Palabras a Su Paso - Pearson Schoolassets.pearsonschool.com/correlations/TEKS_Spelling_Palabras_ 2013.pdf · A Correlation of . Palabras a Su Paso . El estudio de palabras en acción

A Correlation of

Palabras a Su Paso El estudio de palabras en acción

Levels 1-5, ©2013

To the

Texas Essential Knowledge and Skills for

Spanish Language Arts and Reading

Oral and Written Conventions Spelling

Grades K-5

A Correlation of Palabras A Su Paso, Teacher’s Guide, ©2013 to the

Texas Essential Knowledge and Skills for Spanish Language Arts and Reading Grades K-5

2

TG = Teacher’s Guide

Introduction This document demonstrates how Pearson Palabras a Su Paso, ©2013 meets the TEKS for Spanish Language Arts and Reading Elementary Oral and Written Conventions/Spelling for Grades K-5. Correlation page references are located in the Teacher’s Guide. Words Their Way: Word Study in Action with Spanish Learners, 2013 (Palabras a Su Paso) is a developmental model of Spanish Literacy from the authors of the Words Their Way series. This K-5 program builds and expands on phonics, vocabulary, and spelling skills, giving students a solid foundation to master the Spanish language. It offers a hands-on approach to word study that parallels the Words Their Way: Word Study in Action program but is based on Spanish orthographic principles.

©2015 Pearson Education, Inc. or its affiliate(s). All rights reserved



3


Table of Contents

Kindergarten .......................................................................................................... 4 Grade 1 .................................................................................................................. 7 Grade 2 ................................................................................................................ 17 Grade 3 ................................................................................................................ 22 Grade 4 ................................................................................................................ 28 Grade 5 ................................................................................................................ 33



4


Kindergarten (§128.11 Spanish Language Arts

and Reading)

Palabras A Su Paso, Teacher’s Guide, ©2013

Kindergarten Students spell correctly. Students are expected to: (A) use phonological knowledge to match sounds to individual letters or syllables;

This objective is addressed throughout the text. See the following:

Level 1 Grupo 11: Sonido inicial a TG: 50 Grupo 14: Sonido inicial o TG: 53 Grupo 18: El sonido inicial de las vocales Ii y Aa TG: 57 Grupo 23: Sonido inicial l TG: 62 Grupo 28: Sonido inicial d TG: 67 Grupo 29: Sonido iniciales p, n, d TG: 68 Grupo 32: Sonido iniciales k/c, ch TG: 71

Level 2 Grupo 1: El sonido inicial de las vocales Aa y Oo TG: 80 Grupo 4: El sonido inicial de las vocales Oo, Ii, Uu TG: 83 Grupo 7: Sonidos iniciales de l, p TG: 86 Grupo 10: Sonidos iniciales de n, d TG: 89 Grupo 13: Sonidos iniciales de t, g TG: 92



5



and Reading)


(Continued) (A) use phonological knowledge to match sounds to individual letters or syllables;

(Continued) Grupo 15: Sonidos iniciales de b, c, fuerte TG: 94 Grupo 18: Sonidos iniciales de f, ch TG: 97 Grupo 20: Sonidos iniciales de y, j TG: 99 Grupo 23: Sonidos iniciales de v, r TG: 102

(B) use letter-sound correspondences to spell mono- and multi-syllabic words;

Level 2 Grupo 46: Sonidos finales de –o, -s, -r en palabras multisílabas TG: 125 Grupo 47: Sonidos finales de –e, -n, -a en palabras multisílabas TG: 126

Level 3 Grupo 2: Sonidos finales de –o, -s, -r en palabras multisílabas TG: 133 Grupo 9: Ortografía: b, v TG: 140 Grupo 10: Ortografía: y, ll TG: 141 Grupo 11: Ortografía: j, g TG: 142 Grupo 12: Ortografía: s, z, y c TG: 143 Grupo 13: Ortografía: r, rr TG: 144



6



and Reading)


(C) use knowledge of consonant/ vowel sound relationships to spell syllables and words in text and independent of content (e.g., CV, ma; VC, un; VCV, oso; CVC, sol; CVCV, mesa);

Level 1 Grupo 33: Silabas abiertas m, s, l TG: 72 Grupo 34: Silabas abiertas p, n, d TG: 73 Grupo 35: Silabas abiertas m, s, l, p, n, d TG: 74 Grupo 36: Silabas abiertas m, s, l, p, n, d TG: 75

(D) use “y” to represent /i/ when used as a conjunction (e.g., mamá y papá);

This skill can be met through the many examples located in the Resources portion of the Teacher’s Guide, Rhymes from Gran libro de rimas.

(E) write one’s own name

This skill may be incorporated into a student routine by the classroom teacher as students learn the phonics and spelling principles.



7


1st Grade (§128.12 Spanish Language Arts

and Reading)


Grade 1 Students spell correctly. Students are expected to: (A) use phonological knowledge to match sounds to letters and syllables to construct words;

This objective is addressed throughout the text. See the following:

Level 1 Grupo 11: Sonido inicial a TG: 50 Grupo 12: Sonido inicial e TG: 51 Grupo 13: Sonido inicial i TG: 52 Grupo 14: Sonido inicial o TG: 53 Grupo 15: Sonido inicial u TG: 54 Grupo 16: El sonido inicial de las vocales Aa y Oo TG: 55 Grupo 17: El sonido inicial de las vocales Ee y Uu TG: 56 Grupo 18: El sonido inicial de las vocales Ii y Aa TG: 57 Grupo 19: El sonido inicial de las vocales Oo, Ii, Uu TG: 58 Grupo 21: Sonido inicial m TG: 60 Grupo 22: Sonido inicial s TG: 61 Grupo 23: Sonido inicial l TG: 62



8



and Reading)


(Continued) (A) use phonological knowledge to match sounds to letters and syllables to construct words;

(Continued) Grupo 24: Sonido iniciales m, s, l TG: 63 Grupo 26: Sonido inicial p TG: 65 Grupo 27: Sonido inicial n TG: 66 Grupo 28: Sonido inicial d TG: 67 Grupo 29: Sonido iniciales p, n, d TG: 68 Grupo 31: Sonido iniciales t, b, g TG: 70 Grupo 32: Sonido iniciales k/c, ch TG: 71

Level 2 Grupo 1: El sonido inicial de las vocales Aa y Oo TG: 80 Grupo 2: El sonido inicial de las vocales Ee y Uu TG: 81 Grupo 3: El sonido inicial de las vocales Ii y Aa TG: 82 Grupo 4: El sonido inicial de las vocales Oo, Ii, Uu TG: 83 Grupo 5: Sonidos iniciales de m, s TG: 84 Grupo 7: Sonidos iniciales de l, p TG: 86 Grupo 10: Sonidos iniciales de n, d TG: 89



9



and Reading)


(Continued) (A) use phonological knowledge to match sounds to letters and syllables to construct words;

(Continued) Grupo 13: Sonidos iniciales de t, g TG: 92 Grupo 15: Sonidos iniciales de b, c, fuerte TG: 94 Grupo 18: Sonidos iniciales de f, ch TG: 97 Grupo 20: Sonidos iniciales de y, j TG: 99 Grupo 23: Sonidos iniciales de v, r TG: 102

(B) use letter-sound patterns to generate a series of original rhyming words using a variety of ending patterns; (e.g., -ción, -illa, -ita, -ito)

Level 1 Grupo 7: Palabras que riman Nariz, rodillas, cabello, cabeza TG: 46 Grupo 8: Palabras que riman León, rana, pato TG: 47

(C) blend phonemes to form syllables and words; (e.g., mismo, tarde)

Level 3 Grupo 6: Sonido fuerte de la g: ga, gue, gui, go gu TG: 137 Grupo 8: Sílabas ja, ge, gi, jo, ju Grupo 9: Ortografía: b, v TG: 140 Grupo 10: Ortografía: y, ll TG: 141 Grupo 11: Ortografía: j, g TG: 142 Grupo 12: Ortografía: s, z, y c TG: 143 Grupo 13: Ortografía: r, rr TG: 144



10



and Reading)


(Continued) (C) blend phonemes to form syllables and words; (e.g., mismo, tarde)

(Continued) Grupo 16: Diptongos oi, oy, ui, uy TG: 147 Grupo 17: Diptongos ai, ay, ei, ey TG: 148 Grupo 18: Diptongos ia, ie, io, iu TG: 149 Grupo 19: Diptongos au, eu TG: 150 Grupo 20: Diptongos ua, ue, uo TG: 151

Level 4 Grupo 6: Añadir –oso, -osa TG: 165 Grupo 7: Añadir –ado, -ada TG: 166 Grupo 8: Añadir –dor, -dora TG: 167 Grupo 9: Añadir –ando, -iendo TG: 168 Grupo 10: Añadir –iendo, cambiando la raíz del verbo TG: 169 Grupo 11: Añadir –iendo a otros verbos irregulares TG: 170 Grupo 12: Añadir –ido o –ado TG: 171 Grupo 13: Formas irregulares del afijo –ado e –ido TG: 172



11



and Reading)


(D) become familiar with words using orthographic patterns including:

(i) words that use syllables with hard /r/spelled as “r” o “rr,” as in ratón and carro

Level 3 Grupo 13: Ortografía: r, rr TG: 144

(ii) words that use syllables with soft /r/ spelled as “r” and always between two vowels, as in pero and perro


(iii) words that use syllables with silent “h,” as in hora and ahora

Level 3 Grupo 21: Homófonos con h TG: 152

Level 5 Grupo 24: Raíces herb, hex, heli TG: 213

(iv) words that use syllables que-, qui-, gue-, gui-, güe-, güi; as in paragüero and agüita

Level 3 Grupo 3: Sílabas con q: que, qui TG: 134 Grupo 5: Sílabas ca, que, qui, co, cu TG: 136

(v) words that have the same sound represented by different letters “r” and “rr,”; “ll” and “y,”; “g” and “j,”; “c,” “k,” and “q,” “c,” “s,” and “z,” “j” and “x,”; “i” and “y,” “b” and “v,”; as in burro and vela)

Level 1 Grupo 32: Sonido iniciales k/c, ch TG: 71

Level 3 Grupo 4: Sonidos /k/ y /s/ de la c TG: 135 Grupo 5: Sílabas ca, que, qui, co, cu TG: 136 Grupo 9: Ortografía: b, v TG: 140 Grupo 10: Ortografía: y, ll TG: 141 Grupo 22: Homófonos con b, v TG: 153



12



and Reading)


(vi) words using “n” before “v”; “m” before “b” and “m” before “p”; (e.g., importante)

For related content, please see: Level 1

Grupo 13: Sonido inicial i TG: 52 Grupo 18: El sonido inicial de las vocales Ii y Aa TG: 57

Level 2 Grupo 3: El sonido inicial de las vocales Ii y Aa TG: 82



13



and Reading)


(E) become familiar with words with consonant blends. (e.g., bra/bra-zo-, glo/glo-bo-)

Level 2 Grupo 27: Combinación de consonantes fl TG: 106 Grupo 28: Combinación de consonantes bl TG: 107 Grupo 29: Combinación de consonantes cl, pl TG: 108 Grupo 30: Combinación de consonantes con l (fl, bl, cl, pl) TG: 109 Grupo 31: Combinación de consonantes fr TG: 110 Grupo 32: Combinación de consonantes br TG: 111 Grupo 33: Combinación de consonantes cr, pr TG: 112 Grupo 34: Combinación de consonantes con r (fr, br, cr, pr) TG: 113 Grupo 35: Sonidos intermedios de ll, ñ TG: 114



14



and Reading)


(F) use knowledge of syllabic sounds, word parts, word segmentation, and syllabication to spell;

Level 4 Grupo 2: Palabras compuestas TG: 161 Grupo 3: Más palabras compuestas TG: 162

Level 5 Grupo 9: Raíces spec, port TG: 198 Grupo 10: Raíces dic, aud TG: 199 Grupo 11: Raíces rupt, tract, mot TG: 200 Grupo 12: Raíces aero, duc, filo TG: 201 Grupo 13: Raíces jec/jet/yec, man, cred TG: 202 Grupo 14: Raíces vid/vis, scrib/scrip/scrit TG: 203 Grupo 15: Raíces jud/jus/juz, leg, flu TG: 204 Grupo 16: Elementos –crata, -cracia, -arca, -arquía TG: 205 Grupo 17: Raíces spir, sist, sign TG: 206 Grupo 18: Raíces cap, ped, corp TG: 207 Grupo 24: Raíces herb, hex, heli TG: 213



15



and Reading)


(G) become familiar with words that have a prosodic or orthographic accent on the last syllable (palabras agudas) (e.g., calor, ratón)

Level 4 Grupo 14: La fuerza de pronunciación en palabras bisílabas TG: 173 Grupo 15: Uso de la tilde en palabras bisílabas TG: 174 Grupo 16: La fuerza de pronunciación en palabras trisílabas TG: 175 Grupo 17: Uso de la tilde en palabras trisilibas TG: 176 Grupo 24: Uso de la tilde palabras tetrasílabas TG: 183 Grupo 25: Uso de la tilde palabras polisílabas TG: 184

(H) become familiar with the appropriate use of accents on words commonly used in questions and exclamations (e.g., cuál, dónde, cómo)

Level 4 Grupo 18: Uso de la tilde para acentuar o diferenciar significados TG: 177

(I) become familiar with creating the plural form of words ending in “z” by replacing the “z” with “c” before adding –es (e.g., lápiz, lápices, feliz, felices)

Level 4 Grupo 4: Terminación en plural: -es, -s TG: 163 Grupo 5: Plurales irregulares TG: 164



16



and Reading)


(J) use resources to find correct spellings.

Level 3 Grupo 18: Diptongos ia, ie, io, iu TG: 149

Level 5 Grupo 16: Elementos –crata, -cracia, -arca, -arquía TG: 205 Grupo 19: Raíces sect, vert/vers, form TG: 208 Grupo 20: Raíces ónimo, gen TG: 209 Grupo 21: Raíces voc, ling/leng, mem, psi TG: 210 Grupo 22: Raíces metr, graf, hemi TG: 211 Grupo 23: Raíces gent, geo, gir TG: 212 Grupo 24: Raíces herb, hex, heli TG: 213 Grupo 25: Raíces hidr, hiper, hipo TG: 214 Grupo 27: Prefijos intra-, inter-, intro- TG: 216 Grupo 28: Sufijos –ente, -encia, -ante, -ancia TG: 217 Grupo 32: Prefijos com-, co-, con- TG: 221



17


2nd Grade (§128.13 Spanish Language Arts

and Reading)


Grade 2 Students spell correctly. Students are expected to: (A) become familiar with words using orthographic patterns including:

(i) words that use syllables with hard /r/ spelled as “r” or “rr,” as in ratón and carro


(ii) words that use syllables with soft /r/ spelled as “r” and always between two vowels, as in loro and cara


(iii) words that use syllables with silent “h,” as in hora and hoy

Level 3 Grupo 21: Homófonos con h TG: 152

(iv) words that use syllables que-, qui-, gue-, gui-, güe-, güi; as in paragüero and agüita

Level 3 Grupo 3: Sílabas con q: que, qui TG: 134

(v) words that have the same sound represented by different letters (e.g., "r" and "rr," as in ratón and perro; "ll" and "y," as in llave and yate; "g" and "j," as in gigante and jirafa; "c," "k," and "q," as in casa, kilo, and quince; "c," "s," and "z," as in cereal, semilla, and zapato; "j" and "x," as in cojín and México; "i" and "y," as in imán and doy; "b" and "v," as in burro and vela)

Level 3 Grupo 10: Ortografía: y, ll TG: 141

(vi) words using “n” before “v” “m” before “b” (e.g. cambiar) and “m” before “p”; (e.g. comprar)


Grupo 31: Afijos in- + base + -able, in- + base + -ible TG: 220 Grupo 32: Prefijos com-, co-, con- TG: 221



18



and Reading)


(B) spell words with consonant blends (e.g., bra/bra-zo-, glo/glo-bo-)

Level 2 Grupo 27: Combinación de consonantes fl TG: 106 Grupo 28: Combinación de consonantes bl TG: 107 Grupo 29: Combinación de consonantes cl, pl TG: 108 Grupo 30: Combinación de consonantes l (fl, bl, cl, pl) TG: 109 Grupo 31: Combinación de consonantes fr TG: 110 Grupo 32: Combinación de consonantes br TG: 111 Grupo 33: Combinación de consonantes cr, pr TG: 112 Grupo 34: Combinación de consonantes r (fr, br, cr, pr) TG: 113 Grupo 35: Combinación de consonantes ll, ñ TG: 114

(C) spell the plural form of words ending in “z” by replacing the “z” with “c” before adding –es (e.g., lápiz, lápices, feliz, felices)




19



and Reading)


(D) use knowledge of syllabic sounds, word parts, word segmentation, and syllabication to spell;


Level 5 Grupo 9: Raíces spec, port TG: 198 Grupo 10: Raíces dic, aud TG: 199 Grupo 11: Raíces rupt, tract, mot TG: 200 Grupo 12: Raíces aero, duc, filo TG: 201 Grupo 13: Raíces jec/jet/yec, man, cred TG: 202 Grupo 14: Raíces vid/vis, scrib/scrip/scrit TG: 203 Grupo 15: Raíces jud/jus/juz, leg, flu TG: 204 Grupo 16: Elementos –crata, -cracia, -arca, -arquía TG: 205 Grupo 17: Raíces spir, sist, sign TG: 206 Grupo 18: Raíces cap, ped, corp TG: 207 Grupo 24: Raíces herb, hex, heli TG: 213



20



and Reading)


(E) spell words that have a prosodic or orthographic accent on the last syllable (palabras agudas) (e.g., feliz, canción)


(F) become familiar with words that have a prosodic or orthographic accent on the second-to-last syllable (palabras graves) (e.g., casa, árbol)

Level 4 Grupo 16: La fuerza de pronunciación en palabras trisílabas TG: 175 Grupo 17: Uso de la tilde en palabras trisilibas TG: 176 Grupo 24: Uso de la tilde palabras tetrasílabas TG: 183 Grupo 25: Uso de la tilde palabras polisílabas TG: 184



21



and Reading)


(G) use accents appropriately on words commonly used in questions and exclamations (e.g., cuál, dónde, cómo)


(H) mark accents appropriately when conjugating verbs in the simple past in the indicative mode (e.g., corrió, jugó)


Grupo 12: Añadir –ido o –ado TG: 171 Grupo 13: Formas irregulares del afijo –ado e –ido TG: 172

(I) identify, read, and write abbreviations (e.g., Sr., Dra.)

This objective falls outside the scope of this program.

(J) use resources to find correct spellings

Level 3 Grupo 18: Diptongos ia, ie, io, iu TG: 149

Level 5 Grupo 16: Elementos –crata, -cracia, -arca, -arquía TG: 205 Grupo 19: Raíces sect, vert/vers, form TG: 208 Grupo 20: Raíces ónimo, gen TG: 209 Grupo 21: Raíces voc, ling/leng, mem, psi TG: 210 Grupo 22: Raíces metr, graf, hemi TG: 211 Grupo 23: Raíces gent, geo, gir TG: 212 Grupo 24: Raíces herb, hex, heli Grupo 32: Prefijos com-, co-, con- TG: 221



22


3rd Grade (§128.14 Spanish Language Arts

and Reading)


Grade 3 Students spell correctly. Students are expected to: (A) spell words with increased accuracy using orthographic rules, including;

(i) words that use syllables with hard /r/ spelled as “r” or “rr,” as in ratón and carro


(ii) words that use syllables with soft /r/ spelled as “r” and always between two vowels, as in pero and perro


(iii) words that use syllables with silent “h,” (e.g., ahora, almohada)


Grupo 21: Homófonos con h TG: 152

(iv) words that use syllables que-, qui- gue-, gui-; güe-, güi; as in paragüero and agüita

Level 3 Grupo 3: Sílabas con q: que, qui TG: 134

(v) words that have the same sound represented by different letters “r” and “rr,” ; “ll” and “y,”; “g” and “j,”; “c,” “k,” and “q,”; “c,” “s,” and “z,”; “j” and “x,”; “i” and “y,”; “b” and “v,” as in burro and vela

Level 3 Grupo 10: Ortografía: y, ll TG: 141

(iv) words using “n” before “v” ;“m” before “b” and “m” before “p” ; (e.g., comprar)


Grupo 31: Afijos in- + base + -able, in- + base + -ible TG: 220 Grupo 32: Prefijos com-, co-, con- TG: 221



23



and Reading)


(B) spell words with consonant blends with increased accuracy (e.g., bra/bra-zo-, glo/glo-bo-)

Level 2 Grupo 31: Combinación de consonantes fr TG: 110 Grupo 32: Combinación de consonantes br TG: 111 Grupo 33: Combinación de consonantes cr, pr TG: 112 Grupo 34: Combinación de consonantes r (fr, br, cr, pr) TG: 113

(C) spell with increased accuracy the plural form of words ending in “z” by replacing the “z” with “c” before adding –es (e.g., capaz, capaces; raíz, raices)




24



and Reading)


(D) use knowledge of syllabic sounds, word parts, word segmentation, and syllabication to spell;


Level 5

Grupo 9: Raíces spec, port TG: 198 Grupo 10: Raíces dic, aud TG: 199 Grupo 11: Raíces rupt, tract, mot TG: 200 Grupo 12: Raíces aero, duc, filo TG: 201 Grupo 13: Raíces jec/jet/yec, man, cred TG: 202 Grupo 14: Raíces vid/vis, scrib/scrip/scrit TG: 203 Grupo 15: Raíces jud/jus/juz, leg, flu TG: 204 Grupo 16: Elementos –crata, -cracia, -arca, -arquía TG: 205 Grupo 17: Raíces spir, sist, sign TG: 206 Grupo 18: Raíces cap, ped, corp TG: 207 Grupo 24: Raíces herb, hex, heli TG: 213



25



and Reading)


(E) write with increased accuracy using accent marks, including;

(i) spell words that have a prosodic or orthographic accent on the last syllable (palabras agudas) (e.g., feliz, canción)


(ii) words that have a prosodic or orthographic accent on the second-to- last syllable (palabras graves) (e.g., casa, árbol)

Level 4 Grupo 16: La fuerza de pronunciación en palabras trisílabas TG: 175 Level 4, Grupo 17: Uso de la tilde en palabras trisilibas TG: 176 Level 4, Grupo 24: Uso de la tilde palabras tetrasílabas TG: 183 Level 4, Grupo 25: Uso de la tilde palabras polisílabas TG: 184



26



and Reading)


(F) become familiar with words that have an orthographic accent on the third-to-last syllable (palabras esdrujúlas) (e.g., último, cómico, mecánico)

Level 4 Grupo 24: Uso de la tilde palabras tetrasílabas TG: 183 Grupo 25: Uso de la tilde palabras polisílabas TG: 184

(G) become familiar with the concept of hiatus and diphthongs and the implications for orthographic accents (e.g., le-er, rí-o; quie-ro, vio)

Level 3 Grupo 16: Diptongos oi, oy, ui, uy TG: 147 Grupo 17: Diptongos ai, ay, ei, ey TG: 148 Grupo 18: Diptongos ia, ie, io, iu TG: 149 Grupo 19: Diptongos au, eu TG: 150 Grupo 20: Diptongos ua, ue, uo TG: 151

(H) use with increased accuracy accents on words commonly used in questions and exclamations (e.g., cuál, dónde, cómo)


(I) differentiate the meaning or function of a word based on the diacritical accent (e.g., se/sé, el/él, mas/más)

Level 4 Grupo 1: Homófonos con sin tilde TG: 160 Grupo 18: Uso de la tilde para acentuar o diferenciar significados TG: 177



27



and Reading)


(J) mark accents appropriately when conjugating verbs in simple and imperfect past, perfect, conditional, and future tenses (e.g., corrió, jugó, tenía, gustaría, vendrá): and


Grupo 9: Añadir –ando, -iendo TG: 168 Grupo 10: Añadir –iendo, cambiando la raíz del verbo TG: 169 Grupo 11: Añadir –iendo a otros verbos irregulares TG: 170 Grupo 12: Añadir –ido o –ado TG: 171 Grupo 13: Formas irregulares del afijo –ado e –ido TG: 172

(K) use print and electronic resources to find and check correct spellings


Grupo 18: Diptongos ia, ie, io, iu TG: 149 Grupo 24: Raíces herb, hex, heli TG: 213



28


4th Grade (§128.15 Spanish Language Arts

and Reading)


Grade 4 Students spell correctly. Students are expected to: write with increasing accuracy using accent marks including:

(i) words that have a prosodic or orthographic accent on the last syllable (palabras agudas) (e.g., feliz, canción)


(ii) words that have a prosodic or orthographic accent on the second-to-last syllable (palabras graves) (e.g., casa, árbol)




29



and Reading)


(iii) words that have a prosodic or orthographic accent on the third-to-last syllable (palabras esdrujúlas) (e.g., último, cómico, mecánico)


(B) spell words with hiatus and diphthongs (e.g., le-er, rí-o, quie-ro, vio)




30



and Reading)


(C) spell base words and roots with affixes (e.g., ex-, pre-, post-, -able)

Level 4 Grupo 19: Prefijos re- y des- TG: 178 Grupo 20: Prefijos uni- y multi- TG: 179 Grupo 26: Prefijos en- y con- TG: 185

Level 5

Grupo 1: Prefijos pre- y pos- TG: 190 Grupo 2: Sufijos –dad, -ía TG: 191 Grupo 3: Sufijo –sión/-ción TG: 192 Grupo 4: Sufijos –ista, -ero/a, -or/a, -ico/a TG: 193 Grupo 5: Sufijos –dor/a, -ación TG: 194 Grupo 6: Prefijos mono-, bi-, tri- TG: 195 Grupo 7: Prefijos inter-, sub-, sobre- TG: 196 Grupo 8: Prefijos cuadr-, tetra-, quint-, pent-, dec- TG: 197 Grupo 28: Sufijos –ente, -encia, -ante, -ancia TG: 217 Grupo 29: Sufijos –able, -ible TG: 218



31



and Reading)


(Continued) (C) spell base words and roots with affixes (e.g., ex-, pre-, post-, -able)

(Continued) Grupo 30: Prefijos asimilados in-, im-, il-, ir- TG: 219 Grupo 31: Afijos in- + base + -able, in- + base + -ible TG: 220 Grupo 32: Prefijos com-, co-, con- TG: 221 Grupo 33: Prefijos ob-, ex-, ad- TG: 222

(D) spell word with: (i) Greek roots (e.g., tele-, foto-, grafo-,

metro-) Level 5

Grupo 22: Raíces metr, graf, hemi TG: 211

(ii) Latin roots (e.g., spec, scrib, rupt, port, dict)

Level 5 Grupo 9: Raíces spec, port TG: 198 Grupo 11: Raíces rupt, tract, mot TG: 200 Grupo 14: Raíces vid/vis, scrib/scrip/scrit TG: 203

(iii) Greek suffixes (e.g., -ología, -fobia, -ismo, -ista)

Level 5 Grupo 4: Sufijos –ista, -ero/a, -or/a, -ico/a TG: 193

(iv) Latin derived Suffixes (e.g., -able, -ible, -ancia)

Level 5 Grupo 28: Sufijos –ente, -encia, -ante, -ancia TG: 217 Grupo 29: Sufijos –able, -ible TG: 218 Grupo 31: Afijos in- + base + -able, in- + base + -ible TG: 220



32



and Reading)


(E) differentiate the meaning or function of a word based on the diacritical accent (e.g., dé, de; tú, tu)

Level 4 Grupo 1: Homófonos con sin tilde TG: 160

(F) mark accents appropriately when conjugating verbs in simple and imperfect past, perfect, conditional, and future tenses (e.g., corrió, jugó, tenía, gustaría, vendrá): and



(G) use spelling patterns, rules, and print and electronic resources to determine and check correct spellings.


Grupo 18: Diptongos ia, ie, io, iu TG: 149

Level 5

Grupo 24: Raíces herb, hex, heli TG: 213



33



and Reading)


Grade 5 Students spell correctly. Students are expected to: (A) spell words with more advanced orthographic patterns and rules, including:

(i) words that have a prosodic or orthographic accent on the last syllable (palabras agudas) (e.g., feliz, canción)


(ii) words that have a prosodic or orthographic accent on the second-to-last syllable (palabras graves) (e.g., casa, árbol)




34



and Reading)


(iii) words that have an orthographic accent on the third to the last syllable (palabras esdrujúlas) (e.g., último, cómico, mecánico)


(iv) words that have a prosodic or orthographic accent on the fourth-to-last syllable (palabras sobresdrújulas);


(B) mark accents appropriately when conjugating verbs in simple and imperfect past, perfect, conditional, and future tenses (e.g., corrió, jugó, tenía, gustaría, vendrá)





35



and Reading)


(C) Spell words with:

(i) Greek roots (e.g., tele-, foto-, grafo, -metro-)

Level 5 Grupo 22: Raíces metr, graf, hemi TG: 211

(ii) Latin roots (e.g., spec, scrib, rupt, port, dict)

Level 5 Grupo 9: Raíces spec, port TG: 198 Grupo 10: Raíces dic, aud TG: 199 Grupo 11: Raíces rupt, tract, mot TG: 200 Grupo 14: Raíces vid/vis, scrib/scrip/scrit TG: 203

(iii) Greek suffixes (e.g., -ología, -fobia, -ismo, -ista)

Level 2 Grupo 45: Palabras terminadas en –ía, -ío, -ista TG: 124

Level 5

Grupo 4: Sufijos –ista, -ero/a, -or/a, -ico/a TG: 193

(iv) Latin derived suffixes (e.g., -able, -ible, -ancia)

Level 5 Grupo 29: Sufijos –able, -ible TG: 218 Grupo 31: Afijos in- + base + -able, in- + base + -ible TG: 220



36



and Reading)


(D) correctly spell words containing hiatus and dipthongs (e.g., le-er, rí-o, quie-ro, vio)


(E) differentiate between commonly confused terms (e.g., porque, por qué; asimismo, así mismo; sino, si no; también, tan bien)


Grupo 21: Homófonos con h TG: 152 Grupo 22: Homófonos con b, v TG: 153 Grupo 23: Homófonos con z, c, s TG: 154

Level 4

Grupo 1: Homófonos con sin tilde TG: 160 Grupo 18: Uso de la tilde para acentuar o diferenciar significados TG: 177

(F) use spelling patterns, rules, print and electronic resources to determine and check correct spellings; and


Grupo 18: Diptongos ia, ie, io, iu TG: 149

(G) know how to use the spell-check function in word processing while understanding its limitations

This skill may be incorporated into a student task by the classroom teacher as students use technology in their writing activities.

Documents

Palabras a Su Paso - Pearson Schoolassets.pearsonschool.com/correlations/TEKS_Spelling_Palabras_ 2013.pdf · A Correlation of . Palabras a Su Paso . El estudio de palabras en acción