PROGRAM OVERVIEW - Pearson Education · 2018-12-20 · 2 Personalized Match Spelling Development, Generate Word Study Teach word study at students’ developmental spelling stages

Cuaderno de estudio de palabras

• Etapas emergente y alfabética temprana

Etapa alfabética, Volumen 1


Patrones, Volumen 1

Patrones, Volumen 2

Acentos y afijos, Volumen 1


Derivaciones

• Etapas emergente y alfabética temprana

Lori Helman • Donald R. Bear • Marcia Invernizzi • Francine Johnston • Shane Templeton

www.pearsonrealize.com

Etap

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Etapas emergente y alfabética temprana

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• Etapa alfabética, Volumen 1


Patrones, Volumen 1

Patrones, Volumen 2



Derivaciones

• Etapa alfabética, Volumen 1



Etap

a alfabética

Volumen 1


Nombre:

Etapa alfabética Volumen 1

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• Patrones, Volumen 1

Patrones, Volumen 2



Derivaciones

• Patrones, Volumen 1



Patrones

Volumen 1


Nombre:

Patrones Volumen 1

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Patrones, Volumen 1

Patrones, Volumen 2

• Acentos y afijos, Volumen 1


Derivaciones

• Acentos y afijos, Volumen 1



Acentos y afijos

Volumen 1


Nombre:

Acentos y afijos Volumen 1

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Patrones, Volumen 1

Patrones, Volumen 2



• Derivaciones• Derivaciones



Derivaciones


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Derivaciones

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GUÍA DEL MAESTRO



PROGRAM OVERVIEW

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PersonalizedMatch Spelling Development, Generate Word StudyTeach word study at students’ developmental spelling stages. Palabras a su Paso Salón de Clases meets students’ instructional needs, addressing word recognition, vocabulary, phonics, and spelling.

DEVELOPMENTAL SPELLING STAGESWord study activities target the 5 research-based stages of spelling. As students progress, they build their skills to spell, read, understand, and use new words. It’s a highly supportive, effective, and personalized approach.

ETAPAS EMERGENTE Y ALFABÉTICA TEMPRANAEMERGENT-EARLY LETTER NAME STAGE

ETAPA ALFABÉTICALETTER NAME STAGE

PATRONESWITHIN WORD PATTERN STAGE

ACENTOS Y AFIJOSSYLLABLES AND AFFIXES STAGE

DERIVACIONES DERIVATIONAL RELATIONS STAGE

Effective teaching cannot begin until you understand what students already know about words and what they’re ready to learn. Likewise, instructional adjustments cannot be made until you evaluate the results of your teaching. An informal qualitative spelling inventory will give you a rich collection of information to understand students’ knowledge of orthography. Here is a brief example of how to administer and analyze a spelling inventory.

1. Administer a Spanish Spelling Inventory

To place students in a word study notebook and to develop word study groups, you will administer a Spanish spelling inventory made up of words specially chosen to represent a variety of spelling features or patterns at increasing levels of difficulty. (See right for the list of words called aloud.) The words in spelling inventories are chosen to show students’ knowledge of key spelling features that relate to the different spelling stages. Students take an inventory as they would a spelling test, but they do not study the words in advance. The feature guide on p. 11 shows the words and features that are assessed on the Spanish spelling inventory. The center columns show what features the student spelled correctly, and the final column shows what words the student spelled accurately. However, a spelling inventory does much more than consider whether a word is spelled correctly or not. It is the next step that is most important.

2. Analyze Students’ Spelling

Use the Spanish spelling inventory feature guide, like the one on p. 11, to analyze students’ spellings. This analysis will help you identify what orthographic features students know and what they are ready to study as well

as their approximate stage; a feature guide can help you determine a starting place for appropriate instruction. Look at the sample feature guide on the next page. This student missed two features under Contrastes, Letras Mudas. This is the place to begin instruction for her in the pattern stage.

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From Assessment to Instruction

Word Student Spelling Word Correct

1 el el 3

2 suma suma 3

3 pan pan 3

4 red red 3

5 campos campos 3

6 plancha plancha 3

7 brincar brincar 3

8 fresa fresa 3

9 aprieto aprieto 3

10 guisante gisante 11 quisiera quisiera 3

12 gigante gigante 3

13 actrices aptrices 14 voy voy 3

15 hierro ierro 16 bilingüe bilingue 17 lápices lapices 18 extraño estraño 19 autobús autobus 20 haya alla 21 geometría geometria 22 caimán cuiman 23 intangible intanjible 24 herbívoro ervivoro 25 psicólogo sicologo

Spelling Inventory

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Monitor Progress VERIFICARVerificar pages are provided at the back of the Etapas emergente y alfabética temprana student book. Verificar pages may be used as a pretest to determine what children need to study as well as a posttest.

Verificar 1 Palabras que riman Use after Grupo 5. This Verificar assesses children’s ability to identify rhyming words from pictures.

1. maíz (corn), nariz (nose), oreja (ear)2. cuello (neck), collar (necklace), camello (camel)3. ventana (window), hormiga (ant), rana (frog)4. gato (cat), globo (balloon), zapato (shoe)5. motor (motor), computadora (computer), doctor (doctor)6. jamón (ham), automóvil (car), jabón (soap)

Note: If children do not remember the names of animals, shapes, toys, clothes, or foods, review Grupos 1–3. If they do not understand the concept of rhyming, review Grupos 4 and 5, and remind them that rhyming is related to the ending sounds of words, not their meanings.

Verificar 2 Las vocales Use after Grupo 17. This Verificar assesses children’s ability to identify words by initial vowel sounds and write uppercase/lowercase vowels.

1. [ala (wing)] Aa 2. [elefante (elephant)]

Ee 3. [isla (island)] Ii 4. [oso (bear)] Oo 5. [uvas (grapes)] Uu 6. [espejo (mirror)] Ee 7. [anillo (ring)] Aa 8. [olla (pot)] Oo 9. [araña (spider)] Aa10. [uno (one)] Uu11. [ola (wave)] Oo12. [imán (magnet)] Ii

13. [almohada (pillow)] Aa

14. [estrella (star)] Ee15. [ocho (eight)] Oo16. [enfermera (nurse)]

Ee17. [unicornio (unicorn)]

Uu18. [abeja (bee)] Aa19. [uniforme (uniform)]

Uu20. [iguana (iguana)] Ii

Watch for these types of errors: If children do not know the names of the images, review Grupos 11–17. If children write letters incorrectly, such as a backwards or upside down e, review Grupos 6 and 7.

Verificar 3

Reconocer las vocales Use after Grupo 17. This Verificar assesses children’s ability to recognize and write upper and lower case vowels.1. a2. E3. i4. O 5. u6. A7. e

8. I 9. o10. U 11. O 12. a13. I 14. e

15. E 16. A 17. o18. O 19. u20. i

For any errors, review Grupos 6 and 7.

Verificar 4 Sonidos iniciales Use after Grupo 32. This Verificar assesses children’s ability to recognize initial consonant sounds and write the letters that represent them.

1. [gato (cat)] g 2. [bicicleta (bicycle)] b 3. [lámpara (lamp)] l 4. [soga (rope)] s 5. [mesa (table)] m 6. [pato (duck)] p 7. [silla (chair)] s 8. [toalla (towel)] t 9. [galleta (cookie)] g10. [botella (bottle)] b11. [naranja (orange)] n

12. [mapa (map)] m13. [saxofón

(saxophone)] s14. [perro (dog)] p15. [niño (boy)] n16. [dedo (finger)] d17. [luna (moon)] l18. [muñeca (doll)] m19. [bananas

(bananas)] b20. [tijeras (scissors)] t

Watch for these types of errors: If children confuse the sounds of the letters b and p, review Grupos 25, 28, and 31; if children confuse the sounds of the letters, d and t, review Grupos 27, 28, and 31; if children confuse the sounds of the letters k and g, review Grupos 31 and 32; if children confuse the sounds of the letters n and m, review Grupos 19, 22, 26, and 28.

Verificar 5 Sílabas abiertas Use after Grupo 36. This Verificar assesses children’s ability to recognize two-syllable words with open syllables.

1. mesa (table) 4. nido (nest)2. luna (moon) 5. lodo (mud)3. pesa (weight) 6. sala (room)

Watch for these types of errors: If children confuse words with similar syllables, review Grupos 33–36.

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EVIDENCE-BASED INTERVENTION pearsonschool.com/ESSA

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QUALITATIVE SPELLING INVENTORY (QSI)The spelling inventory assesses students’ word knowledge, helping to organize word study groups at the beginning of the year.

MONITOR PROGRESS Quick ongoing assessments inform

your instruction and pacing. Monitor student progress with Spell Checks and

Weekly Spelling Tests.

Nombra cada ilustración. Escribe la primera sílaba debajo de cada ilustración.

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EngagingTeach Word Knowledge, Not Memorization Palabras as su Paso Salón de Classes creates word detectives who explore, compare, and categorize word patterns and relationships. It’s a deeper, better way to learn. Students make their own discoveries about how words work.

SORTING DEVELOPS THINKING SKILLSSorting encourages students to organize information, analyze, and compare. Students connect ideas and concepts, moving beyond memorization. Three types of sorts are provided:• Sound Sorts • Picture Sorts • Word Sorts

INCREASE INTEREST, INCREASE ABILITYThe Word Study Notebook contains hands-on sorts and practice activities for one developmental stage. Students cut out the sorting cards and use the sorting mats for developmentally appropriate word work.

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ADD VARIETY, SORT ONLINEWhat do kids love? Digital interactivity! Take word work online with interactive resources. Demonstrate the sort and allow students to practice online. Combine with the print resources, or download and copy PDFs for students.

SIGN UP FOR A DEMO AT pearsonrealize.com

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Manageable

WORD STUDY LESSON PLANSThe Teacher Resource Guide provides a simple and effective lesson plan for each sort. The guide includes objectives, routines, ELL strategies, differentiated support, and assessment ideas.

Manage It All in Just 15 to 20 Minutes a Day Palabras as su Paso Salón de Classes helps you organize and manage your developmental groups. It provides easy-to-follow lessons and word work activities for 15-20 minute daily routines.

WEEKLY ROUTINEThe sort is the heart of the program. A simple routine supports teacher-directed instruction, modeling, practice, and applications.

DAY 1 DAY 2 DAY 3

DAY 4 DAY 5

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PALABRAS A SU PASO SALÓN DE CLASES ON REALIZE™

The digital program gives you more options and flexibility. Share interactive sorts and activities on a whiteboard. Real-time progress monitoring lets you view instantly scored sorts for formative assessment.

INTRODUCE/MODEL SORTIntroduce the pattern with a poem or sort.

STUDENT SORTINGLet students practice the sort and pattern.

WRITING SORTConnect the pattern or skill to writing.

WEEKLY WORD STUDY ROUTINE

SORT GAMEPlay engaging word sorting games.

WORD HUNTHunt for words and patterns in reading.

VIEW THE SCOPE & SEQUENCE pearsonschool.com/palabras

PearsonSchool.com800-848-9500Copyright Pearson Education, Inc., or its affiliates. All rights reserved.

SAM: 9781428443693ADV: 9781428443709

Join the Conversation: Twitter.com/PearsonPreK12

Facebook.com/PearsonPreK12

Get Fresh Ideas for Teaching: Blog.PearsonSchool.com

Building a Literacy Foundation One Sort at a Time

RESOURCES Palabras as su Paso Salón de Classes is a complete word study program.

• Teacher Resource Guide that supports all 5 developmental stages• Implementation Guide with useful tips and ideas• Big Book of Rhymes for the first 3 stages

• Digital resources • Consumable Word Study Notebook (1 per student)• Classroom Libraries for Word Hunts, first 3 stages

Companion to the Best-Selling Resource Book!Words Their Way: Word Study for Phonics,

Vocabulary, and Spelling InstructionBy Donald R. Bear, Marcia Invernizzi,

Francine Johnston, and Shane Templeton

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118.

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Documents

PROGRAM OVERVIEW - Pearson Education · 2018-12-20 · 2 Personalized Match Spelling Development, Generate Word Study Teach word study at students’ developmental spelling stages