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Slideshow Tutorial #1: How to Create Your Owner Account Slideshow Tutorial #2: How to Enter your Users Slideshow Tutorial #3: How to Check your Users' Progress Slideshow Tutorial #4: How to Play
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Reasons
And what is ABeCeLee?
Description of the project
Walking through the levelsLevel |
Focus |
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1, 2, 3 |
Recognition of print, sound and name of the letter (phonemic awareness) | ||
1, 4, 6, 7, 9, 12, 13, 15, 16, 18, 20, 21, 22 |
The acquisition of common words that are learned as a whole at a glance (palabras de alta frecuencia) (vocabulary) | ||
5, 8, 11, 14, 17, 19 |
Educating the construction of syllables. (phonics) |
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6, 9, 12, 15 |
Exercise the construction of two-syllable words. (phonics, vocabulary) |
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20 |
Exercise the construction of words of three syllables. (phonics, vocabulary) |
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21 |
Exercise the construction of words of four syllables. (phonics, vocabulary) |
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Level 22 |
This is a quiz where users demonstrate reading and reading comprehension abilities. (vocabulary, fluency, comprehension) matching a picture with the correct sentence that describes it. |
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Level 23 |
This is a quiz where users demonstrate reading and reading comprehension abilities. (vocabulary, fluency, comprehension) completing a sentence with the correct word that makes sense. |
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Levels 24-32 |
The user is presented with stories building in complexity, the goal is to read the story and then to answer to explicit ands implicit questions from the story read. (vocabulary, fluency, comprehension) |
Procedure: 
It is a no brainer.
Count the computers in your classroom with inrtenet access. Then divide your number of students by it, and that gives you how many teams per turn.
Every day, during SLA and Small Centers time, have teams/users rotating for a period of 15/20 minutes. Users get to play with the computer, improving rapidly their abilities in the Spanish language. Times and teams can be regulated by the students, and it is monitored by the teacher. Every day, the teacher extracts data from the computer to create profiles, and to implement strategies in accordance with the student progress. That can be achieved by visiting the Miembros/Members page and extracting all data needed using (log), (act) and (txt) tools found besides the name of each user, as well as the Progress Report Charts, which visualize the performance and progress of the whole class.. Use that data at your convenience to create portfolios.
ABeCeLee and Texas Standards. 
ABeCeLee covers the following Spanish Language Art and Reading Texas Essential Knowledge and Skills:
K.1.A, B, C, D
K.2. B, F, H
K.3. A, B, C, D, E, F, G, H, I
K.5. A, B, D, F
K.11.B
K.12.B
Knowledge and skills.
(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how Spanish is written and printed. Students are expected to:
(A) recognize that spoken words can be represented by print for communication;
(B) identify upper- and lower-case letters;
(C) demonstrate the one-to-one correspondence between a spoken word and a printed word in text;
(D) recognize the difference between a letter and a printed word;
(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
(B) identify syllables in spoken words;
(F) blend spoken phonemes to form syllables and words (e.g., /m/ …/a/ says ma, ma-pa says "mapa");
(H) separate spoken multi-syllabic words into two to three syllables (e.g., /to/ /ma/ /te/).
(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds and morphological analysis to decode written Spanish. Students are expected to:
(A) decode the five vowel sounds;
(B) decode syllables;
(C) use phonological knowledge to match sounds to individual letters and syllables, including hard and soft consonants such as "r," "c," and "g";
(D) decode the written "y" when used as a conjunction, as in "mamá y papá";
(E) become familiar with the concept that "h" is silent;
(F) become familiar with the digraphs /ch/, /rr/;
(G) become familiar with the concept that "ll" and "y" have the same sound (e.g., llave, ya);
(H) use knowledge of consonant/vowel sound relationships to decode syllables and words in text and independent of content (e.g., CV, VC, CVC, CVCV words); and
(I) recognize that new words are created when syllables are changed, added, or deleted.
(5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to:
A) identify and use words that name actions, directions, positions, sequences, and locations;
(B) become familiar with grade appropriate vocabulary including content and function words;
(D) identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures); and
(E) use a picture dictionary to find words.
(11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
(B) identify the meaning of specific signs (e.g., traffic signs, warning signs).
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students (with adult assistance) are expected to:
(B) identify techniques used in media (e.g., sound, movement).
Abecelee and Phonetics 
According to Phonetics, the sounds of Spanish are divided in vowels and consonants. They are also clasified in voiceless and voiced, depending on the use or not of vocal cords.
New words are easy to pronounce in Spanish thanks to its vowels. There are only 5 vowel phonemes in Spanish and they are each only pronounced one way, and each only is voiced. In general, all vowels are shorter in Spanish than in English. Take the letter "O" for example. When we say the letter "O" in English, it sounds a little like "Oooohwa." In Spanish, it is muuuuch shorter. Almost like the sound a gorilla would make: "Oh." Keep this in mind when practicing your Spanish vowels. You´ll sound much more native with short vowels rather than long southern-belle vowels.
Consonants in Spanish have very regular pronunciations once you learn the rules and there are only 18. Some consonants are voiceless (vocal cords not vibrating) and some others are voiced (vocal cords vibrate). A classic example are the occlusive [k] (voiceless) and [g] (voiced), but there are more.
Try this: nicely place your fingers on your throat and then pronounce correctly each sound, to feel whether the vocal cords are working or not.
For a complete reference to Spanish sounds, including its anatomy and playable sound samples, take a time to visit these sites:
Fonética: Los sonidos en Español
La descripción fonética y fonológica del español: los elementos segmentales
Abecelee and the Five Reading Skills 
Please take a time to browse through our 22 levels, every one of them impact specifically on one or more of the Five Essential Components of Effective Reading Instruction:
1- Phonemic Awareness (levels 1, 2, 3)
2- Phonics (5, 6, 8, 9, 11, 12, 14, 15, 17, 19, 20, 21)
3- Fluency (level 22)
4- Vocabulary (levels 1, 4, 6, 7, 9, 12, 13, 15, 16, 18, 20, 21, 22)
5- Comprehension (level 22)
The Five Essential Components of Effective Reading Instruction by level.
Level _______________ Reading Skill Impacted
1-------------------------- Phonemic Awareness, vocabulary
2 ------------------------- Phonemic Awareness
3 ------------------------- Phonemic Awareness
4 ------------------------- Vocabulary
5 ------------------------- Phonics
6 ------------------------- Phonics, vocabulary
7 ------------------------- vocabulary
8 ------------------------- Phonics
9 ------------------------- Phonics, vocabulary
11 ------------------------ Phonics
12 ------------------------ Phonics, vocabulary
13 ------------------------ vocabulary
14 ------------------------ Phonics
15 ------------------------ Phonics, vocabulary
16 ------------------------ vocabulary
17 ------------------------ Phonics
18 ------------------------ vocabulary
19 ------------------------ Phonics
20 ------------------------ Phonics, vocabulary
21 ------------------------ Phonics, vocabulary
22 ------------------------ Fluency, vocabulary, comprehension
Abecelee and Response to Intervention 
When interventions work, fewer children, particularly minority children, are referred for special education, and that the RTI model acts as a safeguard, insuring that a child is not given a label of a disability inappropriately.
RTI also helps school districts by eliminating unnecessary referrals, which drain time and resources.
Response to intervention is the best opportunity for giving all students the additional time and support needed to learn at high levels, and see great benefit in that it applies to the classroom teachers, paraeducators, counselors, and the administration.
The RTI process can help identify students who are at-risk, guide adjustments to instruction, monitor student progress, and then make other recommendations as necessary. The objective is that with minor adjustments or simple interventions, students may respond and achieve at higher levels.
RTI is also very useful when interacting with students who have severe emotional problems. Response to intervention can help students with ED (Emotional Disturbance) as well as those with LD (Learning Disabilities). The structure and evaluation of RTI will help this particular group of students to be successful in the academic environment.
Basically, what we do is we classify certain levels of resources in the amount of stars conquered, so that the user is faced with a sequence of questions of increasing difficulty.
So far, evidence-based, we have modified the following levels 1, 2, 3, 5 and 6 for intervention.
The owner has the opportunity to declare an user involved and when this person arrives at level 7 the owner can keep them intervened or holding them out of the intervention, then the owner can decide if this user continues normally with the rest of the levels or if returned to level 1 to re-do the work without intervention.
How to do this?
When you suspect or detect a user is having difficulties to perform, declare him/her R-T-I by going to Members page and asigning a number "1" to R-T-I. ABECELEE is going to automatically scaffold (*) the resources for every level, starting with less difficult queries, repeating more often the queries. After an analysis of results, the owner can either release that user from being R-T-I-ed (by assigning 0 in field R-T-I) and continue normally, or that user can even be assigned to a lower level, with R-T-I = 0, to monitor performance. In few words, RtI first, then back to normal. This strategy can be repeated until the student success and falls into Tier I.
(*) Refers to the idea that specialized instructional supports need to be in place in order to best facilitate learning when students are first introduced to a new subject.
Technical specifications and browser issues
ABeCeLee is a website, which means you will have to have internet access to be served.
Your computer/s could vary in browser, operating system and even internal memory.
You will need to have a headset attached to every computer so users can be completely engaged audiovisually.
A mouse (unless the computer is touchscreen) is necessary.
No keyboard is involved, so you can keep it away from users, so they will not get distracted.
It is always a good practice to ask the users to return to the home page, using the house icon, once they stop working. This will minimize timeout from the database and it will keep all data up to date.
Browser issues?
It is highly recommended to use Mozilla Firefox. Download Mozilla Firefox
It is recommended to update flash player. Check/Update/Download Adobe Flash Player
If you're using Google Chrome as your favorite browser, you may be having trouble within the "¡Canta conmigo!" with the letter "Ññ".
The Adobe Flash Player plugin does not read correctly the letter codes of international characters.
In Mozilla Firefox, Explorer and other browsers all games run properly.
The difference occurs because Chrome browsers integrates Adoble Flash Player and you can not update it separately.
You have to disable the plugin in Chrome and then update from the Adobe website as follows:
- In the address bar of Google Chrome you type "chrome :/ / plugins /" (without quotes) and press ENTER.
- In the Line of Adobe Flash Player, which is usually the first, you click Disable.
- Then access the URL http://get.adobe.com/es/flashplayer/ and download and install the Adobe Flash Player.
With that our games will function properly again you will and resolve some kinks more related to this plugin.
If it has not been clear, please ask. -
Android Phones
If you are running this product on an android phone, the default browser (known as Android Browser)
is not good enough compared to other modern browsers and Chrome is here to solve this problem.
First news, Google Chrome for Android is out of beta and current version is 18.
This version doesn't support new stuff from the previous beta version but it's pretty updated in terms of
HTML5 compatibility.
All you need to is download Chrome from the Google Play store.
Then choose Chrome as the default browser for your android phone.
Quick Start 
Plan ahead.
The more computers you have in your room, the better. You can also arrange with your local tech savvy about the chances your students will have of benefiting from your school computer lab.
Obtain id and password for every user under youtr supervision. ABeCeLee will provide you with those, once you make the necessary request.
It is strongly recommended to create an user called "teacher", "maestro", or "admin", which you will set to the upmost level (30) in order to gain control over all the levels, as well as give feedback to your users as they surf over the games.
Option 1
Identify those students that will certainly benefit the most from our service and have them working for 15-40 minutes at a time every day.
Option 2
Provided you count on several computers with online access, divide your class list in as many computers there are, and create a rotation schedule, using a timer break every 15-20 and rotate students, who can then go to another activities according with your planning.
Steps to set up your class. 
Once you have your group of students to be served:
- click on PLAY and locate the Miembros/Members link at the bottom of the login page.
- Clicking on that link will take you to the members page, very important for the administrator/owner (which is YOU).
- Provided you have your ID and password, enter it and you will see a button to the left (adicionar/add);
- Create an ID, accronym or pseudonym of every user you are going to include.
Do NOT enter your users' full name!
It is your responsibility to preserve your users privacy (Children's Online Privacy Protection Act) by entering un accronym or pseudonyn e.g. a user's full name John Doe can be encripted as JohnD (no spaces) in a way that is impossible to identify the real identity of that user; we also suggest the use of IDs like "user1", "estudiante1". ABECELEE algorithm is constantly checking for the adherence to this rule. When a full name is suspected to be in use, it is going to be permanently erased without warning, along with all the data associated with that user.- every time you enter a name/ID and hit that button, you will add a new user to your database.
- Make sure you are taking note of users' password, composed by a letter, a number and a color, 
that password is going to be the entering key for every one of your users. You can access to a printer friendly option of your users' password cards when you login members, to the right. You can always build flash cards at your will for each student containing his/her information. It could be something like this:
From experience, users, after visiting stations a couple of times, quickly memorize their ID and password, so this card is not going to be used very long.
- You are all set!
Please take some time to train your users on how to use the computer: spatial display domain, mouse, as well as scrolling up and down.
To get to the games zone, your users will need to:
- have access to internet and to the page www.abecelee.com/beta
- click on PLAY
- scroll up or down looking for their ID
- enter their password, and... they are in!
It is a good practice to monitor your users' performance real time using the Miembros/Members page, where you can access three different tools for each user:
(logs) - gives the owner a complete information of user activity, including login/logout, errors, levels succeeded
(act) - bar graph to visualize the user activity
(txt) - the user activity goes hard copy for your records
You will certainly benefit from knowing how to use those tools.
Printing reports. 
You should be able to print the output of averyone of these tools to create a portfolio of your students. Additionally to the possibility of printing them with the click of a button found in the page, you can use the option given by the browser of election; most browsers, like IE and Mozilla Firefox, come with the Menu Bar option Files/Print.
Also, you might love to print and use in class this template which allows you to keep track of your users achievement in a meaningful bar graph like this sample (which can be easily updated by themselves). Right click on the picture, save picture as... what you want and feel free to print for your own purposes. Additionally, there are two Whole Class Progress Reports (one unordered and another ordered by level achieved) available in Members. You can make use of those to keep track of your users achievement.
Once the mayority of users finish with level 22 (the test), it would be an excellent practice to keep track of Reading Fluency. The owner (teacher, parent) could choose a story with more than 100 words, with the appropiate set of words ("Hugo se come una uva"., "El niño sube la loma.") and have the user periodically assessed using a timer and having him/her read from the story for one minute. It is recommended the use of explicit and implicit questions to make sure the user is developing reading comprehension.
Link to Reading_Fluency_Progress_Chart Template
Link to Reading_Fluency_Progress_Chart Sample
Once a user completes all 22 levels, it is time for you the teacher to extend a Completion Certificate. Although there are tons of ready to use completion certificates on the web, we wanted to provide you with these two templates:
Link to Completion Certificate Template #1
Link to Completion Certificate Template #2
Please feel free to modify and use at will.
Printing issues. 
Should you see that your browser do not let you print the bar graph color columns from the (act) page 
or other pages needed to add to portfolios, any of the following solutions may apply:
(You can always watch our video #7, please click on the link "Want a tour?" on the main page)
Solution #1
To resolve this problem, configure the Page Setup options to enable the Print background colors and Images setting. To do this, follow these steps:
- In Internet Explorer 8, click Page Setup on the File menu. If you do not see the File menu, press ALT.
- In the Page Setup dialog box, click to select the Print background Colors and Images check box.
- Click OK to close the Page Setup dialog box.
- Print the Web page again
You can follow this link on Microsoft Support on this issue for more explanation and details.
Solution #2
How To Capture a Screen Shot of your Desktop or the Active Window in Windows.Here's How:
- Press F11 to turn to Full Screen mode, that way the IE window around will not be visible.
- Press the Print Screen key on your keyboard. It may be labeled [PrtScn].
- Press F11 once again to return the IE window back to normal (visible).
- Open an image editing program, such as Microsoft Paint. In Windows XP or later, Search for "C:\Windows\System32\mspaint.exe".
- Go to the Edit menu and choose Paste.
- If prompted to enlarge the image, choose Yes.
- Optional: Use your image editor's crop tool to crop out unnecessary portions of the screen shot.
- Go to the File Menu and choose Save As.
- Navigate to the folder where you want to save the image.
- Type a file name for the image.
- Select a file type.
- Click the Save button.
Tips:
- Hold the Alt key down while pressing Print Screen to capture only the active window.
- Generally the GIF format works best when saving screen shots of application windows. The JPEG format usually makes screen shots (especially those with text) blurry, blotchy and discolored.
- See related resources below for more screen shot tips and listings of screen capture software that offers many more options for capturing screens and portions of screens on Windows and Macintosh computers.
- The Windows "clipboard" is a term used to describe the temporary storage space in memory where an item is placed when you copy or cut. When you paste, the item is transferred to the program you're working in. If you copy something else, the old item is replaced with the new. You can't manipulate the clipboard directly; it's only used for copy and paste operations.
Solution #3
Difficulty: Hard
Time Required: may vary.
Follow this link with instructions on Getting Started with Screen Capture Using Windows Media Encoder.
Solution #3
Difficulty: Hard
Time Required: may vary.
Browse the internet for a screen capture software like ScreenHunter 6.0 free.
Managing ABeCeLee 
This section is currently under construction. We apologize for the inconvenience.
In this section you will find useful steps by step explanation on how to:
- handle "members" page, so you can create and manage your class: students IDs, keywords, workstations and more.
- handle "admin" page, so you can modify sounds, colors and pictures.
- handle database information, so you can retrieve what the users are answering, their mistakes, their success, and other valuable information you can use to reteach.
...and more!
ABeCeLee y los estándares en Texas
Razones.
Porque los maestros y estudiantes de Lengua Española Language Arts necesitan este apoyo, un medio de enseñanza en forma de programa de computadora que permite interactuar con el usuario, haciendo que los niños se diviertan a la vez que aprenden, y dándole a los que adquieren inglés como segunda lengua la oportunidad de triunfar en su esta tarea.
Debido a que la alfabetización en español es tan importante dentro del sistema educacional de los EE.UU., pues un estudiante con un sólido conocimiento de su su idioma principal tendrá una fundación sólida para adquirir otras lenguas como el Inglés.
Porque estamos apostando a multiplicar la presencia del maestro en su aula, proporcionando una herramienta de aprendizaje seductora: un software de ordenador interactivo de enseñanza. Esto también le dará al maestro la oportunidad de compartir y rotar más a los estudiantes como tantos ordenadores conectados a Internet están en el salón de clases.
Y, qué es ABeCeLee?
Esta es una herramienta formidable para desarrollar habilidades en el idioma español. Su objetivo es ayudar a los estudiantes hispanos bilingües durante su primer período de la escuela primaria.
ABeCeLee es una colección de juegos educativos que captura rápidamente el interés del niño debido a su presentación y creatividad en el tratamiento de los contenidos de los diferentes temas.
Con ABeCeLee trabajamos con las diferentes áreas del desarrollo escolar y habilidades necesarias en el aprendizaje y la evolución del niño.
ABeCeLee ha sido creado y coordinado por profesionales y se lleva a cabo con aportaciones de personas dedicadas a la enseñanza y especialistas en cada área educativa.
Estimulante, claro, y muy sencillo, los juegos ABeCeLee afirman de que cada niño es capaz de estar comprometido con su propio aprendizaje durante el juego, con poca ayuda del maestro, favoreciendo y estimulando una serie de actividades para el desarrollo del niño: la intuición, el razonamiento y la creatividad.
A pesar de que el estudiante percibe los juegos simplemente como juegos ABeCeLee, y se entretiene a medida que logra resolverlos, desde el punto de vista de la Pedagogía, cada uno de ellos responde a una planificación detallada de los objetivos a conseguir.
Estos juegos ABeCeLee cubren un amplio rango de edades que va desde los 2 años hasta los 8, 10 e incluso 12 años. En esencia, todos los estudiantes analfabetos (en español) podrían beneficiarse de ABeCeLee y convertirse en un éxito en la lectura y aprender con independencia por toda su vida.
De acuerdo a su edad y a sus conocimientos, cada niño avanzará según su ritmo personal de aprendizaje. Por sus características, la colección de juegos ABeCeLee ha resultado ser tremendamente útil en niños con dificultades en el aprendizaje, o en educación especial.
ABeCeLee está concebido para que el niño pueda interactuar con el ordenador como si fuera un juguete que con el que se puede comunicarr, el objetivo es que el estudiante aprenda y, dado que en estas edades la actividad lúdrica es parte del diario, se entretenga al mismo tiempo. Es importante que el usuario explore, investige y descubra las opciones del juego lo que hace posible un gran interés, motivación y rendimiento en su aprendizaje.
En resumen, el objetivo de estos juegos es enseñar a los analfabetos a leer, ya sea a los niños del grado preescolar, primero o segundo.
Descripción del proyecto.
Juegos ABeCeLee tiene en cuenta los aciertos y errores: los puntos son importantes porque sirven como refuerzo para que el niño se siente motivado a seguir el juego, la tensión y para sobresalir en su aprendizaje.
Al mismo tiempo, el profesor puede beneficiarse de toda la información que se captura y almacena: gráficos de datos de texto, pastel y de barra, sobre la base de que el maestro será capaz de llevar a cabo actividades como el refinamiento conceptual, las intervenciones uno a uno y la instrucción en pequeños grupos.
Paseando por los niveles
La sección competitiva de este sitio está dividida en niveles, los cuales se visitan más o menos como los juegos de ordenador a los que estamos acostumbrados.
Cada nivel ataca un área específica de conocimiento a dominar.
Cada nivel será completado cuando se consigan tres (3) pequeñas estrellas que se van a adjuntar a la parte inferior de la pequeña figura que identifica ese nivel.
Cada una de estas estrellas es conquistada por el éxito con diez (10) estrellas en el juego en sí. Así que al hacer un poco de matemática básica, el usuario debe tener éxito en treinta (30) intentos antes que el equipo le dé acceso al nivel superior siguiente. La razón detrás de esto es que la investigación y la experiencia del uso de este sitio revela que el estudiante va a dominar el contenido específico en el momento en que él / ella complete tres (3) ciclos, sin errores.
Los niños viajan a través de 30 niveles diferentes (juegos) con objetivos específicos.
Level 1: the user is facing four different pictures of objects or animals along with its name (a little green question mark). Then the user is asked to identify and touch the picture which name begins with a especific sound. Every answer is stored for teacher's later analysis and reteaching.
Level 2:: the user is showed four different letters. Then the user is asked to identify and touch the letter which name is provided. Every answer is stored for teacher's later analysis and reteaching.
Level 3: the user is showed four different letters. Then the user is asked to identify and touch the letter which sound is provided. Every answer is stored for teacher's later analysis and reteaching.
Level 4: The user is encouraged to identifiy a high frequency word from a set of five different ones. Set 1.
Level 5: The user needs to identify a given syllable from a set of 30, all blended CV pattern, using the vowel /a/ only.Level 6: The user needs to identify a given word formed of two different sylllables blended CV pattern with vowel /a/ only from a set of 30.
Level 7: The user is encouraged to identifiy a high frequency word from a set of ten different ones. Set 2.
Level 8: The user needs to identify a given syllable from a set of 30, all blended CV pattern, using the vowels /a/ and /e/.Level 9: The user needs to identify a given word formed of two different sylllables blended CV pattern with vowels /a/ and /e/ from a set of 30.
Level 10: The user is encouraged to identifiy a high frequency word from a set of twelve different ones. Set 3.
Level 11: The user needs to identify a given syllable from a set of 30, all blended CV pattern, using the vowels /a/, /e/ and /i/.Level 12: The user needs to identify a given word formed of two different sylllables blended CV pattern with vowels /a/, /e/ and /i/ from a set of 30.
Level 13: The user is encouraged to identifiy a high frequency word from a set of twelve different ones. Set 4.
Level 14: The user needs to identify a given syllable from a set of 30, all blended CV pattern, using the vowels /a/, /e/, /i/ and /o/.Level 15: The user needs to identify a given word formed of two different sylllables blended CV pattern with vowels /a/, /e/, /i/ and /o/ from a set of 30.
Level 16: The user is encouraged to identifiy a high frequency word from a set of twelve different ones. Set 5.
Level 17: The user needs to identify a given syllable from a set of 30, all blended CV pattern, using the vowels /a/, /e/, /i/, /o/ and /u/.Level 18: The user needs to identify a given word formed of two different sylllables blended CV pattern with vowels /a/, /e/, /i/, /o/ and /u/ from a set of 30.
Level 19: The user is encouraged to identifiy a high frequency word from a set of twelve different ones. Set 6.
Level 20: The user needs to identify a given word formed of three different sylllables blended CV pattern with vowels /a/, /e/, /i/, /o/ and /u/ from a set of 30.
Level 21: The user needs to identify a given word formed of four different sylllables blended CV pattern with vowels /a/, /e/, /i/, /o/ and /u/ from a set of 30.
Level 22: final quiz. The user is asked to read a sentence with a blank space and to pick from four choices, only one of them being the right answer. With this exercise the user demonstrates the ability of reading and the ability of comprehend the reading.
Niveles y enfoque
Nivel |
Enfoque |
||
1, 2, 3 |
el reconocimiento de la impresión, el sonido y el nombre de la letra. (conciencia fonológica) |
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1, 4, 6, 7, 9, 10, 12, 13, 15, 16, 18, 20, 21, 22 |
la adquisición de las palabras comunes que se aprenden como un todo de un vistazo (Palabras de Alta Frecuencia). (vocabulario) |
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5, 8, 11, 14, 17, 19 |
educar en la construcción de sílabas. (fónica) |
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6, 9, 12, 15 |
ejercita la construcción de palabras de dos sílabas. (fónica, vocabulario) |
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20 |
ejercita la construcción de palabras de tres sílabas. (fónica, vocabulario) |
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21 |
ejercita la construcción de palabras de cuatro sílabas. (fónica, vocabulario) |
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Level 22 |
es un examen final donde los usuarios demuestran habilidades de la lectura y las habilidades de comprensión. (vocabulario, fluidez, comprensión) |
Procedimiento
Cada día, durante el SLA y el tiempo de centros pequeños, los estudiantes rotan por un período de 15/20 minutos, divididos en equipos, que llegan a jugar con el ordenador, mejorando de segundo a segundo sus habilidades en el idioma español.
Los tiempos y los equipos están regulados por los estudiantes, y todo este proceso es supervisado por el profesor.
Cada día, el maestro extrae datos de la computadora para crear perfiles, y para implementar estrategias de acuerdo con el progreso del estudiante.
ABeCeLee y los estándares en Texas
ABeCeLee cubre los siguientes Conocimientos y Habilidades Esenciales de Lengua Española y Lectura en Texas:
K.1.A, B, C, D
K.2. B, F, H
K.3. A, B, C, D, E, F, G, H, I
K.5. A, B, D, F
K.11.B
K.12.B
Conocimientos y habilidades.
(1) Lectura / aprendiendo a leer / Conciencia de impresión. Estudiantes van a entender cómo el español es escrito e impreso. Los estudiantes deben:
(A) reconocer que las palabras pueden ser representadas por la impresión para la comunicación;
(B) identificar mayúsculas y minúsculas;
(C) demostrar la correspondencia uno-a-uno entre una palabra y una palabra impresa en el texto;
(D) reconocer la diferencia entre una letra y una palabra impresa;
(2) Lectura / aprendiendo a leer / la conciencia fonológica. Los estudiantes muestran la conciencia fonológica. Los estudiantes deben:
(B) identificar las sílabas en las palabras habladas;
(F) mezcla de fonemas hablados para formar sílabas y palabras (por ejemplo, / m / ... / a / dice ma, ma-pa dice "mapa");
(H) por separado hablado polisílabas palabras en dos a tres sílabas (por ejemplo, / a / / ma / / te /).
(3) Lectura / aprendiendo a leer / fonética. Los estudiantes utilizan las relaciones entre letras y sonidos y el análisis morfológico para decodificar español escrito. Los estudiantes deben:
(A) descifrar los sonidos de las vocales;
(B) descifrar sílabas;
(C) utilizar el conocimiento fonológico para que coincida con los sonidos de letras y sílabas, incluyendo las consonantes duras y blandas como la "r", "c" y "g";
(D) decodificar el escrito "y" cuando se usa como una conjunción, como en "mamá y papá";
(E) se familiarice con el concepto de que "h" es muda;
(F) se familiarice con los dígrafos / ch /, / rr /;
(G) se familiarice con el concepto de que la "ll" e "y" tienen el mismo sonido (por ejemplo, llave, ya);
(H) utilizar el conocimiento de las relaciones de sonido de la consonante / vocal para descifrar las sílabas y las palabras en el texto e independiente del contenido (por ejemplo, CV, VC, CVC, las palabras CVCV), y
(I) reconocer que las nuevas palabras se crean cuando las sílabas se cambian, agregan o se eliminan.
(5) Lectura / desarrollo de vocabulario. Los estudiantes comprenden el nuevo vocabulario y aprenden a utilizarlo correctamente al leer y escribir. Los estudiantes deben:
A) identificar y utilizar las palabras que nombran acciones, direcciones, posiciones, secuencias, y los lugares;
(B) se familiarice con el vocabulario apropiado para el grado incluyendo el contenido y las palabras de función;
(D) identificar y clasificar imágenes de objetos en categorías conceptuales (por ejemplo, los colores, formas, texturas), y
(E) utilizar un diccionario de imágenes para encontrar las palabras.
(11) Lectura / comprensión de textos informativos / textos de procedimiento. Los estudiantes van a entender cómo recoger y utilizar la información en los textos de procedimiento y de los documentos. Los estudiantes deben:
(B) identificar el significado de los signos específicos (por ejemplo, las señales de tráfico, señales de advertencia).
(12) de lectura / alfabetización mediática. Los estudiantes usan las destrezas de comprensión para analizar cómo las palabras, imágenes, gráficos, sonidos y trabajar juntos en las diversas formas de impacto significado. Los estudiantes continúan aplicando los estándares previos con mayor profundidad en textos cada vez más complejos. Estudiantes (con ayuda de un adulto) se espera que:
(B) identifiquen las técnicas utilizadas en los medios de comunicación (por ejemplo, sonido, movimiento).
Abecelee y la Fonética
De acuerdo a la Fonética, los sonidos del español se dividen en vocales y consonantes. También se clasifican en sordas y sonoras, en dependencia del uso o no uso de las cuerdas vocales.
Podemos pronunciar fácilmente nuevas palabras en español gracias a sus vocales. Tenemos solamente 5 vocales en español y tienen una sola manera de pronunciarse, y todas son sonoras. En general, todas las vocales son más cortas en sonido que en inglés.
Las consonantes españolas, 18 en total, tienen pronunciaciones muy regulares, con reglas fáciles de aprender. Algunas consonantes son sordas (las cuerdas vocales no vibran) mientras que otras son sonoras (las cuerdas vocales si vibran) Un ejemplo clásico lo son las oclusivas [k] y [g], y hay más.
Un buen ejercicio lo es situar suavemente los dedos de una mano sobre la garganta, mientras se pronuncia correctamente cada sonido, y así detectar cuando las cuerdas vocales están trabajando.
Abecelee es respetuoso de las reglas y pronunciaciones de los sonidos del español.
Para más información, incluyendo la anatomía de los sonidos y ejemplos auditivos, tómese un tiempo para visitar estos sitios de internet:
Fonética: Los sonidos en Español
La descripción fonética y fonológica del español: los elementos segmentales
Especificaciones Técnicas
ABeCeLee es un sitio web, lo que significa que tendrá que tener acceso a Internet para ser servido.
Su equipo podría variar en el navegador, sistema operativo y memoria, incluso interna.
Usted tendrá que tener un auricular conectado a cada equipo para que los usuarios pueden estar completamente comprometidos audiovisualmente.
Un ratón (a menos que el equipo sea de pantalla táctil) es necesario.
No se usa teclado, por lo que puede mantenerlo alejado de los usuarios, para evitar distracciones.
Por dónde comenzar
Planee con anticipación.
Cuantos más equipos tenga en su habitación, mejor. También puede ponerse de acuerdo con su técnico local sobre las posibilidades de que sus alumnos puedan beneficiarse de su laboratorio de computación de la escuela.
Obtenga ID y contraseña para cada usuario bajo su supervisión. ABeCeLee le proporcionará este servicio una vez que haga la solicitud.
Es muy recomendable crear un usuario llamado "maestro", "teacher" o "admin", al cual se le debe establecer en el nivel máximo (30) con el fin de obtener el control de todos los niveles, así como dar información a los usuarios mientras navegan en los juegos.
Option 1
Identificar a aquellos estudiantes que se beneficiarán sin duda más de nuestro servicio y hacerlos que trabajen durante 15-40 minutos todos los días.
Option 2
Siempre y cuando se cuenten con varios ordenadores con acceso a Internet, divida su lista de clase en todos los equipos que hay, y cree un plan de rotación, utilizando un temporizador para crear un descanso cada 15 a 20 minutos y rotar los estudiantes, que luego pueden ir a otras actividades de acuerdo con su planificación.
Manejando ABeCeLee
Esta sección se encuentra actualmente en construcción. Pedimos disculpas por las molestias.
En esta sección encontrará la explicación de las medidas pertinentes a paso sobre cómo:
- Manejar la página de "miembros", así como se puede crear y administrar su clase: los ID de los estudiantes, las palabras clave, las estaciones de trabajo y mucho más.
- Manejar "administración", donde se pueden modificar los sonidos, colores e imágenes.
- Manejar la información de base de datos, para que pueda recuperar lo que los usuarios están respondiendo, sus errores, sus éxitos, y otra información valiosa que puede utilizar para volver a enseñar.
... Y mucho más!