.jstor.org/stable/20204888

Summary:  Yopp and Yopp describe phonemic awareness and provide ideas for activities that focus on rhyme, syllable manipulation, onset-rime manipulation, and phoneme manipulation.