11 Final Spanish

Graphophonemic Knowledge: Routines and Teaching Tools

Spanish ...... Enhancing Spelling/Word Study

The effect of spelling instruction on word reading is that teaching beginners to spell phonetically enhances their knowledge of the spelling system. . . .As soon as children move into word reading, they become able to read words by remembering associations between letters in spellings and sounds detected in pronunciations of words. Ehri & Wilce, 1985, 1987

The Graphophonemic Knowledge (GK) Routine was introduced by Texas Reading First in 2006 as a recommended enhancement to core program spelling instruction. The GK Routine follows the scope and sequence of the core program. Thus, the skills covered in the routine remain sequential and fidelity to the core is maintained. The GK Routine emphasizes explicit instruction of targeted spelling patterns partnered with activities such as sound discrimination, word sorts, and dictation. Graphophonemic Knowledge: Routines and Teaching Tools has been developed as a teacher‐friendly resource to refine and expand the original GK Routine. Updates include new instructional activities, explicit examples of direct instruction, and a daily dictation routine.

Graphophonemic Knowledge: Routines and Teaching Tools Spanish was developed by Texas Reading First, through the hard work and dedication of the staff, faculty, and friends of the Children’s Learning Institute, University of Texas Houston Health Science Center, and the University of Texas System. It is with deep appreciation that we thank the following: Waynel Sexton • Mary White

Becky Beegle • Bang Pham

Belinda Guzman • Miguel Gallegos

The Graphophonemic Knowledge Routine: An Overview

The Graphophonemic Knowledge (GK) Routine is a 10‐15 minute daily routine intended for use during the 90‐minute core reading block.

Direct Instruction (pp. 4‐5) During the Direct Instruction segment of the GK Routine: • The teacher explains the GK target skill in student‐friendly terms. • The teacher models the target skill for students.

Activity (pp. 6‐9) During the Activity segment of the GK Routine: • The teacher selects one activity which best reinforces the target skill. • The teacher selects an activity which is on a level where the students can be successful.

Dictation (pp. 10) During the dictation segment of the GK Routine: • The students spell words and write sentences with teacher support. • The teacher guides students to check and correct their work.

Some pages contain a box with this icon. The information in the box is intended as tips for teachers.

Pages identified by this icon are teacher resource pages (pp. 11‐28). Teachers may find them useful to reference when generating wordlists.

Remember to select words following the scope and sequence of the core program! The GK Routine should reinforce and enhance what is being taught in the core.

Example of Direct Instruction in the GK Routine: Teaching a Spanish‐Language Spelling Pattern

Direct Instruction of Graphophonemic Knowledge is the segment of the GK Routine dur‐ ing which the teacher explains the targeted GK skill in student‐friendly language. It takes 3‐5 minutes, targets one skill, and is teacher‐directed.

Identified skill: the syllables ca, co, cu Objective: The learner will be able to identify the syllables ca, co, cu. Materials needed: individual syllable cards for ca, co, cu

Teacher: Estas letras forman la sílaba ca. Show the “ca” syllable card to the students. ¿Qué sílaba forman estas dos letras? Point to each letter in the syllable.

Students: ca

Teacher: Separen los sonidos: /k/ /a/. Teacher raises one finger for each phoneme produced in the syllable.

Students: /k/ /a/ The students raise one finger for each phoneme produced in the syllable.

Teacher: ¡Muy bien! Estas letras forman la sílaba co. Show the co syllable card to the students. ¿Qué sílaba forman estas dos letras? Point to each letter in the syllable.

Students: co

Teacher: Separen los sonidos: /k/ /o/. Teacher raises one finger for each phoneme produced in the syllable.

Students: /k/ /o/ The students raise one finger for each phoneme produced in the syllable.

Teacher: ¡Muy bien! Estas letras forman la sílaba cu. Show the cu syllable card to the students. ¿Qué sílaba forman estas dos letras?

Students: cu

Teacher: Separen los sonidos: /k/ /u/. Teacher raises one finger for each phoneme produced in the syllable.

Students: /k/ /u/ The students raise one finger for each phoneme produced in the syllable. Teacher: ¡Muy bien!

Example of the Direct Instruction Component of the GK Routine:

Direct Instruction of the targeted skill is provided at the beginning of the GK Routine, and is applicable to all student levels.

Identified skill: the syllables ca, co, cu Objective: The learner will be able to identify words containing the syllables ca, co, cu. The learner will identify ca, co, and cu spellings in words.

Materials needed: word cards for zacate, conejo, cubo.

Teacher stands near alphabet wall cards. Students sit on the floor close to the teacher, in clear view of the alphabet wall cards. Teacher: Esta palabra es zacate. Show the students the word card with “zacate”. Repitan.

Students: zacate

Teacher: Esta sílaba hace el sonido /ka/. Point to the “ca” syllable Repitan.

Students: /ka/

Teacher: ¿La palabra es?

Students: zacate

Teacher: Separen los sonidos: /s/ /a/ /k/ /a/ /t/ /e/. Teacher raises one finger for each phoneme produced in the syllable. Repitan. Students: /s/ /a/ /k/ /a/ /t/ /e/ The students raise one finger for each phoneme produced in the syllable. Teacher: ¡Muy bien!

Continue the routine as outlined above for remaining words.

Graphophonemic Knowledge: Activities

Graphophonemic Knowledge activities are designed to reinforce the targeted skill taught during the Direct Instruction segment. The teacher should carefully select the activity best suited for the needs and levels of the students.

Activities should be introduced and modeled several times as a whole‐group activity. Then, they should be used for guided practice at the teacher’s table. Finally, activities may be moved to centers to be done independently.

Activities outlined in this handbook include the following:

1. Sound Discrimination — Students learn to discriminate between individual phonemes in beginning, final, and medial positions of words. These activities are especially appropriate for kindergarten and first grade, but also for students in other grades.

2. Word Sorts — Students sort words according to specific spelling patterns. These activities are especially appropriate for first through third grades, and should increase in complexity as students’ skills grow. For example, sorting rules for beginning word sorts may be according to initial or final letter, while sorting rules for advanced word sorts may be according to inflectional or derivational endings.

3. Say It and Move It — Students move markers according to the sounds they hear in words. This activity is especially appropriate for kindergarten and first grade, although it may be useful with second and third grade students whose phonemic awareness skills are still developing.

4. Phoneme‐Grapheme Mapping —Students write spellings for individual phonemes in words on a grid which helps them relate sounds to spellings. This activity is appropriate for students who already have strong phonemic awareness skills and are developing knowledge of spelling patterns.

Sound Discrimination Activity: ¿Qué digo?

This activity requires the students to determine not only the sounds in a word, but the position of each sound: initial, medial, and final.

Objective: The learner will determine a word based on clues given about the initial, medial, and final sounds in the word. Materials needed: picture cards representing words with 3‐5 phonemes Teacher organizes class into two teams. Within each team, the teacher pairs the students. The teacher places the stack of picture cards face down in front of the two teams.

At the teacher’s signal, the first pair on one team looks at the first picture card, then gives clues to the other team about the sounds in the word. For example, if the word was pan, clues might include the following: Ejemplos de claves para pan: 1.Tiene tres sonidos. 2.El primer sonido es /p/. 3.El segundo sonido es /a/. 4.El tercer sonido es /n/.

Each clue counts as one point. When the other team guesses the word correctly, they record their points (the number of clues required to guess the word). The objective of the game is to guess the word using the least number of clues. The team with fewer points at the end of the game wins.

Adapted from K Teacher Reading Academy: Phonological Awareness.

Examples of some consonants that are difficult to discriminate in Spanish:

hard /b/ and /v/ ambos, ver

soft /;b/ and /v/ subir, mover

Word Sort Activity: Sorting by Syllable Patterns

Identified skill: the syllables ca, co, cu Objective: The learner will be able to sort words containing ca, co, cu. The learner will identify ca, co, cu spellings in words. Materials needed: syllable cards for ca, co, cu; word cards for zacate, conejo, cubo.

Directions: Place the syllable cards (ca, co, cu) as headings for three columns on the blackboard. Students place each word card under the appropriate heading.

Teacher: Voy a mostrarles una palabra y ustedes me van a decir debajo de cual sílaba la debemos colocar dependiendo de la sílaba que señalemos. Show the “zacate” word card to the students. Esta palabra es zacate. Repitan.

Students: zacate

Teacher: Piensen, ¿A cuál sílaba podrá corresponder‐‐ ca, co, o cu? La palabra es zacate, la sílaba que corresponde es ca. ¿Dónde la colocamos? Select a student to assist.

Teacher: Show the “conejo” word card to the students. Esta palabra es conejo. Repitan.

Students: conejo

Teacher: Piensen, ‘¿A cuál sílaba podrá corresponder‐‐ ca, co, o cu? La palabra es conejo, la sílaba que corresponde es co. ¿Dónde la colocamos? Select a student to assist.

Teacher: Show the “cubo” word card to the students.

Esta palabra es cubo. Repitan.

Students: cubo

Teacher: Piensen, ¿A cuál sílaba podrá corresponder‐‐ ca, co, o cu? La palabra es cubo, la sílaba que corresponde es cu. ¿Dónde la colocamos? Select a student to assist.

Say It and Move It Activity (Spanish example) Have students draw 3 boxes on a dry‐erase board:

Give each student three chips/markers. Say a word containing three phonemes (for example, “sol”). Model how the word can be segmented into three phonemes:

/ s / / o / / l /

Show students how to pull one marker into a box for each phoneme spoken, beginning on the left and proceeding to the right. When students are familiar with the activity, say the word and ask students to segment the word as they move the markers into the boxes. Phoneme‐Grapheme Mapping Activity

As students become proficient with the “Say It and Move It” activity, have them write the spelling (grapheme) for each phoneme in the corresponding box:

s o l

Additional phoneme‐grapheme mapping examples:

b r a v o c a s a

a m o

ll a m a r

qu e s o

Word and Sentence Dictation: An Example

Objective: The learner will be able to write words using the correct spelling ca, co, or cu. Materials needed: dictation paper, regular pencil; OR whiteboards, markers, erasers Teacher: Voy a decir una palabra. Repítanla, escríbanla en su pizarrón y después no dejen de leerla. ¿Listos? A. La palabra es zacate. Repítanla. . . .Escribanla. . . .Leanla. . . .Enséñenmela. A. La palabra es conejo. Repítanla. . . .Escribanla. . . .Leanla. . . .Enséñenmela. A. La palabra es cubo. Repítanla. . . .Escribanla. . . .Leanla. . . .Enséñenmela.

Examen.

Teacher: Voy a dictar una oración. Escuchen la oración. La voy a repetir dos veces y no quiero que escriban hasta que yo termine y les indique que la escriban. Después de escribirla, no dejen de leer su oración para que no contenga ningún error.

¿Listos?

El conejo y el cubo están en el zacate. ( Repita dos veces.)

Ahora, escríbanla y léanla.

Enséñenme.

Students should always self‐correct by reading what they write so that their chances of spelling the word correctly will increase.

Graphophonemic Knowledge: Teaching Tools

Teaching Tools in this section include the following:

1. Examples of Language Distinctions Between English and Spanish (p. 12)

2. Instructional Considerations (p. 13)

3. Kinesthetic Scaffolds for Use With Blending and Segmenting Syllables and Phonemes (p. 14)

4. Spanish Letter‐Sound Linking (pp. 15‐17) Chart: English‐Spanish Letter‐Sound—Complete Overlap (p. 15) Chart: English‐Spanish Letter‐Sound—Partial Overlap (p. 16) Chart: English‐Spanish Letter‐Sound—No Overlap (p. 17) 3. Spanish and English Sounds: Some Comparisons (pp. 18‐20) Chart: English‐Spanish Letter‐Sound Phoneme Focus (pp. 19‐20)

4. Spanish Syllable Patterns (p. 21)

5. English‐Spanish Cognates pp. 22‐25)

Chart: Some Common Examples of English‐Spanish Cognates (pp. 23‐34)

Chart: Some Common Examples of False English‐Spanish Cognates (p. 25)

4. Some Common Prefixes (English‐Spanish) (p. 26)

5. Some Common Suffixes (English‐Spanish) (p. 27)

Examples of Language Distinctions Between Spanish and English

Although there are common features shared by both Spanish and English, there are also structures and patterns which the languages do not share.

Examples of rules common to both languages: When “c” comes before “a”, “o”, or “u”, it is pronounced /k/. When “c” comes before “e” or “i”, it is pronounced /s/. When “g” comes before “a”, “o”, or “u”, it is pronounced /g/. When “g” comes before “e” or “i”, it is pronounced /j/. VCCV and VCV are common syllable patterns in both languages.

Examples of spelling patterns found in English but NOT in Spanish: Consonant digraphs, such as sh, th, wh, ph, and ‐ng. (Some of these sounds may exist in Spanish. For example, the letter n before k is pronounced /ng/.) Consonant blends, including: Final consonant blends, such as nd, st Three‐letter consonant blends, such as str S‐blends, such as sl Silent –e pattern (In Spanish, e at the end of a word is pronounced.) Certain vowel sounds, such as /ă/ as in apple /ĭ/ as in pig Certain inflectional endings, including ‐ed (pronounced /d/, /t/, /ded/, or /ted/) ‐s (pronounced /s/, /z/,/ex/, or /es/ Contractions, such as don’t, isn’t, weren’t, etc.

Instructional Considerations

The Spanish alphabet contains 30 letters. W does not belong to the Spanish alphabet, but is borrowed and used mainly in proper names. Ch, rr, ll and ñ are in the Spanish alphabet, but not the English. Five letters in Spanish represent more than one phoneme: c, g, r, v, and y. Two letters can represent multiple phonemes because of dialectical variations in pronunciation: ll and v. The 30 letters in the Spanish alphabet represent about 22 different phonemes. 13 letters share sounds with at least one other letter, including c, g, i, j, k, ll, q, r, rr, s, x, y, and z. 5 vowel phonemes (a, e, i, o, u) are each pronounced only one way. Instructional considerations when teaching English spelling to students whose first language is Spanish: Capitalize on familiar letter‐sound associations (e.g., complete overlap and those with partial overlap that are the same in English and Spanish). See pages 13 –15. Explicitly teach unfamiliar letter‐sound associations. See pages 15‐16. Explicitly teach unfamiliar letter‐sound phonemes. See pages 19‐20. Explicitly teach phonemes that do not exist in Spanish. Knowledge of morphology (word study) provides clues to the meaning and spelling of words.

Word study will help students develop efficient word reading and accurate spelling.

Repeated exposure to new and familiar words is important for students to learn and remember word meanings.

Students need 12‐14 exposures to a word and its meaning, in multiple contexts (text, discussion, writing, etc.).

Students should receive explicit instruction on how to examine words for common patterns and distinctive features.

Useful elements include prefixes, suffixes, and roots.

Carlson, C.,D., & Cardenas‐Hagan, E., (2007)

Kinesthetic Scaffolds for Use With Blending and Segmenting Syllables and Phonemes Although aurally (and orally!) blending and segmenting phonemes are phonemic awareness tasks rather than phonics tasks, the ability to identify the phonemes in a word is at the very heart of spelling. Following are some kinesthetic scaf‐ folds which can be used to aid students in developing the ability to blend and segment sentences, word parts, and phonemes.

Cutting Board and Scissors: Extend the left arm. (This is the cutting board.) Using the pointer and middle fingers of the right hand (the scissors), “cut” the parts of a sentence or word, beginning at the shoulder and moving down the arm to the wrist.

Arm Blending: A variation of Cutting Board and Scissors. After “cutting” along the arm to segment, sweep the right hand along the arm from shoulder to wrist to indicate the blending of the parts together.

Head, Shoulders, Knees, and Toes: Represent the segmenting of sentences and words by touching the head for the initial part, the shoulders for the next, knees for the third, and toes for the final part.

Finger Counting/Finger Blending: Using the fingers of the right hand, count the segmented parts, either with the right hand held up or resting on an extended left arm.

Palms Up! This scaffold should be used when segmenting a word into two parts, such as onset‐rime. Begin with both hands behind the back. Extend the right hand, palm up, while saying the initial part of the word. Then, extend the left hand, palm up, while saying the rest of the word. Bring both palms together to blend the word.

Be sure blending and segmenting are visually represented as mov‐ ing from the left to the right, matching the directionality of written Spanish. Teachers may need to MIRROR the directionality when using these scaffolds, beginning on the right and moving to the left. Students, however, would perform the movements beginning on the left and progressing to the right.

Letter‐Sound: Complete Overlap

Carlson, C.D. & Cardenas‐Hagan, E. (2007)

Letter‐Sound: Partial Overlap

Carlson, C.D. & Cardenas‐Hagan, E. (2007)

Letter‐Sound: No Overlap

Carlson, C.D. & Cardenas‐Hagan, E. (2007)

Spanish and English Sounds:

Some Comparisons English consonant sounds English consonant blends that also exist in Spanish: not present in Spanish:

/n/, /p/, /k/, /f/, /y/, st, sp, sk/sc, sm, sl, sn, /b/, /g/, /s/, /ch/, /t/, sw, tw, qu (kw), scr, /m/, /w/, /l/, /h/ spr, str, squ, spl

Shared consonant blends: English vowel sounds not present in Spanish: pl, pr, bl, br, tr, dr, cl, cr, gl, gr, fl, fr man, pen, tip, up r‐controlled vowels schwa sound Difficult English caught, could, use

/d/ can be pronounced as /th/, Challenging final English /j/ juice, /r/ rope, sounds: /v/ van, /z/ zipper, /sh/ shell, /zh/ treasure, rd, st, ng, sk, z, oil, /th/ thin mp, dg, rd, rt, rl, rs

Helman , L.A., (as cited in Carlson, & Cardenas‐Hagan, 2007)

Letter‐Sound: Phoneme Focus

Carlson, C.D. & Cardenas‐Hagan, E. (2007)

Letter‐Sound: Phoneme Focus

Carlson, C.D. & Cardenas‐Hagan, E. (2007)

Spanish Syllable Patterns (From Most to Least Frequent)

Honig,B., Diamond,L., & Guitlohn, L. (as cited in Carlson & Cardenas‐Hagan, 2007)

English‐Spanish Cognates

A cognate is a word in one language that is similar in form and meaning to a word in another language. Because English and Spanish are both derived from Latin, there are many English‐Spanish cognates that can be used to assist with language learning.

• There are around 10,000 to 15,000 Spanish‐English cognates.

• Students need to be taught how to look for and learn from cognates.

• Cognates are useful only when students know the word and understand the concept in their first language (i.e., Spanish).

• Written cognates are easier to identify than spoken ones.

• In early elementary years, ( K‐1) focus on cognates that represent familiar concepts and high frequency words.

• Be aware of false cognates.

• Many of the English‐Spanish cognates are high level English words.

• Common Spanish words are often more complex/sophisticated English words. This helps to build English vocabulary.

August, et al., 2005; Nagy et al., 1993 studies (as cited in Carlson & Cardenas‐Hagan, 2007) Bravo, Hieber & Pearson’s paper (as cited in Carlson & Cardenas‐Hagan, 2007)

Some Common Examples of English‐Spanish Cognates

English Spanish English Spanish

absolute absoluto conflict conflicto accent acento credit crédito accident accidente determine determinar active activo education educación

adult adulto excellence excelencia alphabet alfabeto extreme extremo ambition ambición function función animal animal gallon galón bank banco gas gas balance balanza general general calendar calendario history historia calm calma hospital hospital capital capital human humano category categoría idea idea central central imagine imaginar character carácter individual individuo colony colonia

Kress, J.E. (as cited in Carlson, & Cardenas‐Hagan, 2007)

Some Common Examples of English‐Spanish Cognates

English Spanish English Spanish

insect insecto participate participar

invent inventor permit permitir

literature literatura person persona

mark marca practice práctica

mathematics matemáticas principal principal

melon melón process proceso

model modelo public público

music música radio radio

national nacional represent representar

natural natural result resulta

number número segment segmento

observe observar simple simple

opinion opinión solid sólido

oral oral special especial

palace palacio telephone teléfono

part parte uniform uniforme

pause pausa visit visitar

Kress, J.E. (as cited in Carlson, & Cardenas‐Hagan, 2007)

Some Common Examples of False English‐Spanish Cognates

English Spanish

assist: to give help asistir: attend

embarrass: to feel self‐conscious embarazado: pregnant

exit: to get away éxito: a success

fabric: a cloth fabrica: a factory

idiom: a speech form or expression of a idioma: language given language

large: greater than average size largo: long

parents: one’s mother and father parientes: relatives

pastel: a soft color pastel: a cake

realize: to comprehend completely realizar: achieve

record; to preserve in writing or other recordar: remember permanent form

rope: a cord ropa: clothing

sane: to be of sound mind sano: healthy

sensible: showing good judgment sensible: sensitive

success: an achievement suceso: an event

support: to keep in place soportar: to put up with

Pickett, J. (Ed.), (2000).

Prado, M., (1993).

Some Common Prefixes

Carlson, C.D. & Cardenas‐Hagan, E. (2007)

Some Common Suffixes

Carlson, C.D. & Cardenas‐Hagan, E. (2007)

EXTRA, EXTRA—READ ALL ABOUT IT! REFERENCES

Carlson, C.D., & Cardenas‐Hagan, E. (2007). Best practices in reading instruction for Eng‐ lish language learners. University of Texas System/Texas Education Agency. Carlson, C.D., & Cardenas‐Hagan, E. (2007). Bridges to literacy for English language learners: Phonics & vocabulary. Texas Institute for Measurement, Evaluation, and Statistics/University of Houston. Texas Education Agency and The University of Houston. (2006). Tejas Lee guia de activi‐ dades de intervención. Houston, TX: Author. Ehri, L.C. & Wilce, L.S. (1985). Movement into reading: Is the first stage of printed word learning visual or phonetic? Reading Research Quarterly, 20, 163‐179.

Ehri, L.C., & Wilce, L.S. (1987). Cipher versus cue reading; An experiment in decoding acquisition. Journal of Educational Psychology , 79, 3‐13.

University of Texas System/Texas Education Agency. (2003). Online teacher reading academies: Kindergarten. Austin, TX: Author.

Pickett, J. (Ed.). (2000). The American heritage dictionary of the English language (4th ed.). Boston, MA: Houghton Mifflin. Prado, M. (1993). NTC’s dictionary of Spanish false cognates. Chicago, IL: NTC Publishing Group.