How+Language+and+Literacy+Translates+to+Fluency+in+the+Spanish+Classroom

EDC 567: Language and Literature in the Content Area Final Project: Spanish Aaron O’Connell 9/2/11


 * __Introduction__**

This final project will reflect various teaching strategies and activities to help students increase their communication skills like listening, non-verbal and verbal: reading, writing and comprehension in secondary Spanish.


 * __Content Area Literacy Philosophy__**

Literacy is the key to achieving communication. Communication is the most sought after skill in our information driven society. While forms of information and communication have evolved so have 21st century skills that demand a new level of literacy of our students. My philosophy in education is to create opportunities for all learners. This means using a wide range of techniques, strategies and always evaluating these methods by being an innovative practitioner.

When discussing literacy in a foreign language one must think of how literacy in a new language affects one’s literacy in their first language. To get to the point of sufficient fluency to improve overall literacy, foreign language teachers must use unique strategies and practices. Innovative foreign language teacher Blaine Ray argues that primary literacy acquisition is not a conscious process. It happens when one understands messages and from hearing and seeing a language (Ray). A revolutionary educator and theorist, Stephen Krashen, explored this further stating that, “We acquire when we understand messages containing aspects of language that we are developmentally ready to acquire but have not yet acquired.” (Krashen, 1997:3)

A parallel between the concept of new 21st century skills compared to new language skills can help all teachers understand the ways to achieve progress in these new modes of communication. In order to achieve the three core C’s of 21st century skills, critical thinking, communication and collaboration with new technology, media, career skills, a special focus must be placed on comprehensible input. Once the core information needed to explore these skills is understood, students will begin to achieve the exploration of new learning and innovation skills (“Partnership for 21st”).

A well-rounded and comprehensive approach to teaching literacy from top to bottom leads me to a philosophy that reflects these concepts. Students that can process and achieve higher-level thinking in new realms will achieve the new expectations placed on the education system and student achievement. The innovation and practice of focus on literacy will help us create an improved efficiency in our educational systems of the future.


 * __Literacy Strategies (8 total)__**

I have adapted eight literacy strategies to help guide student learning and comprehension. These strategies focus on vocabulary, writing, discussion, note taking and assessment techniques


 * __Vocabulary Strategies__**


 * __Vocabulary Map / Vocabulary Wall__**

Vocabulary maps have shown to increase retention and literacy growth especially in foreign language classes or early education. I would use these maps as a way to draw a number of different connections to one word. Depending on a students individual learning preferences it can be the difference between retention and information loss. Repetition with new vocabulary is also important. This strategy challenges students to define a word or concept in a number of ways thus creating a repetition of the word in their mind and practice. Every day one student from each class will be assigned a word, complete a map and present it to the class. This word will then go on a vocabulary wall that I will make that will serve as a quick reference dictionary of the desired vocabulary content.


 * __Example__**




 * __Verb Vocabulary Visual Organizer__**

Visual organizers allow students to conceptualize new vocabulary material in a way they understand visually. This image can then be referenced when asked to recall a concept studied in class. In this case the flower demonstrates how verb conjugations all stem from one infinitive verb yet are all connected with the same base meaning. Each petal belongs to a different pronoun thus differentiating its meaning depending on whom or what is performing the action of the verb. This is a difficult concept for many English speakers and visual organizers may help students make sense of a new verb structure. The table below helps students understand the true meaning of what each conjugation is trying to communicate and helps for practice.


 * __Example__**




 * __Writing Strategies__**


 * __Topic Summary Blocks__**

This strategy will be given to students to begin learning how to write structured statements about a given topic. In this case students are given a country to research cultural, geographical and historical data about different Latin American countries. This block structure guides students to answer the important questions that must be answered in informative writing. By answering these questions they are one step closer to constructing sentences for presentation. Students can fill in the grammatical blanks and form independent statements and even begin to fill in opinions. Once this is achieved students will work on their writing organization and will be able to decide which blocks go well together in paragraphs or presentation transitions.


 * __Example__**




 * __Discussion Strategy__**


 * __Modeled and Guided Conversation__**

Interchanging from one language to another especially in the middle of a school day is a tough task. Our brains find it difficult when we are first making these new connections for our new language acquisition. This modeled/guided conversation starter will help break the language barrier that can exist for students coming into the Spanish classroom. Each student will get an emotion and they will go around the classroom asking each other how they are and interpret what they hear into a vocabulary word on their sheet. This gets the mind going in the right direction, gives us practice and provides repetition of sentences and new words. Once we have finished everyone can sit down and I can further question the class to get the conversation started for what our lesson will be about and quickly transition to more content.


 * __Example__**



(Solorzano, 2011)


 * __Total Physical Response Storytelling (TPRS__**

This strategy is necessary to be used at virtually all times of class to some extent. TPR implies good communication techniques such emphasizing word pronunciation, expressive, non-verbal communication, use of cognate vocabulary, yes/no questions and constantly checking of understanding and copmprehension.


 * __Example__**

(Story of the Day: Ecuador Adventure)
Un/a viajero/a quien se llama _, decidio explorar Ecuador en sus Vacacciones. Primero llama a un guia por telefono.

Viajero/a: Hola, soy un adventurero como Anthony Bourdain quiero viajar al Ecuador sin reservaciones. Que **necesito(1)**?

Guia: Para su viaje tu **necesitas**(1) un___,(2) un pasaporte y una__ _(3).

Viajero/a: Muy bien, voy a traer mi **mapa**(2) mi pasaporte y mi _**mochila(**3)! Yo me voy en (4).

Guia: Nos vemos en el aeropuerto. Hasta Luego!

-- (Nombre Viajero)_llega al aeropuerto en Quito, Ecuador. En el aeropuerto esta su guia. --

Guia: Hola (Nombre)_, Bienvenidos al Ecuador, Me llamo **__(Nombre)__.** Mucho Gusto!

Viajero: Igualmente, Muchas Gracias, **(Nombre)!**

Guia: A **donde**(5) quieres viajar primero? La ___(6), las__ _(7) o la ___(8).__

__ Viajero: A la **Playa**! __

__ Guia: Excelente vamonos! Oooo.. un momento…un problema, no se en cual dirreccion esta la **playa**. Ustedes saben en cual dirreccion esta la **playa**. (nombre) tienes **el mapa**? __

__ Viajero: Si tengo **el mapa**! __

__ Guia: Bien. Vamonos! __


 * Note Taking Strategies**


 * Cornell Notes/ Two Column Notes**

__Cornell notes are a good way to encourage students to analyze and evoke higher-level thinking. This strategy splits a notebook into two parts. One side has the detailed notes on the information from instruction of that day of class. Sometimes I would also like to implant information and structures of notes on the right hand side so that students can focus on comprehending instead of copying. For example in the future I would like to place the graphic organizer with all the pronouns in the right hand side and let students add in the conjugations as we discuss in class how, when and why this type of verb conjugation is utilized in Spanish. Students will then inquire about the information in the form of questions or detailed information that is helpful for that individual based on their preferences or parts of the lesson that student feels are more important. This is also a tool to get students to go back and find more information to answer their questions about the material later.__


 * Example**

(Ottow, 2011)


 * Reading Strategy**


 * Reading Modeling and Quick Reference Bookmark**

__This strategy helps students to have a quick helper when they get stuck while reading a passage or have trouble with pronunciation. This bookmark is given to students to look at whenever they please and can help to get through blocks in comprehension by giving reminders to slow down, look for clues in pictures or context and repeat trouble words out loud before they move on. It will help encourage better reading skills when reading challenging text sets in books, articles, magazines, websites, etc.__


 * Example**




 * Assessment Strategy**


 * Rubric and Self/Peer/Teacher Review**

__Assessment strategies can also turn into opportunities to increase language and literacy. This method uses multiple methods to evaluate a project. These rubrics are the expectations for the completion of projects so a class will go over the text together and relate words back that are cognates or by inferences based on experience with rubrics in English from other classes. If the student really wants to do well they will study and understand these objectives. Accountability is also put in the hands of the students by rating their peers and group members. I will use these rubrics for large projects such as group presentations. Repetition between the three evaluations also facilitates the ability to retain new vocabulary that is becomes important to them individually because it regards their grade.__


 * Examples (3 separate assessments for same project)**



(O'Connor, 1995)


 * 10 Annotated Text Sets**

__1. Google Earth contains a wealth of information from Wikipedia submissions, Picasa pictures, map terminology and the list goes on. This will be used to “travel” to new places and learn about them while seeing actual cities, buildings, landmarks and information about our destinations. A great feature is that this program easily translates into any language for quick reference.__



(Google, 2011)

__2. A map of Ecuador from the Ministry of Tourism of Ecuador will be used to examine a traditional map and learn vocabulary of activities, map terminology, and locations all illustrated and written on the map. This activity will draw on prior knowledge of map and make new connections while we explore the diverse regions of this country’s geography, culture and history.__



(Ecuadorian, 2010)

__3. This Youtube video helps students to remember verb conjugations in a fun and multisensory way. This remix of a popular Justin Timberlake song allows students to learn real concepts of Spanish grammar set to a catchy tune. The video exhibits writing and reading text in Spanish as well. Students will even be encouraged to sing along and dance to feel the vibe of the language and the flow that comes with fluency.__ __[|Bringin' Conjugations Back]__

__4. MagiaEscolar is a website that a Spanish teacher created to help students learn and practice new vocabulary, cultural lessons, and grammar to modern music. This is a tool that will be used in class to practice and have fun. Students will also be encouraged to choose a project creating their own song for a unit in class.__ __[|Magia Escolar]__

__5. This text map shows the different ways of how to say cool in Spanish. This lets students practice new and entertaining sayings and practice depending on what country they choose to be from in class. It will demonstrate to students that Spanish is one language, but has many dialects and vocabulary usage that can vary from place to place much like U.S. English and U.K. English. It's also a stimulating image to post in the classroom as a fun reminder of vocabulary to reference and cultural diversity.__ __[|Mapa "Cool"]__

__6. This Spanish language and culture is an interactive website that will allow a class to explore different activities from worksheets to storybooks, to short videos. This is a great resource to give students a choice of what looks interesting to them to ensure a sense of ownership and higher interest in lessons. Students can even explore at home and do a short report or presentation on an activity they explored on their own.__ __[|Spanish Language and Culture Activities Online]__

__7. Ecuavisa is a website for an Ecuadorian National T.V. channel that covers everything from news to pop culture. It includes up to the minute videos and articles of current events and celebrities in Ecuador. This can also be reproduced for other countries for comparison of culture, technology and even accents.__ __[|Ecuavisa]__

__8. Info Montanita is a travel based website that will allow students to “plan a trip” to one of the most popular destinations of Latin America. Here students can create an itinerary of activities, accommodations and budget costs based on what they find.__ __[|Montanita Trip]__

__9. SpanishSpanish is a website that includes a multitude of activities in every subject of a Spanish class. This is a great resource for teachers to use to mix things up. It has smartboard activities, quizzes, flashcards and multimedia practice for students to practice recent units.__ __[|SpanishSpanish]__

__10. The football(soccer) team Real Madrid is one of the most popular and historic athletic clubs of all of sports. Updates on the season will keep students in tune to sports events in Europe and allow them to follow a favorite player such as the famous Cristiano Ronaldo. This will be included in a unit where students will learn about soccer and its importance in other parts of the world.__ __[|http://twitter.com/ - !/realmadrid]__


 * ¡Sigame en Twitter!**

I have a twitter account in which students can follow and respond to inquiries about class, personal experiences and opinions all in Spanish. This activity will help students with writing and summarizing skills writing via social media with Spanish. My twitter posts will sometimes include multimedia links such as videos, music and pictures to associate with cultural concepts of Latin countries as well as popular culture relevant to their everyday lives here in the U.S. Multimedia connections can help address the needs of diverse learners by providing multiple methods of interpretation. Students who are struggling to fill the responses are encouraged to use dictionaries or free translation.com as a last resort in order to express themselves. I may allow students struggling with vocabulary to use one English word per post that they can’t find a way to translate. Gifted and talented students will be encouraged to include their own links for me to reference as I view their tags and posts.

__[|http://twitter.com/ - !/EscapetoEcuador]__

One important concept that I hope students leave my classroom with is that Spanish speakers are a big part of our country and that they have immigrated here in similar fashion as Europeans did during the industrial revolution. The diversity that exists in Latino immigrant groups is also important to understand. Each group has a unique history, culture and experience and I hope my students will have a chance to explore and respect these differences by learning about different groups. Since this is lower level Spanish I want the students to read this unit in English in order to have a clear understanding of the concepts. I will insert some Spanish vocabulary into the text as a part of a cultural vocabulary unit. Struggling readers can listen to audio of the text and watch videos in between sections of the reading to help increase comprehension. English Language Learners will read a shorter version of an article, which can be supplemented with pictures and translated vocabulary if needed. Students will be put into groups and present information about their group with activities such as song, dance, role-play, presentation, and/or short video. The first group of Latinos in the U.S. is often forgotten. The Chicanos are Mexicans that lived in Southern California before the U.S. owned it. This video talks about their history, culture and struggle for equality in L.A. __[|Chicanos]__ __This website discusses Mexican-Americans-- the biggest Latino immigrant group in the U.S.__ __[|Mexicanos]__ __This organization's website is filled with stimulating information about Puerto Ricans. Puerto Rico is a commonwealth of the U.S. and they are granted the right to travel between the U.S. and the Island as they please.__ __[|Puerto Riquenos]__ __Cuba has a controversial history with the U.S. This text is about the history of conflict and political issues that exist between our countries. It will help students better understand the different waves of Cuban immigration to the U.S.__ __[|Cubanos]__ __Argentina used to be one of the richest countries in the world and now with its failing economy, it is among the poorest. This text talks about the rise of Argentina’s history of power and the current day conditions.__ __[|Argentinos]__ __Colombia is somewhat infamous for drugs and conflict but there is much more to the rich culture and history of Colombian-Americans.__ __[|Colombianos]__ __Ecuador is a country the size of Colorado and is the most bio-diverse country in the world. It is home to the Galapagos Islands, Pacific coast, Andes mountains and Amazon rainforest. Ecuador is where the first evidence of human civilization existed in South America.__ __[|Ecuatorianos]__
 * Cultural Diversity Texts**

This comprehensive set of texts and strategies represent the broad demands required to achieve high levels of literacy. Considering 21st Century skill sets and demands, these types of texts and resources will be used at a high level in my classroom. I will strive to bring a fun and exciting atmosphere where students will feel immersed in a new language, culture and way of life. The exploration of these authentic experiences will foster their language acquisition and fluency as students become literate, global learners and citizens. With a strong plan, a set of expectations and daily enthusiasm, students will achieve at high levels through their new communication skills. Part of this plan is implementing considerations for diverse learners. This is an integral part as all texts and strategies must be able to be adapted to each class’s needs and potential. In my class everyone’s literacy will be their passport to a future of success.
 * Conclusion:**

Works Cited:

Ecuadorian Ministry of Tourism (2010). //Mapa de Viajes//. Quito, Ecuador.

Google Inc. (2011). Google Earth (Version 6.0.3.2197) [Software]. Available from [].

Krashen, Stephen D. (1997). //Foreign Language Education the Easy Way//. Culver City, CA: Language Education Associates.

O’Conner, Ken. (1995). //How to Grade for Learning K-12//, 3, 108. Toronto District School Board, Ontario, Canada.

Ottow, Sarah (2011). //Two-Column Notes// (Class Handout). Personalized Summer Institute. Carroll University, Waukesha, Wisconsin.

// Partnership for 21st century skills //. (n.d.). Retrieved from []

Ray, B. & Seely, C. (2008). //Fluency through TPR storytelling//. Command Performance Language Institute.

Solorzano, Daniel (2011). //¿Como Estas Hoy?// (Class Handout). Education Department. Concordia University of Wisconsin, Mequon, Wisconsin.