{"id":2616,"date":"2021-12-20T01:08:01","date_gmt":"2021-12-20T01:08:01","guid":{"rendered":"https:\/\/braintrust.flywheelsites.com\/?p=2616"},"modified":"2022-12-13T21:12:23","modified_gmt":"2022-12-13T21:12:23","slug":"the-instructional-sequence-of-phonics-rules","status":"publish","type":"post","link":"https:\/\/braintrusttutors.com\/es\/the-instructional-sequence-of-phonics-rules\/","title":{"rendered":"La Secuencia Instruccional de las Reglas Fon\u00e9ticas"},"content":{"rendered":"
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La investigaci\u00f3n actual muestra que los estudiantes aprenden a leer de manera m\u00e1s efectiva cuando las habilidades necesarias se ense\u00f1an de manera expl\u00edcita y sistem\u00e1tica. Pero comprender el orden exacto en el que los estudiantes deben aprender las reglas y los conceptos fon\u00e9ticos puede ser desalentador. S\u00ed, existen numerosos programas curriculares que puede seguir que brindan su propio alcance y secuencia de habilidades, pero ense\u00f1ar estas habilidades significa muy poco si no sabe c\u00f3mo se relaciona cada paso con el anterior y el posterior. Aqu\u00ed hay una hoja de ruta general del orden en que la mayor\u00eda de los estudiantes aprenden estos conceptos.<\/p>\n\n

1. Conciencia fonol\u00f3gica y fonol\u00f3gica<\/strong><\/h2>\n\n

Esta es la base sobre la que descansa todo el conocimiento de la fon\u00e9tica: la idea de que los sonidos tienen significado, los s\u00edmbolos tienen significado, \u00a1y esos sonidos y s\u00edmbolos en realidad est\u00e1n \u00edntimamente relacionados! Es crucial que los estudiantes tengan este conocimiento fundamental antes de que puedan comenzar a aprender a leer.<\/a><\/p>\n\n

2. El alfabeto<\/strong><\/h2>\n\n

\u00a1A menos que haya ense\u00f1ado en preescolar o jard\u00edn de infantes, es f\u00e1cil olvidar que los ni\u00f1os realmente necesitan aprender el alfabeto! No es algo que nacemos sabiendo, y no es tan f\u00e1cil como uno podr\u00eda pensar ense\u00f1arlo. Pero los estudiantes no tienen que perforar las tarjetas did\u00e1cticas todas las noches antes de que puedan comenzar a juntar palabras. Incluso si un estudiante conoce solo unas pocas letras y sus sonidos correspondientes, puede y debe comenzar a practicar juntando esas letras y sonidos.<\/p>\n\n

3. Vocales versus consonantes<\/strong><\/h2>\n\n

Estas son distinciones importantes que los estudiantes deben comenzar a hacer temprano. A medida que aprenden los nombres y los sonidos de las letras, tambi\u00e9n deben saber si la letra es una vocal o una consonante.<\/p>\n\n

4. Palabras CVC<\/strong><\/h2>\n\n

Estos son los primeros tipos de palabras que los estudiantes aprender\u00e1n a leer. CVC significa consonante-vocal-consonante. Las palabras CVC verdaderas tienen consonantes que se pronuncian de la forma habitual y vocales que producen un sonido de vocal breve, como en las palabras bat, cup y sip. (Tenga cuidado de asegurarse de que las palabras CVC que presente sean verdaderas palabras CVC. Por ejemplo, la 'a' en la palabra 'was' no hace el t\u00edpico sonido corto 'a'. Por eso es com\u00fan, especialmente en primero, que los estudiantes escriban mal la palabra 'was' como 'wuz.')<\/p>\n\n

5. Consonantes finales dobles<\/strong><\/h2>\n\n

Hay cuatro letras que casi siempre se duplican al final de una palabra de una sola s\u00edlaba y una sola vocal: s, f, l y z. Algunos ejemplos son silbido, masa, pelusa, bast\u00f3n, mu\u00f1eca, colina, jazz y zumbido.<\/p>\n\n

6. D\u00edgrafos de consonantes<\/strong><\/h2>\n\n

Los estudiantes ahora deber\u00edan estar listos para aprender cuando dos letras hacen un sonido. M\u00e1s tarde, aprender\u00e1n sobre los d\u00edgrafos de vocales, pero primero, les presentaremos los d\u00edgrafos de consonantes sh, ch, ck, th y wh.<\/p>\n\n

7. Palabras CCVC y CVCC (tambi\u00e9n conocidas como combinaciones de consonantes)<\/strong><\/h2>\n\n

Una vez que los estudiantes tienen palabras CVC, d\u00edgrafos y consonantes dobles algo s\u00f3lidas en su haber, pueden comenzar a practicar la combinaci\u00f3n de consonantes. Esto es lo que hacemos cuando leemos palabras como \u201csnap\u201d y \u201cband\u201d.<\/p>\n\n

8. Sonidos pegados<\/strong><\/h2>\n\n

Tambi\u00e9n conocidos como "sonidos soldados", son terminaciones 'ng' y 'nk'. Los estudiantes generalmente los aprenden mejor cuando est\u00e1n unidos a las vocales. Aprender la terminaci\u00f3n 'ong' y leerla\/usarla en una variedad de contextos es m\u00e1s concreto para los estudiantes que tener que combinar la terminaci\u00f3n 'ng' con cualquier palabra que encuentren que la tenga. Los sonidos pegados son ong, ing, ang, ung, onk, ink, ank y unk.<\/p>\n\n

9. Sufijos \u2013 Parte I<\/strong><\/h2>\n\n

Una vez que los estudiantes conocen algunos sufijos simples, las palabras que pueden leer aumentan exponencialmente. Hasta este punto, un estudiante puede leer palabras como 'sled' y 'sing', pero cuando se enfrenta a las palabras 'sledding' o 'singer', de repente se atasca. Al ense\u00f1arles sufijos simples, los estudiantes pueden dar sentido a estas nuevas formas de palabras.<\/p>\n\n

10. vocal larga<\/strong> suena<\/h2>\n\n

Aqu\u00ed es donde los estudiantes pueden comenzar a aprender d\u00edgrafos de vocales como 'ea' y 'oa'. Una rima popular para ense\u00f1ar a los ni\u00f1os es "cuando dos vocales van caminando, la primera habla", que se cree que ayuda a los estudiantes a recordar que en un equipo de vocales, la primera letra es siempre la que se pronuncia, que no siempre es \u00a1verdadero! Esta regla se aplica a palabras como "meat" y "train", pero no a palabras como "sound" y "sleuth", as\u00ed que usa esta rima con precauci\u00f3n.<\/p>\n\n

11. Vocales controladas por R<\/strong><\/h2>\n\n

La mayor\u00eda de los estudiantes que aprenden sobre las vocales controladas por r las llaman 'palabras con R mandonas'. Eso es porque cuando estas vocales aparecen antes de una 'r', la r cambia la forma en que las pronunciamos. Entonces, en lugar del t\u00edpico sonido corto a en la palabra 'pila', el sonido 'a' cambia en la palabra 'estrella'. Eso es debido a la mandona r. Los estudiantes necesitan mucho tiempo y pr\u00e1ctica con esta habilidad. Desafortunadamente, no hay reglas claras que podamos ense\u00f1arles sobre las diferencias entre ur, er e ir. Solo necesitan ser memorizados.<\/p>\n\n

12. Sufijos \u2013 Parte II<\/strong><\/h2>\n\n

Ahora puede comenzar a presentar a los estudiantes a\u00fan m\u00e1s sufijos y sus significados. Si bien es importante definir cada sufijo para los estudiantes, es mucho m\u00e1s importante dar ejemplos de palabras con estos sufijos, mostrando la ra\u00edz de la palabra, si cambia, qu\u00e9 significa la palabra y c\u00f3mo usarla. \u00a1Cuantos m\u00e1s sufijos sepan sus alumnos, m\u00e1s palabras podr\u00e1n leer!<\/p>\n\n

13. Tipos de s\u00edlabas<\/strong><\/h2>\n\n

There are six main syllable types<\/a>: open, closed, silent e, r-controlled, vowel team, and consonant-le.<\/p>\n\n

14. Varios<\/strong><\/h2>\n\n

\u00a1Hay tantas reglas\/conceptos miscel\u00e1neos que simplemente no son lo suficientemente grandes para su propio paso! Algunos de los principales se encuentran a continuaci\u00f3n:<\/p>\n\n

-C y g duras\/suaves (estas letras son duras, como en gato y cabra, a menos que vayan seguidas de i, e o y, como en ciudad y jirafa)<\/p>\n\n

-Letras mudas (list<\/strong>es, gh<\/strong>ost, climab<\/strong>, k<\/strong>no, jayo<\/strong>f, gtu<\/strong>itar, w<\/strong>rito, columnanorte<\/strong>)<\/p>\n\n

-ph = f<\/p>\n\n

-age (como en repollo y bagaje)<\/p>\n\n

-ture (como en la imagen y captura)<\/p>\n\n

-Palabras influenciadas por W, donde w cambia la pronunciaci\u00f3n de la vocal que le sigue (water, world, warm)<\/p>\n\n

\u00a1Superar esta secuencia es un gran logro! Pero eso no significa que sus hijos de repente sean lectores fluidos. puede tomar a\u00f1os<\/em> de reforzar todos estos conceptos antes de que un estudiante se convierta en un lector fluido. Estas habilidades toman tiempo y lote<\/strong> de practica S\u00e9 paciente. Y recuerde, esta secuencia es simplemente una gu\u00eda. Sintonice lo que sus estudiantes necesitan para ayudarlos de la manera m\u00e1s efectiva a convertirse en lectores seguros, competentes y exitosos. Y recu\u00e9rdeles siempre que, al igual que en la vida, \u00a1hay excepciones a (casi) todas las reglas!<\/p>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"

Current research shows that students learn how to read most effectively when the skills needed are taught explicitly and systematically. But understanding the exact order in which students should learn phonics rules and concepts can be daunting. Yes, there are numerous curricular programs you can follow that provide their own scope and sequence of skills, […]<\/p>\n","protected":false},"author":3,"featured_media":2617,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[299],"tags":[35,66,8,65],"class_list":["post-2616","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-reading","tag-phonics","tag-phonics-rules","tag-reading","tag-scope-and-sequence"],"yoast_head":"\nPhonics Rules: Understanding its Instructional Sequence - Braintrust<\/title>\n<meta name=\"description\" content=\"Research shows that students learn to read most effectively when the skills are taught explicitly & systematically. 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