Culturally Congruent Literacy Practices: Calca, Peru. Sabina Rak Neugebauer [email protected] I would like to acknowledge Elaine Mo and Rachel Currie Rubin who made this work possible and provided invaluable insights regarding administration and design for this project.
Sabina Rak Neugebauer
I would like to acknowledge Elaine Mo and Rachel Currie Rubin who made this work possible and provided invaluable insights regarding administration and design for this project
-School/Community Observations 2006-2007
-Collaboration and Implementation of Read Aloud Program 2007-2009
(Adams, 1990,Coyne, Simmons, Kame’enui, & Stoolmiller, 2004; McKeown & Beck, 2004)
Local Cultural Characteristics
Traditional Ceremonies and Daily Routines
Three books in Spanish
Read Aloud Pedagogy
Three books in Spanish
2. Monitoring the depth of students’ word knowledge for the purposes of adaptable and responsive instruction (Hickman, Pollard-Durodola, & Vaughn, 2004).
3. Repeating exposure to vocabulary for retention (Hickman et al., 2004).
4. Decontextualizing vocabulary for extension in multiple contexts (Beck, McKeown, & Kucan, 2002).
5. Conversing about vocabulary through text-to-self connections to improve comprehension, motivation, and learning (Sipe, 2000).
6. Practicing expression, tone, and gesture with vocabulary in context (Pemberton & Watkins, 1987). 7. Using the comprehension strategy of self-monitoring when reading to improve vocabulary learning (Jongsma, 1999).
-Teacher training across grades
-Children’s library with Read aloud books for all ages
-Parent-teacher collaboration with library
-Tutoring partnership with local university
Maria turns the pages and asks aloud about the fate of David, a friendly llama.
“¿Por qué David está buscando a su madre?” (Why is David looking for his mom?)
“Porque él no sabe dónde vive, quizás su madre esté en la casa” (Because he doesn’t know where he lives, maybe his mother is in the house), responds Yeferson.“
¿Él está buscando su casa o su hogar?” (He is looking for his house or his
home?) “¿Qué es hogar?” Martha asks, furrowing her brow.
“Es una casa con una familia”, “es un lugar donde una familia vive”
(“It is a house with a family” “it is a place where a family lives”) They all shout.
“Claro, es un lugar donde vive una familia o con familia, un domicilio”
(Sure, it is a place where a family lives or with a family, or a domicile.”)
¿Y qué harían en la situación de David? (“What would you do if you were in David’s situation?”)