Lectura Para Ninos Phonics Centers and Homework Books for Pre-School-2nd grade Spanish reading

Lectura Para Niños

Phonics Centers and Homework Books
for Pre-School-2nd grade Spanish reading

Pre-K, Kindergarten, First, Second - TeachersPayTeachers.com

Pre-K, Kindergarten, First, Second - TeachersPayTeachers.com

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Lectura Para Niños Phonics Centers are great for students…

Lectura Para Niños Phonics Centers are great for teachers because:

Lectura Para Niños Phonics Centers are great for parents because:

There are 5 components of this Spanish phonics center

Each is developmentally sequenced with differentiated instruction.  It has similar features to an English approved program “Road to the Code."  The description of the program is on the following pages.  **NEW** Some of these products are available using the interactive Mimio software. 

    1. Phonics Center: Initial Sound Picture Cards A-Z
    2. Phonics Center: A-Z Letter/Syllable of the Week
    3. Phonics Center: Making Words - Beginning Level: 4-6 sound words 
    4. Phonics Center:  Making Words - Advanced: Words that include Diphthongs/Blends/Open & Closed syllables, and combinations of the previous 
    5. Phonics Center: A-Z Dictionary/Word Wall

Why were these Phonics Programs Created?

We originally began using the curriculum we are using because it was "Reading First" adopted and required; however, it did not meet all of our needs.  The teacher’s manual says to pull out the Reading Phonics Center.  The program does not provide one, nor has created one.  I decided, if I were going to meet the standards for phonemic awareness and phonics in Spanish, I needed to create one that follows the direct scope and sequence of our program.   It corresponds with our Reading Series while providing explicit differentiated instruction for all students.  This phonics center fills in the missing gaps that our program does not.  

I created this program a few years ago with much success.  Recently I have updated my program with several different centers at various ability levels to provide for differentiated instruction.  I've also been able to integrate my program using technology using the interactive Mimio software.    

The various centers provide clear instruction for the teachers and paraprofessionals to use during whole and small group reading instruction.  It is also useful for when paras pull students to do Intensive Double Dosing.  There are many supplemental English programs out there, but there weren't many supplemental programs for Spanish. 

Within the last few years, I have updated my advanced phonics center because my students had met all of the standards and needed to be taught at a higher level.  Using the advanced phonics center, I can focus clearly on specific types of words including:

1) Words with Blends at the Beginning, Middle or End of the word
2) Closed Blends at the Beginning, Middle or End of the word
3) Closed Syllables at the Beginning, Middle or End of the word
4) 2 Closed Syllables in each word
5) Diphthongs at the beginning, Middle or End of the word
6) Closed Diphthongs at the beginning, Middle or End of the word
7) Words with Hiatus
8) Words with Diphthongs & Blends
9) Words with Blends & Closed Syllables
10) Words with Closed Syllables & Diphthongs 

I use my phonics center program on a daily basis with my document camera and projector or interactively using the Mimio software and tablet.  The students are able to manipulate the sounds to make words. I also used it during small group instruction where students have more opportunities to manipulate the letters/sounds in each word.

Because of my phonics centers, my students have been able to improve their reading and meet benchmark in all areas of our State IDEL Kindergarten Assessment.   Within the last ten years, we have used many assessments.  We went from IDEL (before they had graphs), to Tejas Lee, and now back to IDEL (because the graphs and charts are now available).  My students have been making 90-100% benchmark on both of these assessments because of this program.  

These centers provide phonemic awareness and phonics practice at all levels for all students.  They also provide opportunities for Special Needs children to be included in our reading instead of sending them off to other classrooms.  I provided our Special Education teachers the materials for use during their 45 minute double dose to reinforce during their time.  

Theme one reinforces beginning sounds and words that begin with vowels. Each new theme teaches a controlled amount of letters allowing for direct and strategic instruction at various levels. As the students progress through each theme, they can move directly from segmenting and blending 4-sound words to a more difficult level of 6-sound words.  In theme 2 & 3, a student needs to make 4-sound words containing the following letters:  a-e-i-o-u, (m, s, p  for Theme 2), and (t, c, n  for Theme 3). The picture cues are provided as well as a graphic organizer.  By the time the class reaches April/May, most of the students are ready for the Advanced Phonics center where we can regroup students according to the specific words they struggle with. 

When we do the phonics centers as a whole group, only a few are able to manipulate the letter cards with the document camera & or the interactive Mimio tablet & software.  As the class moves into their homogeneous small groups, they are able to have more opportunities segmenting and blending words with their small group reading teacher.  This enables us to advance or drop a student to the appropriate level of their needed direct instruction.

I monitor student progress every other Thursday.  During the assessment time, I pull out homework books that I created to go along with the phonics center.  Our curriculum does not provide enough independent practice.  The homework books provide opportunities to work independently and apply what they have learned during small groups while allowing me time to assess.

At the beginning of the year, I assess the students by the number of letters and sounds they know.  I rank order the students to regroup.  In October, I assess the students using two methods.  Each small group teacher will pull the students for a timed reading.  The timed reading is how many syllables they are able to read in one minute.  In February, the students are assessed with two timings.  The first timed reading is how many syllables they are able to read in one minute; the second timing is how many words the child can read in one minute.  I rank order my students high to low and regroup them according to the number of words per minute and syllables per minute they can read.  As the students improve in their reading, each student is able to take their picture card and move it along the syllables per minute graph as well as on the words per minute graph.  Their goal every other week is to meet or beat their previous score.  They are motivated seeing the graph and their scores improve with each assessment.

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