Spanish Change Over Time (short version) – Strategic Activity in Reading
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Levels A-C/1–3 (C = patterned)
EMERGENT
Early behaviors (point to words with 1:1
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match w crisp pointing, left to right, return
sweep, recognize a few HFWs)
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‘Sit like a reader’ & other routines
Use meaning (pictures) & oral
language patterns to read
Monitor for meaning-“escucharte a ti
Levels C–D/3-6 (C = not patterned)
UPPER EMERGENT
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mismo”; “asegúrate de que lo que dices tiene
sentido”
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Use known words as ‘anchors;’
di las palabras que sabes; la palabra a que
se apunta el dedo es la palabra que se dice
(“Cuando tu dedo toca me, la boca tiene
que decir me.”)
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Monitor, cross-check, & SC with
some visual information -- 1:1,
known words, & 1st letter toward
the end of lev 2
Initiate attempts – try something
Keep eyes on text or picture (not
teacher, ceiling, other children)
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Get the gist of what is read & retell
Give opinions & reactions to
comments of others
Stop at end punctuation -- . ? !
Di la palabra despacito (DD) estrechado [Say it Slowly (SS)]
Revisa la palabra despacito (D√) a
ver si se ve bien [Slow check (S√)]
Di la palabra despacito mientras
escribes (DDME) [Say it Slowly While you
Write (SSWW)]
25 HFWs by end of lev 3– read & write
Learning to match voice with text and
make sense
Caution: Don’t stay too low for too long
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Maintain 1:1 match without pointing;
use known words as anchors
Monitor for meaning always & reread
when meaning is lost
Integrate & cross check meaning &
structure with some visual information
always -- known words, 1st letter, 1st
syllable (ga, chi), endings (verb, gender
agreement, plurals)
Look carefully before speaking
Reread after ‘tolds’ to regain meaning
Start blending syllables – ca-rro (STOP
segmenting syllables)
Glance at picture while turning page;
then keep eyes on text (start at lev 5)
Read punctuation . ¡! ¿? – cambia la voz
Initiate attempts consistently
Use syllables to solve simple CVCV words
Retell the basics
Read tags as a phrase –dijo Osito Marcos
Compare books by the same author or
on the same theme
Give opinions & reactions to comments
of others
Di la palabra despacito (DD) escuchar
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los sonidos/silabas para escribir (consistently
w/o prompting) [Say it Slowly (SS)]
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Revisa la palabra despacito (D√) para
confirmar [Slow check (S√)]
Di la palabra despacito mientras
escribes (DDME) (consistently without
prompting) [Say it Slowly While you Write
(SSWW)]
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40 HFWs by end of lev 6 – read & write
Recognizing something known within a
word
Caution: Don’t teach too much, too soon
DPS Early Language and Literacy Certificate Program, July 2014
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Levels E-G/8-12
EARLY
Monitor for meaning always &
reread when meaning is lost
Reread to problem-solve or
confirm meaning
Reread after ‘tolds’ or hard work
on a word to regain meaning
Glance at picture while turning
page; then keep eyes on text
Notice & use syllables/parts in
words while attending to
meaning & structure
Confirm a word by ‘slow
checking’ (Revisa la palabra
despacito (D√)) if unsure of attempt
Begin to read short passages
silently (at lev 12)
Self-correction attempts increase
Make inferences
Make connections/comparisons
between authors, characters,
themes, plots
Sound somewhat more fluent on
1st reading (don’t push too hard)
Read all punctuation . , ¿? ¡! -bold print, italics
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Give opinions & reactions to
comments of others
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75 HFWs/exemplar words by end
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meaning, structure &
visual searching
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Chunk longer multisyllabic words (mari-posa)
Increase stamina with
longer texts
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Become fluent with
tricky syllables – (ce/ci,
ge/gi, que/qui, gue/gui, güe,
güi) embedded in longer
words “Trata otra sonido
(para la c, g).”
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Less rereading needed
after word solving
Make multiple attempts
at difficulty
Use prefixes, suffixes &
word families for solving &
meaning
Use context clues to get
meaning of new words
Read silently much of the
time
Interpret illustrations in
informational text
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Sound somewhat fluent
& phrased on 1st reading
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Summarize, synthesize,
analyze, compare &
contrast
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100+ HFWs/exemplar
words by end of lev 28
of lev 12 –read & write
Searching for some syllables/parts
while attending to meaning -- partial
solving
Caution: Don’t overtax the system
with too much work; delicate phase
Levels H-M/14 – 28
TRANSITIONAL
Routine integration of
Taking ownership for solving
new & longer words; hold
meaning while word-solving
Spanish Change Over Time (short version) – Strategic Activity in Writing about Reading for GRP
Levels A-C/1–3 (C = patterned)
EMERGENT
 Monitor for meaning – “Lee de nuevo
para pensar en la siguiente palabra y
asegurarse que tiene sentido el
mensaje.”
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Leave space between words
Incorporate vocabulary & language
structures from text – compose
simple sentences with nouns and
verbs, adding prepositional
phrases along the way
Rehearse messages before writing
& ‘hold’ a brief, child-designed
independent message in memory
with assistance
Use personal ABC chart
Use practice page (PP) -- for
practicing letter formation,
learning & practicing HFWs,
working with sound boxes, making
attempts to see if a word looks
right
Clap to learn to hear syllables
Di la palabra despacito (DD) estrechado [Say it Slowly (SS)]
Revisa la palabra despacito (D√) a
ver si se ve bien [Slow check (S√)]
Di la palabra despacito mientras
escribes (DDME) matching voice to
Levels C–D/3-6 (C = not patterned)
UPPER EMERGENT
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Slowly While you Write (SSWW)]
Edit for capital letters and basic
punctuation after writing with
prompting
Monitor for meaning “Lee de nuevo para
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pensar en la siguiente palabra y asegurarse
que tiene sentido el mensaje.” (beginning to
initiate w/o prompting)
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Leave space between words
Incorporate vocabulary & language
structures from text into writing about
the text – sentences with nouns, verbs,
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prepositions, & conjunctions
Understand concept of writing to a prompt
Rehearse responses & practice holding
independent messages in memory
Use personal ABC chart
Use practice page (PP) -- for practicing
letters, learning & practicing HFWs,
working with sound or letter boxes (not
both), making several attempts to see
which way looks right [Move to letter
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boxes when all vowels are able to be
recorded correctly & sequentially, & many
consonants are recorded correctly. Once
moving to letter boxes, don’t return to
sound boxes –very confusing for children]
Clap syllables to help hear them
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Di la palabra despacito (DD) –
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escuchar los sonidos/silabas para escribir
consistently w/o prompting, smooth &
blended [Say it Slowly (SS)]
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Di la palabra despacito mientras
escribes (DDME) matching voice to
letters as they write consistently
without prompting [Say it Slowly While
the letters as they are written [Say it
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Levels E-G/8-12
EARLY
you Write (SSWW)]
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Revisa la palabra despacito (D√)
para confirmar [Slow check (S√)]
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Edit (for caps . ¿? ¡! ) after writing
with prompting
DPS Early Language and Literacy Certificate Program, July 2014
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Monitor for meaning by initiating
rereading consistently
Leave space between words w/o
prompting & w/o a spacer
Incorporate vocabulary & language
structures from text
Compose 2-3 sentences in response
to a prompt (after thorough
discussion)
DD (SS) & listen for syllables you can
hear
Learn that words have to LOOK right
as well as sound right [moving from
only sounding out (ase for hace) to
thinking how words LOOK]
Hold the general message in memory
while writing
Use practice page (PP) -- learning &
practicing HFWs, working with letter
boxes to hear & record syllables,
making several attempts to see
which way looks right, using known
parts (ce, qui, ge, gui, etc.)
Begin to initiate the use of analogies
to problem-solve words
[ex. child wants to write mariquita –
“Di mariquita despacito. ¿Sabes una
palabra que tiene la parte ‘qui’ que
escuchas? Sí, sabes aquí (an
exemplar word). Usa una parte de
aquí para ayudarte con mariquita.
¿Se ve bien?”
Edit after writing with minimal
prompting (caps . , ? ! “ ”)
Levels H-M/14 – 28
TRANSITIONAL
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Monitor for meaning,
language structure & visual
information (correct spelling)
consistently – continually
rereading the piece ‘so far’
Incorporate vocab & language
structures from text
Compose a rich, appropriate
response to a prompt (after
thorough discussion)
Knows that words have to look
right & takes responsibility
Initiate attempts on practice
page (PP) to solve tricky
words w/o prompting:
~ DD y escribe la palabra en
silabas (partes); revisa a ver si
se ve bien
~DD y escribe la palabra de
diferentes maneras a ver cuál
se ve bien
~ usa ‘analogía con una palabra
ejemplar’-i.e. thinks of a known
word with a part that sounds like
the tricky part to help make it look
right (ex. wants to write
inundación so thinks of the
exemplar word nación to help with
the -ción part)
[Can check word in text AFTER
trying several ways to help self]
Edit for punctuation, spelling, &
structures after writing (w/o
prompting)