Para estudiantes de secundaria y preparatoria Elizabeth Glidden National Consultant LEER EN ESPAÑOL Rio Grande Valley TABE Conference January 14 – 16, 2016

Today’s Essential Question: How can we use authentic Spanish language reading materials in the classroom to develop language proficiency?

Review the ACTFL Reading Proficiency Guidelines and the TEKS for Interpretive communication Discuss the importance of reading in the bilingual classroom Explore strategies to engage students in reading Share engaging reading resources Today we will:

What are the ACTFL PROFICIENCY GUIDELINES?©  Describe what individuals can do with language  Identify five major levels of proficiency: Distinguished, Superior, Advanced, Intermediate, and Novice. Source: ACTFL website manuals/actfl-proficiency-guidelines- 2012#sthash.rY8PvB6u.dpuf

Source: ications/guidelines-and- manuals/actfl-proficiency- guidelines-2012/spanish/lectura “Reading is an interpretive skill.” (ACTFL, 2012)

6 Demonstrate an understanding of culturally authentic print materials in everyday contexts Identify key words and details from fiction and nonfiction texts Infer meaning of unfamiliar words or phrases in highly contextualized texts Identify cultural practices from authentic print materials. TEKS: Interpretive

Work with a partner to match the descriptors of readers’ abilities to the appropriate level: Advanced, Intermediate, or Novice

What level of readers can understand… Information conveyed in simple, predictable, loosely connected texts Key words and cognates as well as formulaic phrases that are highly contextualized The main idea and supporting details of authentic narrative and descriptive texts Intermediate Novice Advanced

Using Authentic Literature… Builds and enhances vocabulary Develops comprehension skills Improves students’ reading and critical- thinking skills Cultivates literary analysis skills Motivates students to read and learn about Hispanic culture

“There is overwhelming research showing that recreational reading in a second language is a powerful means of improving grammar, vocabulary, spelling and writing ability—and it is far more efficient and far more pleasant than traditional instruction.” A Word from Stephen Krashen

Reading Proficiency: Skills that Transfer Alphabetic Awareness Meaningfulness of print Habits and attitudes about reading and writing Higher level thinking and metacognitive skills Content knowledge

State of Texas Assessments of Academic Readiness (STAAR™) Performance Level Descriptors Grade 7 Reading When reading texts of increasing complexity, students achieving Level II: Satisfactory Academic Performance can: Determine the meaning of unfamiliar, ambiguous words, and grade-level academic English Determine how the author’s use of literary techniques and figurative language contributes to meaning Analyze literary texts by recognizing how the setting and the development of characters influence plot and theme Recognize the logical connections and thematic links between texts representing similar or different genres

“THE BIG SIX” READING STRATEGIES VISUALIZE PREDICT CLARIFY CONNECT QUESTION EVALUATE

What are some of your favorite reading strategies? Make predictions Relate to personal experience or current events Read aloud Read in small groups Draw the story to re-tell to the class Scramble parts of the story to re-tell

“Pre-Reading” Strategies Brainstorm about what students already know based on the title or an image Skim portions of the text to answer: Who? What? Where? When? Identify cognates/words they already know in the reading passage. Engage students by proposing an essential question relative to their own experiences. Make predictions about what is going to be read.

Judge a Book by its Cover Look at the cover of your book Use the picture and the title to predict what the story will be about Turn to a partner and tell him or her something you think will happen in the story 16

“During” Reading Strategies Actively engage the readers Do comprehension checks Make predictions Use graphic organizers (story map, KWL chart) Read with a purpose Paired reading

Reading Strategies: Graphic Organizers Character maps Story maps Word clusters /spanishliteracyTX/ /spanishliteracyTX/

During Reading 1. Draw a picture of the main character. 2. Tell what you think will happen next. 3. Have you ever experienced something similar to this story? 4. Ask your partner about something that you read. 5. Tell the main points of the story thus far. 6. How do you like this story? What is your favorite character or your favorite part of the story?

“Post-Reading” Strategies Summarize the text in new ways Draw pictures to re-tell Write a poem based on the story Do a video ‘book report’ Think/Pair/Share Create a different ending

Graphic Organizer Read for two minutes Use the graphic organizer to take notes Turn to a partner and tell him/her the story in your own words. Look in the back of your book. What other post- reading strategies do you see? 21

Appropriate Reading Materials: High-interest for students Texts leveled for reading ability Written in original language (not translations) Source:

Introducing Leer en español!

LEER EN ESPAÑOL Authentic collection of original action stories, mysteries, and adaptations of Spanish literature Leveled for students’ abilities High interest for students Maps, Illustrations, Audio CD’s Vocabulary, Cultural Notes Pre-, During, and Post- Reading Activities

Instructional Support Before Reading During Reading After Reading Answer Key

Comprehension Support

THOUGHTS ON READING Teacher as role model “Reading is caught, not taught” Focus on students’ general understanding Read as a class activity Ask for volunteers to ‘read aloud’ Include a writing or speaking activity Take notes in a graphic organizer

28 ¡Mil gracias por todo lo que hacen por sus estudiantes!

ESPAÑOL SANTILLANA TEACHER’S EDITION SAMPLER: Español Santillana High School Teacher's Edition Sampler Español Santillana High School Teacher's Edition Sampler For more information, Contact

“Pre-Reading” Scavenger Hunt UNDERLINE 5 cognates CIRCLE 4 feminine nouns DRAW A BOX around 3 present tense verbs DRAW A SQUIGGLE LINE around 2 plural adjectives