This document provides guidelines for developing an integrated Spanish-English bilingual curriculum for early childhood education. It outlines key aspects of an existing bilingual education project in Spain that aims to provide children ages 3-16 with education in both Spanish and English. The summary focuses on planning between Spanish and English teachers, teaching content through meaningful topics, developing social skills, and promoting literacy skills in both languages.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Reprinted from Young Children • January 2011 91® 2, 3.docxsodhi3
Reprinted from Young Children • January 2011 91
®
2, 3
ReseaRcheRs widely Recommend
storybook reading for promoting the
early language and literacy of young
children. By listening to stories, chil-
dren learn about written syntax and
vocabulary and develop phonologi-
cal awareness and concepts of print,
all of which are closely linked to
learning to read and write (National
Early Literacy Panel 2008). Teachers
usually know a read-aloud experi-
ence has been effective because
they see the children maintain their
interest in the story, relate different
aspects of the story to their own
experiences, describe the illustra-
tions, and ask questions about the
characters and plot.
However, listening to a story read
aloud can be a very different experi-
ence for children who speak a lan-
guage other than English. What
happens when the children are read
to in a language they are just begin-
ning to learn? What happens when
an English-speaking teacher reads
a story to a group of children who
are learning English as a second
language?
As illustrated in the vignette at the
beginning of this article, teachers
often describe young dual language
learners in their class as distracted
and unengaged during read-aloud
sessions in English. In this article,
we describe teaching strategies that
English-speaking teachers can use
when reading aloud to young dual
language learners. These strategies
are part of the Nuestros Niños Early
Language and Literacy Program, a
professional development interven-
tion designed to improve the quality
of teaching practices in prekin-
dergarten classrooms to support
Spanish-speaking dual language
learners (Castro et al. 2006). The
intervention was developed and
evaluated in a study funded by
the US Department of Education.
Teachers from the North Carolina
More at Four Pre-Kindergarten
Storybook
Reading
for Young
Dual Language
Learners
Cristina Gillanders and
Dina C. Castro
Cristina Gillanders, PhD, is a researcher at the FPG Child Development Institute at the
University of North Carolina–Chapel Hill. She was an investigator in the Nuestros Niños
study, and has worked with dual language learners as a bilingual preschool teacher,
teacher educator, and researcher. [email protected]
Dina C. Castro, PhD, is a senior scientist at the FPG Child Development Institute. She
was the principal investigator for the Nuestros Niños study. Her research focuses on
improving the quality of early education for children from diverse cultural and linguistic
backgrounds. [email protected]
Photos courtesy of the authors.
A study guide for this article will be available in mid-January online at www.naeyc.org/yc.
In a community of practice meeting, teach-
ers discuss their experiences reading
aloud to dual language learners.
Susan: When I am reading a story, the
Latino children in my class just sit there.
They look at me, but you can tell that they
are not engaged in the story.
Lisa: ...
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Art Pastor's Guide to Sabbath | Steve Thomason
Spanish british integrated curriculum in early childhood education
1. Guidelines for the development of
Spanish-British integrated curriculum in
Early Childhood Education
Silvia Bautista Martín
Literature and Literacy in Early Language Learning Education
3. 1. Introduction
An unique experiment within
the Spanish state education
system initiated in 1996
Its mainaimis providing children from
the age of 3-16 with a bilingual, bi-cultural
education through an integrated
Spanish/English curriculum based on the
Spanish NationalCurriculum and the
nationalCurriculum for England andWales.
What is the
MEC/British
council bi-
lingual project?
The team of the project called
the working party consists of
6 teachers:
3 Spanish
3 British
2 memembers of the
Comisión de
Seguimiento
The especific ones are…
4. 1) To promote de acquisition and learning of both
lanugages through an integrated content-basesd
curriculum.
2) To encourage awareness of the diversity of both
cultures.
3) To facilitate the exchange of teachers and
children.
4) To encourage the use of modern technologies in
learning other languages.
5) If appropiate, to promote the certification of
studies under both educational systems.
5. What else we
need to know
about this
project?
In the initial stages, the
children’s understanding
of English will largely be
demonstrated through
non-verbal response to
the language
The spanish class teacher and the
project teacher must plan closely
together to ensure that the
concepts are covered and
understood in both languages.
Besides, the assessment will be
informal.
There are good reasons for
introducing pre-reading,
reading and writing skills in
English while the children are
still in the infant class:
- The exposure to both languages
helps the children perceive the
differences between spoken and
writing language positively.
- Acquiring the language orally is
greater if this is accompanied by
written words and meaninful
contexts.
- Fluent readers and creative writers
are achieved.
6. 1- Planning and co-ordination between the Spanish teachers
and the English teachers within each class is essential.
2- Planning between years and between the transition stage of
infant and primary. SENSE OF CONTINUITY.
4- All children at the end of the
cycle should be assessed on the
attaintment targets.
In fact, teachers who are already
achieving these targets can
extend the core contents.
3- We must cover all the
topics as well as concepts
in numeracy, literacy and
knowledge and understanding
of the world by the end of the
cycle.
Recommendations
7. 2-Teaching through topics
It’s essential to…
Value the importance of the development of the whole child: cognitive,
physical, emotional and social.
Remember that we are teaching contents in English as opposed toTEFL.
Develop meaningful and motivating topics for young children:
1- Myself 2- I go to school 3- Our homes and
families
4- People who
help us
5- Traditional
fairytales
6- Animals 7- Seasons 8- Festivals 9- Transport 10- We go
shopping
8. 3- Developing social skills
1. Class routines
• Enjoy participating in a story
• Enjoy listenig to each other in
the group situation
• Show a willingness to tidy up
and pleasure in helping
• Participate in class routines in
a quiet manner
2. Greetings and goodbyes
• Say good morning, good
afternoon, hello and goodbye
• How are you? Fine, thank you
3. Feelings
• Express feelings: happy, sad cross, angry, hungry, frightened, scared,
surprised, shy…
• Express love for family and affection
• Value the friendship and help of others
• Have positive self-steem, actively paricipate in class and enjoy seeing
displays of their own work and that of their peers
• Play different roles and express emotions using dramatisation
• Participate with pleasure at parties and celebrations
9. 4. Personal hygiene and health
• Understand and respect dining-room rules like: “Wash your hands
before you eat”, “Brush your teeth after eating”.
• Understand the sweets cause tooth decay.
• Have an awareness of the importance of a balanced diet.
• Enjoy eating fruit.
5. Behaviour patterns
• Take pleasure in listening.
• Learn to choose and make
thoughtful decisions.
• Say “please” and “thank you”
• Be able to dress and undress
themselves
...
6. Sharing and participating
• Realise that the classroom
equipment belongs to everyone
• Share classroom equipment, and
take turns to use things
• Enjoy tidying up, and know
where to put things
…
7. Showing respect
• Realise the importance of taking it in turns to speak
• Take care of classroom equipment
• Appreciate plants and animals
…
10. 4- Literacy skills
Literature involves
the four skills of
language
Understandin
g
Speakin
g
Reading
Writing
The teaching of literacy skills ensure children gradually be
able to read and write with fluency, accuracy and
understanding. But above all, with pleasure.
Why do teachers
need develop
them?
11. Choosing books and involving
children in reading and writing
1) Choose books which have an exciting, funny or unexpected ended.
2) Use fact as well as fiction right from the start to show children that
books can be about extracting information.
3) Use books on famiar topics.
4) Encourage children to observe features of text and talk about them:
ilustrations, fiction and non-fiction, familar authors…
5) Children should participate in reading the text or telling the story. In
the classroom there should be an attractive comfortable book
corner.
6) Select books with rhyme, rhythm and repetition.
7) Involve the children in the creation of class books and give them
opportunities to do it.
8) Ensure that children are surrounded by print to help them become.
aware of written text and meaning: label classroom areas, charts…
9) Demonstrate we read print from left to righ and where a word starts
and finishes. Involve them in activities wich develop this awareness.
10) Teach the children to treat the books with care, respect and love.
12. Development of decoding skills:
teaching phonics
At this stage should be a focus on the letter sound, not the alphabet name.
We must provide opportunities to develop an awareness of phonics, e.g.
introducing the initial consonant sounds then the end consonant sounds.
Phonis should be presented in a simulating attractive way. Appropiate
learning activities are:
Have a sound box from which children can discover objects beggining with
the sound.
Choose a story relating to an object from the sound box.
Create a display of objects, name cards and words with the same initial
sounds.
13. Development of creative writing
Encourage children to experiment with writing creatively
in English even if the initial attempts are difficult for you
to understand.
Ask the children to read back their written text to you.
Use the children’s writing as a means of diagnosing the
stage of the individual child’s their work.
Use the “teacher as scribe” approach both as a model in
the whole class sessions and as a model for children to
copy in their drawings/labels, etc.