1 / 51

Tejas LEE 2010-2014

Tejas LEE 2010-2014. Analyzing Spelling Results. 1. Remember!!. DO NOT: Pass out the F olleto to your students Tear out the Dictado page and pass it out to your students DO: Make a copy of the Dictado page OR Use your own paper for the spelling test. 2.

maik
Télécharger la présentation

Tejas LEE 2010-2014

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Tejas LEE 2010-2014 Analyzing Spelling Results 1

  2. Remember!! • DO NOT: • Pass out the Folleto to your students • Tear out the Dictado page and pass it out to your students • DO: • Make a copy of the Dictado page OR • Use your own paper for the spelling test 2 Use care with the Folleto de respuestas del estudiante!

  3. Spelling Patterns Assessed TEKS Correlations for Texas Users 3

  4. There is a misconception that since Spanish is a phonetic language, the spelling rules are simple. However, this is NOT true. 4

  5. Tejas LEE GK Tools The Tejas LEE has developed item level analysis tools for use with the Dictado (Spelling) sections of the 1st , 2nd and 3rd grade assessments. 5

  6. Sample G1 Student Spelling Results √ X beso X chico X baño √ X soy Middle of Year First Grade X padre X flan 6 X grande X gente

  7. In what spelling skills does this student require targeted instruction? 7

  8. 8

  9. 9

  10. 10

  11. The use of the individual student Spelling Charts is optional. You may choose to complete the Spelling Class Summary Sheet ONLY. 11

  12. First Grade Spelling Class Summary Sheet 12

  13. Second Grade Spelling Class Summary Sheet 13

  14. Third Grade Spelling Class Summary Sheet 14

  15. Features of the Spelling Class Summary Sheets 15

  16. Features of the Spelling Class Summary Sheets 16

  17. Features of the Spelling Class Summary Sheets 17

  18. Obtaining Spelling Charts & Spelling Class Summary Sheets 18

  19. Obtaining Spelling Charts & Spelling Class Summary Sheets 19

  20. Graphophonemic Grouping Mats 20

  21. GK Grouping Mats • Spelling skills assessed are grouped together by type of pattern • Spelling skills are NOT in developmental order • No definitive research exists to place patterns assessed in order • Each reading basal has its own Spanish spelling scope and sequence 21

  22. Second Grade GK Grouping Mat 22

  23. Third Grade GK Grouping Mat 23

  24. What skills appear on the Tejas LEE GK Grouping Mat? 24

  25. Consonant Blends • Digraphs • Silent H • Single Sound-Letter Correspondences • Sounds Represented by More Than 1 Letter • Diphthongs, hiatus • Homonyms • Compound Words • Accents • Dieresis • Inflectional Endings • Frequently Misspelled Words 25

  26. Organization of the Grouping Mats Main Category Specific Skill Appropriate Activities 26

  27. Organization of the Grouping Mats Awareness needs to begin in Kindergarten 27

  28. Organization of the Grouping Mats Hearing and Recognition is the next step for developing Accenting skills. This can begin in 1st Grade. 28

  29. Organization of the Grouping Mats Learning the Rules can only occur after mastery of Awareness, Hearing, and Recognition. 29

  30. Using the Tejas LEE Intervention Activities Guide to plan Word Study/Spelling Instruction 30

  31. Teacher Reference Page 31

  32. Teacher Reference Page 32

  33. Accenting 33

  34. What are Accents? Accenting refers to the syllable within a word that carries the stress. Every multisyllabic word in Spanish has a stressed (accented) syllable. Accents provide students with additional information about the word being read, as well as pronunciation. 34

  35. Accents An accent is simply a syllable within a word that is pronounced more strongly than the other syllables. Accents in Spanish can either be: Prosódico: Pronounced but not written Diacrítico: Pronounced and written 35

  36. Agudo Words Agudo words have an accent on the last syllable. This table indicates when the accent is written and when it is not written. 36

  37. Grave Words Grave words have an accent on the second to last syllable. This table indicates when the accent is written and when it is not written. 37

  38. Esdrújula Words Esdrújula words have an accent on the third to last syllable. An esdrújula word always has a written accent. Some examples follow: tráfico México índice sonámbulo óvalo último Atlántico científico teléfono íntimo sótano músculo 38

  39. Additional Accent Types in Spanish 39

  40. Dieresis 40

  41. The dieresis is a diacritical mark used over the letter ü to distinguish the /gui/ and /gue/ sounds from the /gwi/ and /gwe/ sounds. The dieresis provides students with additional information about the word being read, as well as pronunciation. What is a Dieresis? 41

  42. Scale of Accenting Rules Hearing and Recognition 42 Awareness

  43. Sample Activities for theThree Steps to Learning Accents  Step 1: Awareness Step 2: Hearing/Recognition Step 3: Learning Accenting Rules 43

  44. Accenting Awareness“Feel the Stress” 44

  45. Sample Activities for theThree Steps to Learning Accents Step 1: Awareness Step 2: Hearing/Recognition Step 3: Learning Accenting Rules  45

  46. Accenting Hearing/Recognition“Fishing for Accents” 46

  47. Sample Activities for theThree Steps to Learning Accents Step 1: Awareness Step 2: Hearing/Recognition Step 3: Learning Accenting Rules  47

  48. Learning Accenting Rules“The Great Accent Race” 48 papa asi salio

  49. Spelling Activity 49

  50. Practice 50

More Related