Spanish Native Language Reading Instruction

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