Understanding Spanish Literacy in the DLI Classroom
foundation
Agenda
addalingua's triple track
Foundation: welcome & who we are
We will use a variety of strategies to explore our agenda items today. Why? For three reasons: 1. to engage you in the work 2. to deepen understanding 3. to model strategies that you can implement in classrooms and meetings
Reflection: the current state of literacy instruction
Clarification: how what we discuss "fits" in the current US literacy landscape
Exploration: similarities & differences between Spanish & English
Caution: assessments & assumptions in biliteracy
Action: steps for teachers and administrators
Celebration: what you've learned and the impact it can have
foundation
professional courtesies
- use technology for learning
- notice what presses on your values & beliefs, and what doesn't
- monitor your impact on the room
lineup: a way to get to know one another
- First, think about how spicy you like your food.
- Next, stand and form a line based on the degree of spice you enjoy.
- Then:
- Greet the person standing next to you.
- This person is your partner.
- Take turns sharing:
- how long you've been in your current role here at the school.
- what you most love about serving in your current role.
- one unique thing about yourself that people in this room might be surprised to know.
- When you see my hand in the air, please say your last sentence and raise your hand in the air to signal to the rest of the group that it's time to come back together.
- Finally, be ready to introduce your partner to the group.
- Provide their:
- name & role
- one fact/quick statement about what you learned from what your partner shared
foundation
foundation
Lilah Ambrosi
addalingua co.founder
- born and raised in Michigan, but calls Atlanta home
- married with four children ages 17 - 10
- serving in education since 1999
- co.founder addalingua (2009)
- teacher - early-total one-way Spanish immersion program (K, 1st, 2nd)
- principal - early-total one-way Spanish immersion program
- middle school Spanish teacher
- ESOL teacher assistant
- migrant program teacher assistant
- professional learning facilitator
- BA in Elementary Education & Spanish, Aquinas College
- M.Ed in Educational Leadership, Western Michigan University
“The limits of my language mean the limits of my world.”
– Ludwig Wittgenstein
strategy harvest: engagement you can use in the classroom
agendaprofessional courtesies lineup hand in the air
foundation
learning outcomes
Develop understanding of the Language First biliteracy standards in the contexts of Spanish and English. Take stock of the current state of literacy instruction in your Spanish DLI program. Know the similarities and differences between Spanish and English, and how they impact literacy development. Consider implications for instruction when honoring the contextual and linguistic integrity of Spanish and English. Begin to understand the ways in which Spanish language/literacy instruction transcend philosophical approaches.
foundation
what we're here to do...
- provide insights into the Spanish language
- explore similarities and differences between Spanish and English
- explore implications of today's content on instruction of foundational literacy skills in Spanish
foundation
what we're NOT here to do...
- answer every question about literacy philosophy
- participate in the "literacy war"
- give an exhaustive play-by-play of how to teach Spanish and English
- advocate using programs designed for English to teach Spanish literacy
biliteracy & counterbalanced instruction (bci)
foundation
standards and success indicators
Our program faithfully implements common language targets specific to the minority language across grade levels as part of a strong literacy program.
Our program practices “language-first” counterbalanced instruction by incorporating common language targets into content area planning and teaching.
Our program explicitly teaches non-transferrable linguistic features in both languages of instruction and encourages cross-linguistic connections while remaining in the language of instruction.
Our program focuses on students meeting literacy expectations in the primary language(s) of instruction at each grade level.
see/hear/feel: "checking the oil" here in your school
reflection
1. Silently read the standards and success indicators using the instructions at the top of the page as your guide. 2. Complete your checklist individually. 3. Chart/Describe, as a table team, what students/staff see, hear, and feel as a result of the standard being implemented at its current level in your program.
pages 1-3 in packet
reflection
See... Hear... Feel...
strategy harvest: engagement you can use in the classroom
agendaprofessional courtesies lineup / four corners hand in the air learning outcomes here to do/not to do see/hear/feel
reflection
science of reading
balanced literacy
reflection
Regardless, can we all agree on the next two slides?
reflection
Literacy instruction must emphasize...
- building phonological awareness (ability to recognize sounds in oral language) and phonics instruction (ability to map sounds onto symbols - spelling patterns)
- foundational skills (concepts of print, decoding)
- comprehension skills & strategies
- exposure to academic language across topics (noting different characteristics of language used across subject areas)
- vocabulary acquisition
- morphological skills (explicit exploration of parts in words and their meaning)
- making predictions, inferences, and connections
reflection
Literacy instruction must emphasize...
- developing metalinguistic awareness (ability to reflect on and evaluate language)
- developing oracy (meaningful discussions about literacy, language functions and structures (grammar & syntax), and vocabulary through reading aloud, reading in pairs, etc.)
- exploration of text types and writing genres
- meaningful choices to increase student engagement with learning
- exposure to as many books as possible on a variety of topics and reading levels
reflection
...and for those reasons, WE must emphasize...
Spanish foundational literacy skills transcend all approaches!
Let's take a break!
Spanish foundational literacy skills transcend all approaches!
Regardless of the literacy program you use, the philosophy you adopt, and the daily schedule you run: The Spanish language must be intentionally taught in a manner that honors its structural and linguistic integrity.
exploration
Locate this document in your packet (pg. 4). As we review the next slides, add your thoughts to the chart as they come to you.
exploration
Discovering similarities & differences between Spanish & English
exploration
Biliteracy definition
Escamilla et al. (2014) describe biliteracy as, "a holistic and complete system of bilingual learning (including oracy, reading, writing, and metalanguage [or metalinguistic] development) that develops in an integrated way across two languages" (as cited in Tedick & Lyster, 2020, pgs. 237-238).
Similar, yet different approaches to Spanish and English literacy
"Literacy approaches need to be language specific, but there are also important ways to connect literacy instruction in each language that converge into what is called biliteracy instruction" (Tedick & Lyster, 2020, p. 238).
Spanish
English
Conceptual Skills
exploration
Spanish & English commonalities
- alphabetic by nature
- foundations in alphabetic and print knowledge
- text decoding applications
- high-frequency words
- comprehension strategies
- guidelines for composition
exploration
Still, we can not minimize the value of knowing the differences!
exploration
/c/ /a/ /t/ = cat
In English, teaching the letter names and individual sounds is important.
Mm ma me mi mo mu
But in Spanish, understanding the sounds within the unit of the syllable is important.
exploration
In English, teaching letter names and sounds to build phonemic (individual sound) awareness takes place in the prereading stage.
But in Spanish, building phonemic (and phonological) awareness* takes place as students learn to read and write.
*the ability to hear & manipulate spoken units of sound in words & sentences
round robin reflection: integrating our thoughts
1. Stand up and find 3 additional colleagues to form a group of four. 2. Think about your written reflections/notes and consider what you would most like to contribute or share with your group in 30 seconds. 3. Do a "round robin reflection" in which each person shares for 30 seconds with no cross-talk. 4. Once everyone has shared, do one more round in which each group member completes this sentence: "In terms of my teaching, this is making me think about ___________." 5. Pause when you see your facilitator's hand go up. Be ready to share one theme or comment from your group.
strategy harvest: engagement you can use in the classroom
agendaprofessional courtesies lineup / four corners hand in the air learning outcomes here to do/not to do see/hear/feel round robin reflection
c_t c_t b_t b_t kit --> kite
In English, consonants are learned before vowels.
But in Spanish, vowels are learned first and then paired with consonants to form syllables.
Example in English: c (onset) + an (rime)
Students read and/or create words such as pan (p+an), fan (f+an), etc.
In English, knowledge of onset and rime facilitates the decoding of words and the ability to spell and write them correctly.
Example in Spanish: pattern of changing word endings
But in Spanish, knowledge of onset and rime is not as important as the syllable or changing word endings.
The word ending conjugations change based on the subject. (verb: comer)
exploration
In English, sound/symbol relationships are opaque and take longer to master. There is very little one-to-one correspondence.
But in Spanish, sound/symbol relationships are transparent. Students can master them and move from emergent writing (strings of letters) to more sophisticated writing (phonetically-based invented spelling).
In English, fluency IS a predictor of comprehension.
But in Spanish, fluency is NOT a predictor of comprehension.
In English, fluency expectations for third-grade students based on words per minute is 139 -166.
In Spanish, fluency expectations for third-grade students based on words per minute is 85-99.
most valuable point (MVP): integrating our learning
1. Reread your notes from the six differences we have discussed so far today. 2. Place three asterisks (***) next to the most valuable point that you want to take with you as we wrap up this morning. 3. Stand and find a group of 3, and share your most valuable points with one another. 4. Come to an agreement about the MVP you would like to share with the whole group and decide who will be your spokesperson. 5. Pause when you see your facilitator's hand go up. Be ready to share one MVP from your group.
strategy harvest: engagement you can use in the classroom
agendaprofessional courtesies lineup / four corners hand in the air learning outcomes here to do/not to do see/hear/feel round robin reflection most valuable point
Enjoy your lunch!
"Several additional concerns, related to parallel Spanish/English literacy programs, need to be discussed. The first is that English-based literacy programs are focused on literacy issues that are specific to English. Gersten & Jiménez (1998) and Goldenberg (1998) believe that notions of universal or parallel literacy programs are based on the logic that both English and Spanish are alphabetic languages, and therefore share many conventions and traditions. They go on to say, however, that aside from logic, there is little actual research to support the universal application of literacy teaching between Spanish and English" (Escamilla, K., 2000, p. 112).
action
Resources & strategies that support ongoing foundational spanish literacy instruction
action
The examples selected for this slide deck correspond to the differences in Spanish referenced earlier today.
Please take notes on these examples and build upon them using your knowledge of Spanish foundational skills in literacy!
Remember: Use the resources you have available to you in the Spanish Language Frameworks to contextualize this learning for your students!
action
grapheme
phonics
phonemic awareness
important definitions
phonological awareness
transparent/ opaque
onset and rime
action
syllabic instruction
In Spanish, the syllable is foundational in teaching children to decode words.
pages 5-7 in packet
action
phonics & phonemic awareness
In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.
page 9 in packet
action
phonics & phonemic awareness
In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.
elementary
action
phonics & phonemic awareness
In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.
elementary
action
phonics & phonemic awareness
In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.
elementary
action
phonics & phonemic awareness
In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.
elementary
action
phonics & phonemic awareness
In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.
elementary
action
phonics & phonemic awareness
In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.
elementary
phonics & phonemic awareness
In Spanish, phonemic and phonological awareness are NOT prerequisites to reading. Instead, they develop and benefit students within the context of reading and writing.
expressions booklet information
page 10 in packet
phonics & phonemic awareness
In Spanish, phonemic and phonological awareness are NOT prerequisites to reading. Instead, they develop and benefit students within the context of reading and writing.
elementary
phonics & phonemic awareness
In Spanish, phonemic and phonological awareness are NOT prerequisites to reading. Instead, they develop and benefit students within the context of reading and writing.
secondary
paired verbal fluency: processing our learning
1. Form pairs. Decide who will be partner "A" and who will be "B". 2. A and B will take turns responding to a prompt. At a signal, A will speak, and B will listen. At a signal after a number of seconds, B will speak, and A will listen. 3. Each time, no one is allowed to repeat anything that was said by the other. 4. We will repeat this cycle 2-3 times, so be aware for the signal. 5. Be ready to share some main points and reflections.
strategy harvest: engagement you can use in the classroom
agendaprofessional courtesies lineup / four corners hand in the air learning outcomes here to do/not to do see/hear/feel round robin reflection most valuable point paired verbal fluency
action
vowels first
In Spanish, vowels emerge before consonants. Then we pair them with consonants to form syllables.
pages 8, 11, 12 in packet
action
word-ending pattern changes
In Spanish, knowledge of onset and rime are not as important as they are in English. Instead, children notice the pattern of changing word endings.
action
word-ending pattern changes
In Spanish, knowledge of onset and rime are not as important as they are in English. Instead, children notice the pattern of changing word endings.
word feature
grammar
elementary
action
word-ending pattern changes
In Spanish, knowledge of onset and rime are not as important as they are in English. Instead, children notice the pattern of changing word endings.
word feature
grammar
secondary
action
Ultimately, we hope that exploring some of these addalingua resources will inspire you to deepen your students' understanding of sound/symbol relationships by:
sound/symbol relationships
In Spanish, sound/symbol relationships are transparent. Students can master them and move from emergent writing (strings of letters) to more sophisticated writing (phonetically-based invented spelling).
- leveraging the transparency of Spanish (students can count on letters sounding like the sounds we teach them).
- supporting them as needed with quick and contextualized help (such as the ideas/strategies we've shared here).
- ensuring that you're NOT determining intervention groupings based on English-generated norms or subtests in literacy.
one word summary: integrating our learning
1. Think about the last three slides and what is in your notes. 2. Write down one word summarizing the central idea from what we've been learning. 3. Share your one word with the whole group in a quick whip around the room.
strategy harvest: engagement you can use in the classroom
see/hear/feelround robin reflection most valuable point paired verbal fluency one word summary
agendaprofessional courtesies lineup / four corners hand in the air learning outcomes here to do/not to do
Let's take a break!
glows & grows: celebration
foundation
page 26 in packet
strategy harvest: engagement you can use in the classroom
see/hear/feelround robin reflection most valuable point paired verbal fluency one word summary glows & grows traffic light
agendaprofessional courtesies lineup hand in the air learning outcomes here to do/not to do
traffic light: reflection
foundation
What is something you will STOP doing as a result of your learning today?What is something that you will CONTINUE doing as a result of your learning today? What is something you will START doing as a result of your learning today?
As we wrap up with Q & A, please fill out this survey!
References
Anthony, Jason; Williams, Jeffrey; Durán, Lilillian; Gillam, Sandra Laing; Liang, Lan; Aghara, Rachel, Swank, Paul; Assel, Mike & Landry, Susan (2011). Spanish Phonological Awareness: Dimensionality and Sequence of Development During the Preschool and Kindergarten Years. Journal of Educational Psychology, 103:4, 857-876. DOI: 10.1037/a0025024. Briceño, Allison (2017) Language Transfer in a Dual Immersion Program: Cognates, Morphology and Language Contrasts, NABE Journal of Research and Practice, 8:1, 111-132, DOI: 10.1080/26390043.2017.12067799 Clay, M.M. (1993). Reading recovery: a guidebook for teachers in training. Portsmouth, NH: Heinemann. Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129. Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: National Dissemination and Assessment Center. Cummins, J. (2005). Teaching for Cross-language Transfer in Dual Language Education: Possibilities and Pitfalls. TESOL Symposium on Dual Language Education: Teaching and Learning in Two Languages in the EFL Setting. Istanbul, Turkey: Bogazici University. Escamilla, K. (2000). Bilingual Means Two: Assessment Issues, Early Literacy and Spanish-speaking Children. Washington, DC: A Research Symposium on High Standards in Reading for Students from Diverse Language Groups: Research, Practice & Policy. Escamilla, Kathy. (1999). Teaching Literacy in Spanish. In R. DeVillar & J. Tinajero (eds.), The Power of Two Languages 2000. New York: McMillan/McGraw-Hill, 126-141. Hasbrouck J,. & Tindal, G. (2017). An update to compiled ORF norms (Technical Report No. 1702). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Marzano, R.J. & Pickering, D.J. (2010). The Highly Engaged Classroom. Marzano Research Laboratory. Bloomington, IN. Nagy, William & Townsend, Diana (2012) Words as Tools: Learning Academic Vocabulary as Language Acquisition. Reading Research Quarterly, 47:1, 91-108, DOI: 10.1002/RRQ.011. Secretaría de Educación Pública (SEP, México). 2010. “Estandares Nacionales de Habilidad Lectora.” Serravallo, J. (2019). El libro de estrategias de escritura: Guía completa para formar escritores hábiles. Heinemann. Portsmouth, NH. Serravallo, J. (2019). El libro de estrategias de lectura: Guía completa para formar lectores hábiles. Heinemann. Portsmouth, NH. Seymour, Philp; Aro, Mikko; Erskine, Jane (in collaboration with COST Action A8 network) (2003). Foundation literacy acquisition in European orthographies, British Journal of Psychology, 94 143-174. Tedick, D.J., Lyster, R. (2020), Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge. New York, NY.
Join us for Language First professional learning!
Stay tuned for announcements on future conferences!
Stephanie Irizarry
foundation
director of teaching & learning, addalingua
- born in Illinois, raised in Michigan
- married with two sons; bilingual home
- serving in education since 2004, in this role with addalingua since 2015
- international teaching experience (4th grade) in public education in Mérida, Yucatán, México
- 2 years teaching elementary world language pre-k through 5th grade
- 6 years teaching 1st and 3rd grade early-total, one-way Spanish immersion
- 8 consecutive summers teaching in ESL migrant programming
- 3 years district-level DLI instructional coaching for K-12 Spanish immersion (ETOW) and K-8 Mandarin Chinese immersion (50/50-OW)
- adjunct professor/clinical instructor at Grand Valley State University
- trained in Cognitive Coaching & Adaptive Schools
- currently taking coursework in PBL & PBIS
- BA in Elementary Education & Spanish, Grand Valley State University (GVSU)
- M.Ed. in Teaching English to Speakers of Other Languages (TESOL), GVSU
- M.Ed. in Curriculum & Instruction with Certification in Dual Language and Immersion Education, University of Minnesota
- a FOREVER student
"Stephanie is very clear and helps us to better ourselves within our immersion context. She makes us feel valued and takes time to address all of our specific needs and concerns."
"I just love when Stephanie does our professional learning. There is nothing like being trained on something and knowing that the person training you ACTUALLY gets it."
four corners: our Spanish literacy lives
- First, think about how YOU acquired literacy skills in Spanish.
- Next, stand at the corner of the room which most closely represents your learning experience.
- CORNER 1 - Middle/High School World Language education in the United States
- CORNER 2 - Formal literacy instruction outside the United States
- CORNER 3 - Formal literacy instruction inside the United States in DLI
- CORNER 4 - Informal/Acquired through transfer from English/at home with family
- Then:
- Greet someone in your corner.
- Give a "five sentence story" about your Spanish literacy learning journey.
- Finally, be ready to share something interesting about your colleague's Spanish literacy story with the group.
foundation
Students tend to
acquire literacy in Spanish
2 and 1/2 years sooner than in English, partly because of its transparent orthography (most letters in Spanish correspond to one sound rather than multiple sounds as in English).
- Literacy instruction, particularly during early literacy development MUST be connected to meaning. In English, fluency is a predictor of comprehension. In Spanish, it is not. Because of the syllabic structure and transparent spelling system, students can decode fluently without understanding what they've read.
Literacy programs
designed specifically for English
and then translated to Spanish do not take into account the important differences in the internal structure of the languages. For example, in Spanish, it is important to blend and segment the syllable unit of words. In English, it is important to blend and segment onset and rime.
Conceptual skills
transfer between languages (Cummins, 1989),
- Literacy instruction should include cross-linguistic connections.
- Literacy instruction should delineate which skills transfer and which don't in order to make the most effective use of time.
surface language features require explicit instruction. For example, the skill of learning to read from left to right will transfer between Spanish and English. The sounds and spelling patterns of verb endings require more explicit instruction.
Biliteracy (in-person)
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Transcript
Understanding Spanish Literacy in the DLI Classroom
foundation
Agenda
addalingua's triple track
Foundation: welcome & who we are
We will use a variety of strategies to explore our agenda items today. Why? For three reasons: 1. to engage you in the work 2. to deepen understanding 3. to model strategies that you can implement in classrooms and meetings
Reflection: the current state of literacy instruction
Clarification: how what we discuss "fits" in the current US literacy landscape
Exploration: similarities & differences between Spanish & English
Caution: assessments & assumptions in biliteracy
Action: steps for teachers and administrators
Celebration: what you've learned and the impact it can have
foundation
professional courtesies
lineup: a way to get to know one another
foundation
foundation
Lilah Ambrosi
addalingua co.founder
“The limits of my language mean the limits of my world.”
– Ludwig Wittgenstein
strategy harvest: engagement you can use in the classroom
agendaprofessional courtesies lineup hand in the air
foundation
learning outcomes
Develop understanding of the Language First biliteracy standards in the contexts of Spanish and English. Take stock of the current state of literacy instruction in your Spanish DLI program. Know the similarities and differences between Spanish and English, and how they impact literacy development. Consider implications for instruction when honoring the contextual and linguistic integrity of Spanish and English. Begin to understand the ways in which Spanish language/literacy instruction transcend philosophical approaches.
foundation
what we're here to do...
foundation
what we're NOT here to do...
biliteracy & counterbalanced instruction (bci)
foundation
standards and success indicators
Our program faithfully implements common language targets specific to the minority language across grade levels as part of a strong literacy program.
Our program practices “language-first” counterbalanced instruction by incorporating common language targets into content area planning and teaching.
Our program explicitly teaches non-transferrable linguistic features in both languages of instruction and encourages cross-linguistic connections while remaining in the language of instruction.
Our program focuses on students meeting literacy expectations in the primary language(s) of instruction at each grade level.
see/hear/feel: "checking the oil" here in your school
reflection
1. Silently read the standards and success indicators using the instructions at the top of the page as your guide. 2. Complete your checklist individually. 3. Chart/Describe, as a table team, what students/staff see, hear, and feel as a result of the standard being implemented at its current level in your program.
pages 1-3 in packet
reflection
See... Hear... Feel...
strategy harvest: engagement you can use in the classroom
agendaprofessional courtesies lineup / four corners hand in the air learning outcomes here to do/not to do see/hear/feel
reflection
science of reading
balanced literacy
reflection
Regardless, can we all agree on the next two slides?
reflection
Literacy instruction must emphasize...
reflection
Literacy instruction must emphasize...
reflection
...and for those reasons, WE must emphasize...
Spanish foundational literacy skills transcend all approaches!
Let's take a break!
Spanish foundational literacy skills transcend all approaches!
Regardless of the literacy program you use, the philosophy you adopt, and the daily schedule you run: The Spanish language must be intentionally taught in a manner that honors its structural and linguistic integrity.
exploration
Locate this document in your packet (pg. 4). As we review the next slides, add your thoughts to the chart as they come to you.
exploration
Discovering similarities & differences between Spanish & English
exploration
Biliteracy definition
Escamilla et al. (2014) describe biliteracy as, "a holistic and complete system of bilingual learning (including oracy, reading, writing, and metalanguage [or metalinguistic] development) that develops in an integrated way across two languages" (as cited in Tedick & Lyster, 2020, pgs. 237-238).
Similar, yet different approaches to Spanish and English literacy
"Literacy approaches need to be language specific, but there are also important ways to connect literacy instruction in each language that converge into what is called biliteracy instruction" (Tedick & Lyster, 2020, p. 238).
Spanish
English
Conceptual Skills
exploration
Spanish & English commonalities
exploration
Still, we can not minimize the value of knowing the differences!
exploration
/c/ /a/ /t/ = cat
In English, teaching the letter names and individual sounds is important.
Mm ma me mi mo mu
But in Spanish, understanding the sounds within the unit of the syllable is important.
exploration
In English, teaching letter names and sounds to build phonemic (individual sound) awareness takes place in the prereading stage.
But in Spanish, building phonemic (and phonological) awareness* takes place as students learn to read and write.
*the ability to hear & manipulate spoken units of sound in words & sentences
round robin reflection: integrating our thoughts
1. Stand up and find 3 additional colleagues to form a group of four. 2. Think about your written reflections/notes and consider what you would most like to contribute or share with your group in 30 seconds. 3. Do a "round robin reflection" in which each person shares for 30 seconds with no cross-talk. 4. Once everyone has shared, do one more round in which each group member completes this sentence: "In terms of my teaching, this is making me think about ___________." 5. Pause when you see your facilitator's hand go up. Be ready to share one theme or comment from your group.
strategy harvest: engagement you can use in the classroom
agendaprofessional courtesies lineup / four corners hand in the air learning outcomes here to do/not to do see/hear/feel round robin reflection
c_t c_t b_t b_t kit --> kite
In English, consonants are learned before vowels.
But in Spanish, vowels are learned first and then paired with consonants to form syllables.
Example in English: c (onset) + an (rime)
Students read and/or create words such as pan (p+an), fan (f+an), etc.
In English, knowledge of onset and rime facilitates the decoding of words and the ability to spell and write them correctly.
Example in Spanish: pattern of changing word endings
But in Spanish, knowledge of onset and rime is not as important as the syllable or changing word endings.
The word ending conjugations change based on the subject. (verb: comer)
exploration
In English, sound/symbol relationships are opaque and take longer to master. There is very little one-to-one correspondence.
But in Spanish, sound/symbol relationships are transparent. Students can master them and move from emergent writing (strings of letters) to more sophisticated writing (phonetically-based invented spelling).
In English, fluency IS a predictor of comprehension.
But in Spanish, fluency is NOT a predictor of comprehension.
In English, fluency expectations for third-grade students based on words per minute is 139 -166.
In Spanish, fluency expectations for third-grade students based on words per minute is 85-99.
most valuable point (MVP): integrating our learning
1. Reread your notes from the six differences we have discussed so far today. 2. Place three asterisks (***) next to the most valuable point that you want to take with you as we wrap up this morning. 3. Stand and find a group of 3, and share your most valuable points with one another. 4. Come to an agreement about the MVP you would like to share with the whole group and decide who will be your spokesperson. 5. Pause when you see your facilitator's hand go up. Be ready to share one MVP from your group.
strategy harvest: engagement you can use in the classroom
agendaprofessional courtesies lineup / four corners hand in the air learning outcomes here to do/not to do see/hear/feel round robin reflection most valuable point
Enjoy your lunch!
"Several additional concerns, related to parallel Spanish/English literacy programs, need to be discussed. The first is that English-based literacy programs are focused on literacy issues that are specific to English. Gersten & Jiménez (1998) and Goldenberg (1998) believe that notions of universal or parallel literacy programs are based on the logic that both English and Spanish are alphabetic languages, and therefore share many conventions and traditions. They go on to say, however, that aside from logic, there is little actual research to support the universal application of literacy teaching between Spanish and English" (Escamilla, K., 2000, p. 112).
action
Resources & strategies that support ongoing foundational spanish literacy instruction
action
The examples selected for this slide deck correspond to the differences in Spanish referenced earlier today.
Please take notes on these examples and build upon them using your knowledge of Spanish foundational skills in literacy!
Remember: Use the resources you have available to you in the Spanish Language Frameworks to contextualize this learning for your students!
action
grapheme
phonics
phonemic awareness
important definitions
phonological awareness
transparent/ opaque
onset and rime
action
syllabic instruction
In Spanish, the syllable is foundational in teaching children to decode words.
pages 5-7 in packet
action
phonics & phonemic awareness
In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.
page 9 in packet
action
phonics & phonemic awareness
In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.
elementary
action
phonics & phonemic awareness
In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.
elementary
action
phonics & phonemic awareness
In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.
elementary
action
phonics & phonemic awareness
In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.
elementary
action
phonics & phonemic awareness
In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.
elementary
action
phonics & phonemic awareness
In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.
elementary
phonics & phonemic awareness
In Spanish, phonemic and phonological awareness are NOT prerequisites to reading. Instead, they develop and benefit students within the context of reading and writing.
expressions booklet information
page 10 in packet
phonics & phonemic awareness
In Spanish, phonemic and phonological awareness are NOT prerequisites to reading. Instead, they develop and benefit students within the context of reading and writing.
elementary
phonics & phonemic awareness
In Spanish, phonemic and phonological awareness are NOT prerequisites to reading. Instead, they develop and benefit students within the context of reading and writing.
secondary
paired verbal fluency: processing our learning
1. Form pairs. Decide who will be partner "A" and who will be "B". 2. A and B will take turns responding to a prompt. At a signal, A will speak, and B will listen. At a signal after a number of seconds, B will speak, and A will listen. 3. Each time, no one is allowed to repeat anything that was said by the other. 4. We will repeat this cycle 2-3 times, so be aware for the signal. 5. Be ready to share some main points and reflections.
strategy harvest: engagement you can use in the classroom
agendaprofessional courtesies lineup / four corners hand in the air learning outcomes here to do/not to do see/hear/feel round robin reflection most valuable point paired verbal fluency
action
vowels first
In Spanish, vowels emerge before consonants. Then we pair them with consonants to form syllables.
pages 8, 11, 12 in packet
action
word-ending pattern changes
In Spanish, knowledge of onset and rime are not as important as they are in English. Instead, children notice the pattern of changing word endings.
action
word-ending pattern changes
In Spanish, knowledge of onset and rime are not as important as they are in English. Instead, children notice the pattern of changing word endings.
word feature
grammar
elementary
action
word-ending pattern changes
In Spanish, knowledge of onset and rime are not as important as they are in English. Instead, children notice the pattern of changing word endings.
word feature
grammar
secondary
action
Ultimately, we hope that exploring some of these addalingua resources will inspire you to deepen your students' understanding of sound/symbol relationships by:
sound/symbol relationships
In Spanish, sound/symbol relationships are transparent. Students can master them and move from emergent writing (strings of letters) to more sophisticated writing (phonetically-based invented spelling).
one word summary: integrating our learning
1. Think about the last three slides and what is in your notes. 2. Write down one word summarizing the central idea from what we've been learning. 3. Share your one word with the whole group in a quick whip around the room.
strategy harvest: engagement you can use in the classroom
see/hear/feelround robin reflection most valuable point paired verbal fluency one word summary
agendaprofessional courtesies lineup / four corners hand in the air learning outcomes here to do/not to do
Let's take a break!
glows & grows: celebration
foundation
page 26 in packet
strategy harvest: engagement you can use in the classroom
see/hear/feelround robin reflection most valuable point paired verbal fluency one word summary glows & grows traffic light
agendaprofessional courtesies lineup hand in the air learning outcomes here to do/not to do
traffic light: reflection
foundation
What is something you will STOP doing as a result of your learning today?What is something that you will CONTINUE doing as a result of your learning today? What is something you will START doing as a result of your learning today?
As we wrap up with Q & A, please fill out this survey!
References
Anthony, Jason; Williams, Jeffrey; Durán, Lilillian; Gillam, Sandra Laing; Liang, Lan; Aghara, Rachel, Swank, Paul; Assel, Mike & Landry, Susan (2011). Spanish Phonological Awareness: Dimensionality and Sequence of Development During the Preschool and Kindergarten Years. Journal of Educational Psychology, 103:4, 857-876. DOI: 10.1037/a0025024. Briceño, Allison (2017) Language Transfer in a Dual Immersion Program: Cognates, Morphology and Language Contrasts, NABE Journal of Research and Practice, 8:1, 111-132, DOI: 10.1080/26390043.2017.12067799 Clay, M.M. (1993). Reading recovery: a guidebook for teachers in training. Portsmouth, NH: Heinemann. Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129. Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: National Dissemination and Assessment Center. Cummins, J. (2005). Teaching for Cross-language Transfer in Dual Language Education: Possibilities and Pitfalls. TESOL Symposium on Dual Language Education: Teaching and Learning in Two Languages in the EFL Setting. Istanbul, Turkey: Bogazici University. Escamilla, K. (2000). Bilingual Means Two: Assessment Issues, Early Literacy and Spanish-speaking Children. Washington, DC: A Research Symposium on High Standards in Reading for Students from Diverse Language Groups: Research, Practice & Policy. Escamilla, Kathy. (1999). Teaching Literacy in Spanish. In R. DeVillar & J. Tinajero (eds.), The Power of Two Languages 2000. New York: McMillan/McGraw-Hill, 126-141. Hasbrouck J,. & Tindal, G. (2017). An update to compiled ORF norms (Technical Report No. 1702). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Marzano, R.J. & Pickering, D.J. (2010). The Highly Engaged Classroom. Marzano Research Laboratory. Bloomington, IN. Nagy, William & Townsend, Diana (2012) Words as Tools: Learning Academic Vocabulary as Language Acquisition. Reading Research Quarterly, 47:1, 91-108, DOI: 10.1002/RRQ.011. Secretaría de Educación Pública (SEP, México). 2010. “Estandares Nacionales de Habilidad Lectora.” Serravallo, J. (2019). El libro de estrategias de escritura: Guía completa para formar escritores hábiles. Heinemann. Portsmouth, NH. Serravallo, J. (2019). El libro de estrategias de lectura: Guía completa para formar lectores hábiles. Heinemann. Portsmouth, NH. Seymour, Philp; Aro, Mikko; Erskine, Jane (in collaboration with COST Action A8 network) (2003). Foundation literacy acquisition in European orthographies, British Journal of Psychology, 94 143-174. Tedick, D.J., Lyster, R. (2020), Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge. New York, NY.
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Stephanie Irizarry
foundation
director of teaching & learning, addalingua
"Stephanie is very clear and helps us to better ourselves within our immersion context. She makes us feel valued and takes time to address all of our specific needs and concerns."
"I just love when Stephanie does our professional learning. There is nothing like being trained on something and knowing that the person training you ACTUALLY gets it."
four corners: our Spanish literacy lives
foundation
Students tend to
acquire literacy in Spanish
2 and 1/2 years sooner than in English, partly because of its transparent orthography (most letters in Spanish correspond to one sound rather than multiple sounds as in English).
Literacy programs
designed specifically for English
and then translated to Spanish do not take into account the important differences in the internal structure of the languages. For example, in Spanish, it is important to blend and segment the syllable unit of words. In English, it is important to blend and segment onset and rime.
Conceptual skills
transfer between languages (Cummins, 1989),
surface language features require explicit instruction. For example, the skill of learning to read from left to right will transfer between Spanish and English. The sounds and spelling patterns of verb endings require more explicit instruction.