1 of 100

Spanish SSC �(symbol-sound correspondences)

Date updated: 18/08/2021

Cluster Words

Artwork by Mark Davies. All additional pictures selected are available under a Creative Commons license, no attribution required.

Learning outcomes (lesson 1):

Consolidation of a range of SSCs

Consolidation of possessive adjectives mi/mis and tu/tus

Consolidation of ‘quiere’, ‘debe’ and ‘puede’

Introduction of ‘quieren’, ‘deben’ and ‘pueden’

Note: although the 3^rd person plural forms of QUERER, DEBER and PODER are listed as ‘new’ language, they in fact tie in very closely with earlier Y7 grammar teaching. The 3rd person plural –en verb ending was already taught in 3.1.6 and revisited in 3.2.3 with these verbs. Furthermore, students will already be familiar with the verb stems used in the 3^rd person plural (i.e. ‘quier-’, ‘pued-’ and ‘deb-’), having learnt the 3^rd person singular forms in term 2. The lesson is therefore carefully planned to consolidate and extend learning without overburdening students with new grammatical concepts and forms just before the summer break.

�Word frequency (1 is the most frequent word in Spanish):

No new vocabulary introduced. A range of vocabulary to be revisited. Vocabulary to be revisited has been drawn from 1.1.5, 1.1.7, 1.2.5, 2.1.2, 2.2.1, 3.1.1, 3.1.5, 3.1.6.

Source for subsequent slides: Davies, M. & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2nd ed.). Routledge: London

The frequency rankings for words that occur in this PowerPoint which have been previously introduced in NCELP resources are given in the NCELP SOW and in the resources that first introduced and formally re-visited those words.

For any other words that occur incidentally in this PowerPoint, frequency rankings will be provided in the notes field wherever possible.

2 of 100

a�

alto

nada

∅

casa

cama

amar

agosto

Nick Avery

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Introduce and elicit the pronunciation of the individual SSC ‘a’ and then the source word again (with gesture, if using).�Then present and elicit the pronunciation of the five cluster words.

�The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words(e.g. initial, 2^nd, final etc..) and additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.

��Word frequency rankings: �alto [231]; nada [87]; casa [106] cama [609]; amar [700]; agosto [931]�Source: Davies, M. & Davies, K. (2018). A Frequency Dictionary of Spanish: Core vocabulary for learners (2^nd ed.) London: Routledge.

A note on L1:L2 word translations: these are supported in the research literature on vocabulary learning, and should only be avoided where meanings are transparent. If at any point in teaching, pupils are not clear about a meaning, teachers should not hesitate in giving the English meaning.

3 of 100

a�

alto

nada

casa

cama

amar

agosto

Nick Avery

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

4 of 100

a�

alto

nada

casa

cama

amar

agosto

Nick Avery

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Nick Avery

5 of 100

e�

elefante

papel

espalda

estar

[to be]

en

tener

[to have]

Nick Avery

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Introduce and elicit the pronunciation of the individual SSC ‘e’ and then the source word again (with gesture, if using).�Then present and elicit the pronunciation of the five cluster words.

�The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words(e.g. initial, 2^nd, final etc..) and additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.

Word frequency rankings: elefante [>5000]; papel [393]; espalda [942]; estar [21]; en [5]; tener [19]�Source: Davies, M. & Davies, K. (2018). A Frequency Dictionary of Spanish: Core vocabulary for learners (2^nd ed.) London: Routledge.

6 of 100

e�

elefante

papel

espalda

estar

en

tener

Nick Avery

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Introduce and elicit the pronunciation of the individual SSC ‘e’ and then the source word again (with gesture, if using).�Then present and elicit the pronunciation of the five cluster words.

�The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words(e.g. initial, 2^nd, final etc..) and additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.

Word frequency rankings: elefante [>5000]; papel [393]; espalda [942]; estar [21]; en [5]; tener [19]�Source: Davies, M. & Davies, K. (2018). A Frequency Dictionary of Spanish: Core vocabulary for learners (2^nd ed.) London: Routledge.

7 of 100

e�

elefante

papel

espalda

estar

en

tener

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Nick Avery

8 of 100

i�

idea

lista

interesante

primero

ir

sin

Sin ketchup

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idea

lista

interesante

primero

ir

sin

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idea

lista

interesante

primero

ir

sin

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o�

yo

olvidar

solo

poco

[little]

dos

con

Con ketchup

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12 of 100

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yo

olvidar

solo

poco

dos

con

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yo

olvidar

solo

poco

dos

con

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u�

universo

mundo

un

[a; an]

nunca

[never]

mucho

lugar

[place]

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15 of 100

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universo

mundo

un

nunca

mucho

lugar

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universo

mundo

un

nunca

mucho

lugar

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17 of 100

ll�

llamar

llegar

llevar

ella

llave

amarillo

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llamar

llegar

llevar

ella

llave

amarillo

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19 of 100

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llamar

llegar

llevar

ella

llave

amarillo

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20 of 100

l�

libro

salir

lista

luego

[later; then]

palabra

luz

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Nick Avery

21 of 100

l�

libro

salir

lista

luego

palabra

luz

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22 of 100

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libro

salir

lista

luego

palabra

luz

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23 of 100

ca�

casa

campo

cambiar

£

$

calle

[street]

cara

cantar

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Material licensed as CC BY-NC-SA 4.0�

Nick Avery

24 of 100

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casa

campo

cambiar

calle

cara

cantar

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25 of 100

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casa

campo

cambiar

calle

cara

cantar

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26 of 100

co�

comer

costa

blanco

¿cómo?

[how…?]

coche

con

Con ketchup

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Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Introduce and elicit the pronunciation of the individual SSC ‘co’ and then the source word again (with gesture, if using).�Then present and elicit the pronunciation of the five cluster words.

�The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words(e.g. initial, 2^nd, final etc..) and additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.

Teachers whose students have been also been taught French may wish to use the word ‘coche’ to also highlight the difference between the ‘ch’ in Spanish, and the softer ‘ch’ in French (as in ‘chat’)

27 of 100

co�

comer

costa

blanco

¿cómo?

coche

con

Con ketchup

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Material licensed as CC BY-NC-SA 4.0�

Nick Avery

28 of 100

co�

comer

costa

blanco

¿cómo?

coche

con

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Material licensed as CC BY-NC-SA 4.0�

Nick Avery

29 of 100

cu�

cuerpo

cultura

escuchar

escuela

cuatro

cuadro

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30 of 100

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cuerpo

cultura

escuchar

escuela

cuatro

cuadro

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cuerpo

cultura

escuchar

escuela

cuatro

cuadro

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32 of 100

cue

[body]

cuerpo

escuela

[meeting]

encuentro

cuello

recuerdo

[body]

cuenta

[memory, keepsake]

[bill]

[neck]

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33 of 100

cue

cuerpo

encuentro

cuello

recuerdo

cuenta

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34 of 100

cue

escuela

cuerpo

encuentro

cuello

recuerdo

cuenta

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cue

cuatro

cua

cuando

¿cuál?

40

cuarenta

cuadro

cuarto

[room]

[when]

[which]

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36 of 100

cue

cuatro

cua

cuando

¿cuál?

cuarenta

cuadro

cuarto

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cue

cuatro

cua

cuando

¿cuál?

cuarenta

cuadro

cuarto

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38 of 100

cue

cuidar

cui

¡cuidado!

to look after;

take care of

[careful!]

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39 of 100

cue

cuidar

cui

¡cuidado!

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cue

cuidar

cui

¡cuidado!

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ce�

cerca

doce

necesario

[necessary]

parecer

[to seem; appear]

MADRID 1KM

centro

necesitar

[to need]

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doce

necesario

parecer

centro

necesitar

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cerca

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cerca

doce

necesario

parecer

centro

necesitar

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44 of 100

ci�

cierto

cine

ciencias

decir

[to say; tell]

diciembre

ciudad

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45 of 100

ci�

cierto

cine

ciencias

decir

diciembre

ciudad

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ci�

cierto

cine

ciencias

decir

diciembre

ciudad

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47 of 100

z�

zona

voz

cabeza

empezar

[to start]

diez

zapato

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zona

voz

cabeza

empezar

diez

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zona

voz

cabeza

empezar

diez

zapato

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50 of 100

que�

porque

[because]

parque

¿qué?

quedar

[to meet up; stay; suit]

pequeño

querer

[to want]

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51 of 100

que�

porque

parque

¿qué?

quedar

pequeño

querer

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que�

porque

parque

¿qué?

quedar

pequeño

querer

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53 of 100

qui�

quiero

[I want…]

izquierda

quince

equipo

tranquilo

¿quién?

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54 of 100

qui�

quiero

izquierda

quince

equipo

tranquilo

¿quién?

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qui�

quiero

izquierda

quince

equipo

tranquilo

¿quién?

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ga

ganar

regalo

gato

lugar

[place]

jugar

amiga

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57 of 100

ga

ganar

regalo

gato

lugar

jugar

amiga

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58 of 100

ga�

ganar

regalo

gato

lugar

jugar

amiga

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59 of 100

go�

gol

domingo

SUNDAY

conmigo

[with me]

algo

[something]

largo

juego (n)

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go�

gol

domingo

conmigo

algo

largo

juego (n)

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go�

gol

domingo

conmigo

algo

largo

juego (n)

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62 of 100

gu�

preguntar

segundo

¡mucho gusto!

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63 of 100

gu�

preguntar

segundo

¡mucho gusto!

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64 of 100

gu�

preguntar

segundo

¡mucho gusto!

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j�

ojo

julio

rojo

dejar

[to leave]

mejor

mujer

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ojo

julio

rojo

dejar

mejor

mujer

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ojo

julio

rojo

dejar

mejor

mujer

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ge�

gente

imagen

gesto

generalmente

[generally]

recoger

argentino

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gente

imagen

gesto

generalmente

recoger

argentino

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gente

imagen

gesto

generalmente

recoger

argentino

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71 of 100

gi�

imaginar

elegir

religión

página

47

48

original

P57

Versión original

colegio

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72 of 100

gi�

imaginar

elegir

religión

página

original

P57

colegio

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imaginar

elegir

religión

página

original

colegio

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gue�

guerra

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gue�

guerra

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guerra

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gui�

guitarra

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guitarra

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guitarra

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ñ�

español

año

2019

señora

mañana

[morning; tomorrow]

montaña

niña

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81 of 100

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español

año

señora

mañana

montaña

niña

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español

año

señora

mañana

montaña

niña

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n�

mano

noche

nada

tener

[to have]

poner

nosotros

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mano

noche

nada

tener

poner

nosotros

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mano

noche

nada

tener

poner

nosotros

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v�

ver

verdad

verde

vivir

[to live]

verano

joven

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ver

verdad

verde

vivir

verano

joven

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ver

verdad

verde

vivir

verano

joven

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b�

celebrar

abuela

saber

[to know]

bastante

[quite]

bonito

[pretty]

deber

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celebrar

abuela

saber

bastante

bonito

deber

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abuela

saber

bastante

bonito

deber

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92 of 100

rr�

perro

correr

cerrar

correo

@

barrio

correcto

Nick Avery

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Introduce and elicit the pronunciation of the individual SSC ‘rr’ and then the source word again (with gesture, if using).�Then present and elicit the pronunciation of the five cluster words.

�The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.

Word frequency rankings: perro [888]; correr [343]; cerrar [521]; correo [1638]; barrio [940]; correcto [1467]�Source: Davies, M. & Davies, K. (2018). A Frequency Dictionary of Spanish: Core vocabulary for learners (2^nd ed.) London: Routledge.

93 of 100

rr�

perro

correr

cerrar

correo

barrio

correcto

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Nick Avery

94 of 100

rr

perro

correr

cerrar

correo

barrio

correcto

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95 of 100

r�

pero

caro

seria

sobre

[about; on top of]

abro

Francia

Nick Avery

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Introduce and elicit the pronunciation of the individual SSC ‘r’ and then the source word again (with gesture, if using).�Then present and elicit the pronunciation of the five cluster words.

�The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.

�Word frequency rankings: pero [30]; caro [2179]; Francia [939]; sobre [62]; abrir [246]; rico[398]�Source: Davies, M. & Davies, K. (2018). A Frequency Dictionary of Spanish: Core vocabulary for learners (2^nd ed.) London: Routledge.

96 of 100

r�

pero

caro

seria

sobre

abro

Francia

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r�

pero

caro

seria

sobre

abro

Francia

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98 of 100

h�

hablar

hijo

hospital

hacer

[to do]

helado

hasta luego

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99 of 100

h�

hablar

hijo

hospital

hacer

helado

hasta luego

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100 of 100

h�

hablar

hijo

hospital

hacer

helado

hasta luego

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