Recursos en español/ Spanish Resources

Here is a list of resources that I have been compiling over the years.  Most of them are links to texts and curriculum from all over Latin America.  Enjoy!

Son antologías que se usan en países de habla hispana de primer grado a 6to grado

 

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Graphic Organizers

If you have not seen these please take a look: Graphic Organizers. Estas ayudas gráficas están disponibles en español también.

Any time we can help students organize their thinking, plan their learning, make their learning visible, we are helping them build connections and increase the number of synapses– that is learning!  With graphic organizers we can increase literacy, too.

Literacy Creates Justice!

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Staggered Start Guided Reading

You are right- I never explained this!

In a guided reading group one of the goals is to have students read text while supported by you, the teacher.  Remember the idea of gradual release of responsibility:

  • I do, you watch
  • I do, you help
  • You do, I help
  • You do, I watch

Using staggered-start can be both of the last two bullets; the key is that the student is ‘doing’ while you watch or help:

  • When you stagger the start, each student has a copy of the text;
  • One student student begins with the first paragraph (first page, first part,…);
  • When the first student gets to the second paragraph (second page, second part, …)  student number two begins with the first paragraph while the second student continues on;
  • When student number two gets to the second paragraph, student number three begins with the first paragraph while the previous students continue reading;
  • While students are reading you are monitoring, taking notes and coaching.
  • When a student finishes s/he goes to the beginning and starts again and all students stop at the same time.

Did that make sense?  The idea is that each student starts and continues reading through to the end.  Because each student begins at a different time, each one has to appropriately-struggle with the whole text.  No one is getting nervous about everyone listening; no one is counting ahead and pre-reading his or her paragraph.  This is not round-robin reading!

As coach, you cue students as they are reading and take notes about their struggles.  I always ask students to use their finger or a ruler while they are stagger reading so that I, the teacher, know where they are on the page and I can match the text with their speech as I quickly check in with each student.

Remember, this is one step in a whole process; it is one way to have students practice their reading in a guided reading group.  Staggered reading will mean nothing if students do not understand what they are reading.  Reading= comprehension.

Literacy Creates Justice (and it’s fun!).

Here is a group of teachers practicing staggered reading:

The World’s Largest Lesson

Please be aware of the Global Goals for Sustainable Development.  You can find more information here: https://www.tes.com/worldslargestlesson/ and you can choose your language in the upper right hand corner.  This is important!!

La lección más grande del mundo

Literacy in Minnesota

Literacy @ RiverviewIf you are interested in how Reader’s and Writer’s Workshop works in one school in Minnesota, check out the site Literacy @ Riverview.  The site gives an outline of expectations for reading and writing education.  It is a great site for new teachers who want a window into elementary literacy or experienced teachers who want a refresher.  There is also a section of resources in Spanish.

Check it out and see what you think:
https://sites.google.com/a/stpaul.k12.mn.us/riverview-literacy/ 

Thumb Challenge!

At La Cosecha I learned a new vocabulary-practice strategy: Thumb Challenge!

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Create a game board for each pair of students.  The example in the picture used two crowns from Burger King (sorry about the glare).  Along each side have the same set of vocabulary words and the word start. You could attach the words with tape, velcro, sticky notes. Then:

  • Have each pair of students sit knee-to-knee;
  • Place their thumbs at the starting line;
  • Partner A moves his/ her thumb to the first word and challenges partner B to define the word and use it in a sentence;
  • If partner B is correct, partner A asks about the next word; if not partner B asks partner A about the first word;
  • If neither partner can define/ use the word they need to get assistance.

Options: Use a third person to serve as the judge, deciding if the definition and usage are correct. Let students use notebooks and environmental print to aid them

Consequence Wheel

Here is a fun, new graphic organizer:  The Consequence Wheel/ Ripple Effect.

Consequence Wheel

  • Put the topic in the middle;
  • Add the consequences in the first ring;
  • Add the details, both positive and negative in the next ring.

Use this to help students see consequences of events, understand cause and effect, …  Try it and see if it works for you