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Literacy Tip of the Week: Week of February 11th

posted Feb 11, 2018, 8:05 PM by Courtney Richardson   [ updated Feb 11, 2018, 8:11 PM ]
Adapting the Next Steps Lesson framework for teaching in Spanish

In the San Jose Unified School District, we have successfully developed and implemented “Jan Plans” for teaching in Spanish. When we began this endeavor, we considered how learning to read in Spanish is different from learning to read in English. In Spanish, because our language is phonetic, we focus on learning the letter sounds before the letter names. We also introduce the vowel sounds first so that each time we introduce a consonant sound, we can immediately attach it to a vowel and teach a syllable like “ma” or “ca.” Students can quickly begin learning to read and write letters from there. As a result, the lesson plan templates (available on the Resources page) include the following modifications:
Pre-A 
  • The focus during the “Working with Letters” component of the lesson is on learning letter sounds. (A list of “Actividades para trabajar con letras” is available at link above.)
  • During “Working with Books,” the concept of a syllable is listed as a possible teaching point after shared reading.
  • Students are moved to the emergent stage once they know 40 letter “sounds” (versus “letters” in English)
Emergent
  • When students read the book with prompting, one of the prompts to support monitoring and word solving is “Vuelve a leer la oración y has la primer sílaba” or “Reread the sentence and say the first syllable.”
  • During “Word Study” teachers can engage students in “making words” with a focus on listening for syllables (“formar palabras con sílabas”). For “sound boxes” the focus is on listening for individual syllables (in a multi-syllable word) and writing a syllable in each box (“cajas de sílabas”).
Early
  • When the students read, the teacher might use prompts to support word-solving like: 
    - Revisa la sílaba inicial /media/final de la palabra. (Check the                                   beginning/middle/final syllables in the word.)
    - Segmenta la palabra por sílabas. (Segment the word by syllables.)
    - Encuentra las partes o sílabas que conoces. (Look for the parts or syllables that you know.) 
  • Similar to the emergent stage word study, early stage learners make words with a focus on syllables and use “syllable boxes” instead of sound boxes. At this stage, more complex types of syllables are introduced as well.

Written by: ​Zoila Esquivel Moreno, the District English Learner Instructional Coach in San Jose Unified School District​​

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