Group 2 bilteracy instruction for spanish speaking students
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Group 2 bilteracy instruction for spanish speaking students
- 1. BILITERACY INSTRUCTION FOR SPANISH SPEAKING STUDENTS BIRSH, PG. 304-316 IN 2 ND ED. –OR- PG.614-628 IN 3 RD ED Jennifer Beckett Jenna Bauer Ashley Bosley Abbey Beyer
- 4. SPANISH-ENGLISH DIPHTHONGS: Spanish English ai (bailarina) i (light, like) au (autobús) ou (out) ey (rey) ey (they) ei (peine) a (pay) oi, oy (oigan, voy) oi, oy (oil, joy) ia (media) ya (yarn) ua (cuando) wa (wand) ie (hielo) ye (yet) ue (crete) we (went) io (radio) yo (yoke) uo (cuota) uo (quote) iu (ciudad) yu (Yule)
- 7. ALPHABET KNOWLEDGE: Can be taught using manipulatives The same procedure is used in English and Spanish Activities: Singing the alphabet Placing letters in order Identifying missing letters http://www.youtube.com/watch?v=b1DyAhNNsqQ
- 11. BILITERACY EDUCATION MODEL: Developed in a small city along the Texas -Mexico border where the community believed that it is important to be bicultural and biliterate. Bilingual classes were provided with the Esperanza Program. During the students first grade year they are introduced to Language Enrichment. Students are exposed to auditory, visual, tactile, and kinesthetic modalities in order to learn new reading, language, or writing concepts. As students learn a new concept, they immediately apply it to reading, writing, and spelling. Monetary award is utilized for scholarships of graduating seniors who have been through the program.
- 12. CONCLUSION: When a student’s strengths and knowledge base are taken into account, reading in two languages is very possible Learning to read in two languages can be supplemented by using similar skills from one language to another in a systematic, direct, and comprehensive program.
Editor's Notes
- Diphthong spellings such as oy and au directly transfer to the English language. If a Spanish vowel pair is accented, then the two vowels are produced separately and are not combined.
- Rhyme Identification- This is sound manipulation that is necessary to achieve a higher level of phonological awareness such as phoneme manipulation Rhyme Generation- Ability to produce rhyming words. Ultimate goal is students to preform this skill by listeningAlliteration Repetition and Identification- It’s important to repeat the alliterations and identify the initial sound.Alliteration Generation- The ultimate goal is for students to provide their own alliteration. Provide two and have them produce a third**ALSO GIVE ENGLISH EXAMPLES IF YOU CAN **
- Syllable Blending- Ask children to listen, repeat, and blend syllables to form wordsSyllable Omission- Deleting an initial, medial, or final syllable Phoneme Blending- Students listen, repeat, and blend sounds to form wordsPhoneme Substitution- Using mirrors to view position of their mouth as they substitute initial sounds
- They discover the letter, a key word, and sound to assist sound correlation This can be auditory, visual, or tactile/kinesthetic
- Reciprocal teaching- teachers and students share the responsibility for understanding a dialogue
- Talk about the esperanzs program ps. 626-627 3rd editionBriefly discuss language enrichment