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 durante la instrucción en grupo completo o en grupos pequeños (lectura compartida, escritura compartida o interactiva). Haga preguntas para evaluar si los estudiantes reconocen que las oraciones están formadas de palabras separadas por espacios.

Ejemplos de preguntas:

  • ¿Qué ven en esta oración?
  • ¿Cómo se le llama a esto? (el maestro señala las palabras y/o los espacios)
  • ¿Qué se necesita en medio de las palabras?
  • ¿Qué necesito después de escribir esta palabra?
  • Si mi palabra no cabe aquí, ¿qué debo hacer?
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.
Word boundaries are the beginning and end of words. They can most easily be recognized by noting the spaces between words.

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:
(E)  recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping);

(2)  Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
(A)  identify a sentence made up of a group of words;


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.