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.

Observe a los estudiantes mientras identifican las partes de un libro en una situación de aprendizaje. Haga preguntas que faciliten las respuestas de los estudiantes.

Ejemplos de preguntas:

  • ¿Dónde está la portada del libro? (el estudiante debe señalarla)
  • ¿Dónde está la contraportada del libro? (el estudiante debe señalarla)
  • ¿Dónde está el título de este libro? (el estudiante debe señalarlo)
  • ¿Dónde está la portada interior del libro? (el estudiante debe abrir el libro en la página del título o en la primera página de la historia)
Print awareness is the understanding of the characteristics and uses of print including the following print concepts: Printed text conveys meaning, sentences are comprised of words separated by spaces, and texts have unique print features that influence meaning.

Related 2009 Student Expectation

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

(1)  Reading/Beginning Reading Skills/Print Awareness. Students understand how Spanish is written and printed. Students are expected to:
(G)  identify different parts of a book (e.g., front and back covers, title page).


Research

Zucker, T. A., Ward, A. E., & Justice, L. M. (2009). Print referencing during read-alouds: a technique for increasing emergent readers' print knowledge. The Reading Teacher, 63(1), 62–72. Retrieved from https://www.jstor.org/stable/40347652

Summary: Daily classroom read-alouds provide an important context for supporting children's emergent literacy skills. Utilizing print referencing during read-alouds can foster the development of print knowledge in children.