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Literacy in Spanish: What s the Same

State of the Art . English Pedagogy of Literacy (U.S. research and teachers)Spanish Pedagogy of Literacy (Latin American research

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Literacy in Spanish: What s the Same

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    1. Literacy in Spanish: What’s the Same/What’s Different Kathy Escamilla University of Colorado, Boulder Kathy.escamilla@colorado.edu 7/2/09 Literacy Squared®

    2. State of the Art English Pedagogy of Literacy (U.S. research and teachers) Spanish Pedagogy of Literacy (Latin American research & teachers) How Two Languages Interact (U.S. Educators -US) 7/2/09 Literacy Squared®

    3. Bernhardt (2003) 80% of Reading Research done in English by monolingual English researchers “Good teaching is good teaching” platitude ELLs lumped into one category 7/2/09 Literacy Squared®

    4. Need for New Theories Bernhardt (2003), Grant & Wong (2003), Halcón, 2001 Researchers call for new L2 reading theory. Genesee & Riches (2006) U.S. teachers need to learn to make more explicit and direct cross-language transfers for English Language Learners especially for those languages that share common orthographic systems. August & Shanahan (2006), Slavin & Cheung (2003) Second language literacy greatly enhanced if learners are literate in L1. Vernon & Feirrero (1999) Phonological awareness in Spanish is best taught through writing. Phonics as defined in English has NO equivalent in Spanish. Smith, Jiménez, Martínez-Leon (2003) Cannot wholesale import methods from one country and apply them entirely in the new country. Adaptations, however, are possible (e.g. the ‘cuaderno’ 7/2/09 Literacy Squared®

    5. Ways Spanish Literacy Instruction Differs from English Role of Oral Language and Writing Part to Whole Instruction Little focus on phonics Little focus on letter ID, Start with wordness as a concept and work up and down Emphasis on shared and interactive reading Direct & Explicit Whole group instruction 7/2/09 Literacy Squared®

    6. 7/2/09 Literacy Squared®

    7. Approaches to Literacy Instruction All alphabetic languages share two basic approaches to literacy instruction Analytic (whole to part) Synthetic (part to whole) 7/2/09 Literacy Squared®

    8. Universals Alphabetic languages have universal features Whole to part reading methodology is universal (analytic) 7/2/09 Literacy Squared®

    9. Universals Modeled Reading – Read Alouds Shared reading Interactive Reading Lenguaje integral Método global Método ideovisual 7/2/09 Literacy Squared®

    10. Synthetic Methods are Language Specific Part to whole methods need to consider how specific languages work 7/2/09 Literacy Squared®

    11. Synthetic Methods English Phonemic Awareness Phonics Phonological Awareness Spanish Método onomonopéyio Método silábico Método fonético 7/2/09 Literacy Squared®

    12. The Development of Phonological Awareness: A Difference of Opinion English (Adams, 1990) Phonemic awareness should be developed through oral language; Phonemic awareness should be done before exposure to print; Songs, games, rhymes, read alouds etc. Spanish (Feirreiro & Vernon, 1999) Only if children write and reflect on their writing will they analyze speech; Oral communication alone does not demand analysis of speech; Phonological awareness is BEST developed through writing and analysis of written language. 7/2/09 Literacy Squared®

    13. Synthetic Differences in Literacy Teaching: Spanish to English Spanish Concept of a word; Concept of a syllable; Concept of a phoneme; Letter sounds; Names of letters; Phonemic awareness done via writing (beginning with wordness). English Letter names; Letter sounds; Syllables; Words; Phonemic Awareness done via oral language, later done in writing. 7/2/09 Literacy Squared®

    14. Emphasis on Writing: Cuaderno de Español: Primer grado Graph paper used to help children learn to separate words Children do the following types of writing: Word analysis Syllabication Copying and memorizing Dictados Response to stories Other language arts exercices 7/2/09 Literacy Squared®

    15. Word Analysis (note differences from English) Identifying words Nombres largos/cortos Stories 7/2/09 Literacy Squared®

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    18. Beginning Reading: Wordness A short story Echo Choral Copy of Story cut and pasted in cuaderno Put boxes around the words Copy the story See next slide 7/2/09 Literacy Squared®

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    22. Syllabication - 5 Types of Analysis Directas/sencillas - (pato, malo, gato) Inversas (ardilla, Enrique, árbol, indio) Diptóngo (diez, ciudad, leer) Compuesta (garza, mango, dedal) Mixta (elefante, anillo,osito) 7/2/09 Literacy Squared®

    23. Syllabication - 5 Types of Analysis Directas/sencillas - (pato, malo, gato) Inversas (ardilla, Enrique, árbol, indio) Diptóngo (diez, ciudad, leer) Compuesta (garza, mango, dedal) Mixta (osito, anillo) 7/2/09 Literacy Squared®

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    26. Haceres, dehaceres, y quehaceres Making and breaking - word analysis (again note differences from English) Note word analysis at end of words NOT beginning (e.g. camisa - sara, sapo etc.) Individual phoneme syllabication - notice this is done later NOT earlier 7/2/09 Literacy Squared®

    27. Word analysis and syllabication 7/2/09 Literacy Squared®

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    29. Copying with Meaning Rules for life and living Songs Poems About 1x per month 7/2/09 Literacy Squared®

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    33. Member Check: 5 minutes What is 1 thing you have learned? How will you use this information? “I know they can read when they can take dictation” 7/2/09 Literacy Squared®

    34. Spanish - English Differences Role of vowels - in Spanish they are critical, in English they are not Vowels emerge before consonants in Spanish This affects the order in which these letters/sounds are taught Three different research examples 7/2/09 Literacy Squared®

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    36. Spanish/English Differences English - On-set and rime important In Spanish word endings provide more powerful patterns Examples from research 7/2/09 Literacy Squared®

    37. English 7/2/09 Literacy Squared®

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    40. Stages of Writing Differ in Spanish Spanish writers develop invented spelling earlier Spanish writers make different errors Spanish writers stay in invented stages longer 7/2/09 Literacy Squared®

    41. Spanish Writing Issues B/V; Ll/Y; C,S,Z; H; I/Y; C/Qu Accent marks Lack of work separation 7/2/09 Literacy Squared®

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    44. English Writing Rubrics for Spanish Writing Equal weighting of content and mechanics Choice of prompts (past tense, living an experience in one language and writing about it in a second language) Cultural bias 7/2/09 Literacy Squared®

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    46. Alfredo Past tense writing in Spanish requires knowledge of accent rules - harder task than comparable English Equal weighting of conventions and content make a ‘good’ writer score as partially proficient 7/2/09 Literacy Squared®

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    48. Cultural Bias in Writing Prompts Pretend you are your parents, write about what they would say about your room Write about your favorite camping trip. Where did you go? What did you see? What did you do? 7/2/09 Literacy Squared®

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    51. Word Walls in Bilingual Classrooms Spanish/English and Both 7/2/09 Literacy Squared®

    52. Primary Grades Separate word walls for Spanish and English ( especially for vowels - I in Spanish = long E in English etc.) High frequency word walls in Spanish (based on Spanish) Word walls with rr, ñ in medial NOT initial positions 7/2/09 Literacy Squared®

    53. Word Walls Beyond Initial Consonants rr - perro, carro Ñ - piña, niña Word walls with articles Masculine, feminine, singular, plural Exceptions - el agua, la mano, el mapa Words that do not end in vowels - la navidad, el reloj, el avión, la nación Words with hard and soft sounds of consonants C & G 7/2/09 Literacy Squared®

    54. Primary Grades Word walls with articles (e.g. La rana, el libro, el reloj, la pared etc.) Word walls that model upper and lower case letters (Ch, not CH, Ll, ll etc.) Word walls with examples for each initial consonant and vowel ( vowels first, consonants in order of frequency in language) 7/2/09 Literacy Squared®

    55. Primary Grades H on word wall with a face with eyes, nose and no mouth to illustrate that it is a silent letter High frequency words that are frequently mispelled (boi=voy; llo=yo; bamos=vamos; sena = cena etc.) Contractions - no need a+el=al; de+el=del 7/2/09 Literacy Squared®

    56. Primary Grades Commom blends - fr=frío; fl=flor; pl=plato etc. High frequency words that need accents/tildes/dieresis - papá, manaña, piña, bilingüe How accents cause words to change meanings - el papa, papá, la papa; hablo/habló 7/2/09 Literacy Squared®

    57. Primary Grades Demonstrate how to join syllables together to make words (e.g. pa+to=pato; ma+lo=malo; pa+lo = palo) Frequently used words in writing - favorito; familia; hermanos Word families - pan, panadero, panadería; pez, pescado, pescador 7/2/09 Literacy Squared®

    58. Primary Grades Demonstrate how to join syllables together to make words (e.g. pa+to=pato; ma+lo=malo; pa+lo = palo) Frequently used words in writing - favorito; familia; hermanos Word families - pan, panadero, panadería; pez, pescado, pescador 7/2/09 Literacy Squared®

    59. Other Gender agreement (specific to Spanish) Syntax - word order 7/2/09 Literacy Squared®

    60. Intermediate Grades Homophones (ola/hola; a ver/haber; hacer/a ser) Compound words - cumpleaños; rascacielos; tocadiscos; paracaídas) Rules for H - not ALL rules, 3 most common Rules for B/V - not ALL rules Rules for LL 7/2/09 Literacy Squared®

    61. Intermediate Grades Accent Rules - most common Contrast English/Spanish (In Spanish we…, but in English we …) days of week, months of year etc. Notation devices - 3-2-03 in English is the 2nd of March, in Spanish it is the 3rd of Feb. Conceptual differences (e.g. what floor are we on? How many days in a week?) 7/2/09 Literacy Squared®

    62. Word Walls Word walls with examples of high utility words that are frequently misspelled Llo boi a la hescuela y despues seno con mis ermanos Yo voy a la escuela y despues ceno con mis hermanos. Word walls with examples of high frequency words that need accents Día, mamá, también, después, papá, está 7/2/09 Literacy Squared®

    63. Word Walls for Word Families Zapato - zapatero, zapatería, zapatero Flor - florero, florería Pan - panadero, panadería Pez - pescado, pescador, pescadería Libro - librería, librero 7/2/09 Literacy Squared®

    64. Word Walls for Commonly Used Homophones Haber/ A Ver Hacer/ A Ser Tubo/ Tuvo Cayó/calló Coser/cocer Casar/cazar 7/2/09 Literacy Squared®

    65. Word Walls for Compound Words Cumpleaños Rascacielos Tocadiscos Sacapuntas Sobrecoma Rompecabezas Parauages Anteojos Paracaídas 7/2/09 Literacy Squared®

    66. Word Walls for Intermediate Grades Rules for H Rules for Ll Rules for B Rules for V Rules for Accent Marks 7/2/09 Literacy Squared®

    67. Transition Color coded words that are spelled the same in Spanish and English but pronounced differently (e.g. idea, natural) Words that add a letter in Spanish but otherwise are the same (e.g. problem, problema, justice, justicia How it sounds/how it’s spelled (e.g. it=eat; moll=mall) 7/2/09 Literacy Squared®

    68. Word Walls to Contrast Spanish/English In English we capitalize the days of the week, but in Spanish we don’t Punctuation ¡Qué bonito día! What a beautiful day! ¿Cuál es tu apellido? What is your last name? Notation devices (2/3/03) English = Feb. 3, 2003; Spanish Mar .2, 2003) 7/2/09 Literacy Squared®

    69. What’s Should We Add? Word wall work in Spanish is a work in progress Word walls for transition students are just starting to develop For the next 5 minutes, generate 3 ideas in your group that we should use to add to our word walls. 7/2/09 Literacy Squared®

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