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Spanish Native Language

Reading Instruction
Amanda Villagómez
UNLA Summer 2007
Overview
• Topic Importance
• Literature Study
• Interviews with Mexican Teachers
• Trends
• Implications for Teachers and Classrooms
• Further Research/The Next Steps
Topic Importance
• Bilingual Teacher
• Parent
• ESL Teacher
• English Teacher
• Spanish Teacher
• Mainstream Teacher
Literature Study
Teaching Reading and Writing in Spanish
and English in Bilingual and Dual
Language Classrooms, 2nd ed by
Freeman and Freeman
Freeman and Freeman
Traditional Methods
• Synthetic
– Alphabetic Method (el método alfabético)
– The Onomatopoeic Method (el método onomatopéyico)
– The Phonics or Phonetic Method (el método fónico o fonético).
– The Syllabic Method (el método silábico)
• Analytic
– The Global or Visual Concept Method (el método global o
ideovisual)
– The Lexical Method (el método léxico)
• The Eclectic or Mixed Method (el método ecléctico o
mixto)
Freeman and Freeman
Suggested Method
Gradual Release of Responsibility
– Read-Alouds
– Shared Reading
– Interactive Reading
– Guided Reading
– Independent Reading
Mexico Literacy Instruction
“The first-grade primer, first Published in 1993 and its
seventh edition in 2000, was titled libro integrado
(Integrated Book) (Chapela Mendoza 2000) and was
organized around themes that connect to students’ lives,
including “Los niños,” “La familia y la casa,” “El campo y
la ciudad,” and “Medimos el tiempo” (“Children,” “Family
and the Home,” “The Country and the City,” and “Let’s
Measure Time”). The introduction of the book showed
the drastic difference the text represented from the
former government-approved text, Mi libro mágico (My
Magic Book), with its practice sheets that required
students to repeat syllables and practice penmanship.”
(Page 90)
Michoacán Educator Interviews
• Urban Public Preescolar Teacher
• Rural Public Primaria Teachers
• Urban Private Primaria Principal
Urban Public Preescolar Teacher
School
• 3-5 Year Olds
• Part of SEP
• 3 Hours a Day, Five Days a Week
Urban Public Preescolar Teacher
Learning Environment
• Learning Through Play
• Observe and Assess Prior Knowledge
• Songs
• Do Not Teach Reading
– Some Learn from Home
Urban Public Preescolar Teacher
Reading Readiness
• Storytelling and Read Alouds
• Classroom Library – Encourage to “Read”
• Write Names
• Know the Letters, Sounds, and Words
– Always start instruction with the vowels
• Do not typically know how to read or write
all letters of the alphabet
Urban Public Preescolar Teacher
Primaria Background – The Next Step
• Most common text – Mi libro mágico
• Finish First Grade as a Reader
Rural Primaria Teacher 1
Learning Community
• Multi-age classes
• Limited access to books at home
(economics)
• School Rincón de Lectura
Rural Primaria Teacher 1
Reading Methods
• Utilizes a Mixture – Eclectic?
• Most Popular - The Onomatopoeic Method
– Example – SSS
• Most Common Text – Mi Libro Mágico
Rural Primaria Teacher 1
Literacy Activities
• Picture Walks
• Cultural Legends and Tales
• Read Alouds
• Fast Finishers – Independent Reading
• One Minute Timed Readings With
Records
• Encourages Use of Rincón de Lectura
Rural Primaria Teacher 1
First Grade
• Learning to Read Emphasis
• Teacher Decision – Pass or Do Not Pass?
• End of First Grade Emphasis
– Decode Words
– Understand Reading simple, grade level
stories
Rural Primaria Teachers 2 and 3
Whole Group Reading Programs
• PRONALES “Leer leyendo, escribir
escribiendo”
– Constructivism: Piaget, Vygotsky
– Natural
– Good Results
– Emphasize joy of reading
• Does not use Mi libro mágico
Rural Primaria Teachers 2 and 3
PRONALES Diagnostic Assessments
• Dictation
– Pictures, Scribbles, Words
– Monitor Progress
• Pre-silábico
• Silábico
• Silábico-Alfabético
• Alfabético
Rural Primaria Teachers 2 and 3
Rincón de la Lectura
• Currently 40 books
• Grows each year
• Encourage use
• Explore/“Read”
Struggling Readers
• After school extra support program
Urban Private Primaria Principal
School
• Preescolar – Preparatoria
• $1600/month
• Scholarships available after first year
• 18 students/class
Urban Private Primaria Principal
Whole Group Reading Instruction

Preescolar 2 (4 años) Reading Instruction


• English and Spanish phonetic instruction
• Vowels and 5-6 Consonants
• Join vowels and consonants
– Mamá, pata
Urban Private Primaria Principal
Preescolar 3 (5 años)
• Whole alphabet
• Compound Syllables

1° Primaria
• Already readers or 3 month extra support
• Grammar, Spelling, Accents…
Urban Private Primaria Principal
• Read Alouds – Preescolar - 2° Primaria
• Small Classroom Libraries
• Will implement PRONALES in preescolar
– Teachers already received training
Urban Private Primaria Principal
Home-School Connection
• Books from Home Cycle
• Constant Communication with Parents
• Most students read at home with parents
• Support for Parents
Trends
• End of First Grade or Before “Readers”
• Utilize Rincón de la Lectura
• Whole Class Literacy Instruction
• Programs: Mi libro mágico or PRONALES
• After School Extra Support for Struggling
Readers
Implications for Teachers and
Classrooms
• Different methods
• Available curriculum and training for
bilingual teachers
• Consistent methods for biliteracy
development
Further Research/The Next Steps
• More literature study and descriptions of
applications
• Classroom observations
• PRONALES Materials
• Capacitazión in PRONALES
• Investigate biliteracy instruction in
Mexican private schools
• Literature study of emergent literacy

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