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.

Una opción para evaluar esta expectativa estudiantil es a través de la observación durante la instrucción en grupos pequeños o durante la hora de los centros de aprendizaje cuando los estudiantes estén enfocados leyendo un libro. Puede usar notas detalladas o una lista de control para darle seguimiento a lo que los estudiantes conocen. El maestro puede formular preguntas guía si no observa algún comportamiento específico.

Ejemplos de preguntas:

  • Si fueras a leer este libro, ¿cómo lo sostendrías?
  • Cuando terminaras de leer esta página, ¿qué es lo que harías enseguida?
  • ¿Dónde comenzarías a leer esta página? Muéstrame con tu dedo. (de arriba hacia abajo/ de derecha a izquierda)
  • ¿Dónde leerías después? Muéstrame con tu dedo. (movimiento de los ojos hacia el inicio del siguiente renglón).
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.
Return sweep is the eye movement that brings the eye from the end of one line of text to the text at the beginning of the next line.

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:
(F)  hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right; and


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.