FIRST TIME
MENTAL PREPARATION
First Step.- The Teacher will present the fourteen figures, placed strictly in this order, in view of the students in view of the students on the classroom blackboard:
- Spiderman
Then he will name the figures or chorus, until they memorize these names in the established order.
Second Step.- The students will syllable the names in chorus first, then individually with rhythm and orthophony (cadence), until each student can do it from memory, without seeing the figures. We call this memorized syllabification:
PHONETIC LAW, because it governs psycho-didactic activities (drawings, games, songs), which lead students (children or adults) to learning to read and write.
NOTES:
1.In the syllabification of the names CHURCH and ELEPHANT, they will pronounce only the initial vowels:
ie
2. To ensure good spelling, students will be required to correctly pronounce the syllables:
ZA - SA - VA - BA - LLA - YA
(The common people pronounce LL as Y (Yeísmo)
method-of-literacy-of-reading-and-writingSECOND STEP
ORTHOGRAPHIC STUDY OF THE PHONETIC LAW
First Step.- The Teacher will present the 14 figures on the blackboard for the students to see, then, under each one, they will write the corresponding name fragmented into syllables.
The blackboard will stimulate the eyes better, if colored chalk is used to write the syllables.
The students will make the choral and individual syllabification of the PHONETIC LAW coincide, memorizing in the FIRST TIME, with the marking of the syllables that, with a wand, the Teacher or a student makes.
When students read, they will consider each syllable as a single whole, without distinguishing or naming the letters. Let's say better: NO SPELLING.
Example: CA - SA
Students will never be allowed to read in this way:
ca - a = ca that - a = sa: ca - sa
The Teacher will demand from the students the knowledge of the syllables, with the same rigor with which, in the past, knowledge of the letters of the alphabet was required. To confirm this knowledge, he will remove the figures from the board (Figure N ° 3).
And it will ask the students:
1. Let them read the syllables in isolation.
2. Let them read the syllables reversing the established order.
3. Have them read the syllables corresponding to a word, phrase or sentence.
4. Let them point to the syllables corresponding to a word, phrase or sentence. Example:
ANA GAMARRA WEARS A GIRDLE.
For these activities they will use:
1.The syllables written on the board in the established order.
2.The cut syllables (student material).
IMPORTANT NOTE.-
The comparison of the twenty-six syllables cut out and shuffled with the syllables on the blackboard or the primer, enlivens and facilitates learning. That is why we recommend this activity.
Before moving on to the Third Half, students should know:
1. That, a, e, i, o, u are called vowels.
2.That the R has the following accidents:
a.It has a soft sound and is called ere when it is between two vowels. Example:
Pray, anger, pray.
b.It has a strong sound and is called erre when it is not between two vowels. Example:.
Branch, broken.
c. that it is duplicated, so that it has a strong sound between two vowels. Example:
Vine, claw.
d.That the initial syllable is never written with a double ere (rr)
You should also know that the H does not sound.
To learn to read print, students will find, read, and underline the syllables of the PHONETIC LAW on the pages of a newspaper. This will avoid spending on syllabaries.
This time will be considered passed when the students know in isolation the four graphic forms of each syllable of the PHONETIC LAW (upper and lower case, printing and hand).
THIRD TIME
CALLIGRAPHY OF THE PHONETIC LAW
The Teacher will make the students, observing the rules of Calligraphy, exercise the pulse first and then write the syllables of the PHONETIC LAW with lower case letters.
As a suggestion we include a series of writing tasks.
The writing of the five vowels will precede the writing of the other syllables.
Learning to write a syllable will be considered a task.
When the Teacher deems it convenient, he will have the student also calligraphy the syllables with initial capital letters.
This time will be considered passed, when the students write any syllable of the PHONETIC LAW to dictation.
We recommend using the series of “PROESCO WRITING NOTEBOOKS”.
FOURTH TIME
COMPOSITION AND WRITING OF SENTENCES
The composition and writing of words, phrases and sentences, combining the syllables of the PHONETIC LAW, are the only activities that indicate progress in learning. To make these activities enjoyable, students will compose and write words, phrases and sentences typical of their environment, which express their thoughts, feelings and wishes, or which are related to reasons suggested by themselves, by the Teacher or by contingencies local. The use of cut syllables (student material) is recommended to further fix the learning.
Each student will prepare a READING AND WRITING NOTEBOOK, which will replace the traditional syllabary.
The words, phrases and sentences, composed with the syllables of the PHONETIC LAW can be writing and illustration motifs in the NOTEBOOK.
The Teacher, when directing the elaboration of this NOTEBOOK, will jealously take care that the students practice the rules of spelling, especially those that govern the use of the following letters:
C - Q - K - G - Y - X - W
He will show the same zeal for punctuation marks. This spelling practice will prevent students from miswriting what they read well, an almost common defect of those who learn to read by memorizing a syllabary.
The Teacher will happily complete his task when the students read and write correctly in dictation any word, phrase and sentence composed with the syllables of the PHONETIC LAW.
Then, the students will also know how to write any phonetic combination and read any graphic combination, even if it is not Spanish.
By combining the syllables of the PHONETIC LAW you can compose Quechua, Ticuna, Aymara, etc. words. This is when students from those language groups are literate.
TEACHER'S GUIDE
The PROESCO Reading and Writing Literacy Method was created by the Peruvian teacher Alberto Acosta Herrera.
It is a simple and practical method for both the teacher and the student because by learning fourteen words in which all the letters used in our language are contained, the student is taught to read and write simultaneously.
This guide gives the fundamentals and steps to follow, but remember that the effectiveness of a method depends on the interest and enthusiasm that the teacher puts in its application.
FOUNDATIONS
First Truth.- The sensory content of the word is the set of phonemes (sound elements) that constitute it.
Second Truth.- To read is to emit phonemes by conditioned reflex action, to the vision or touch of their signs to feel and understand the word.
Third Truth.- The phonemes of our speech are twenty-five (orthological alphabet) and thirty signs or letters that represent it (orthographic alphabet).
Fourth Truth.- The twenty-five phonemes of our speech are in these fourteen words: spider - razor - carafe - papaya - cup - cas - flame - ax - bullet - dice - pot - grape - church and elephant.
In the word ax, there is the syllable ha with the letter h that does not represent any phoneme.
The teaching of these fourteen words means the teaching of the twenty-six syllables and it has been demonstrated that the reading and writing of these 26 syllables enables the student to read and write through combinations that ensure the teaching-learning process.
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