![]() It gives them practice with the letter or syllable in the context of real words. I have students cut out and sort pictures into 2 or 3 columns (by beginning sound or syllable, for example), and then write each word underneath. We brainstorm words that contain the letter or syllable. I write the letter or syllable for students, have them read it, and then have them write it in the air. To introduce a new letter sound, syllable, or spelling pattern, I typically start with a minilesson. Although I differentiate and deviate from it, having a planned-out path helps keep me on track. ![]() ![]() I’ve found it helpful to choose a scope and sequence for the year (click HERE for the Kindergarten scope and sequence I’ve used in the past). And, of course, they also learned it through reading and writing activities! When I was a classroom teacher (in the primary grades), my students learned Spanish phonics primarily through a daily minilesson, small group or guided reading work, picture/word sorts, independent centers, and dictados. However, I’m focusing on these areas in my post because I’ve worked mostly with beginning readers. There are other types of phonics patterns that you’ll want to teach your students, depending upon their developmental levels (like diptongos, or diphthongs). I’ll cover letter sounds, open syllables (sílabas abiertas), syllables with blends (sílabas trabadas), and closed syllables (sílabas cerradas). In today’s post, I’ll share ideas and free materials for teaching beginning phonics in Spanish. Similarly, there are some differences between teaching phonics in Spanish and phonics in English. Yesterday I wrote a post about teaching phonological awareness in Spanish (and how it’s a little bit different from teaching phonological awareness in English).
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