1 Debbie Carter, Mid Atlantic Santillana Representative Daniela Zeppos, Montgomery County Spanish Teacher READING INSTRUCTION IN THE SPANISH LANGUAGE CLASSROOM: Strategies and Suggestions for Teaching

2 Grupo Santillana is the leading Spanish- language educational publisher, with 22 offices worldwide. We have been in the US for 40 years serving the needs of Spanish teachers.

3  Explore the Standards for Foreign Language Learning (ACTFL et al, 1996, 1999, 2006) using the ACTFL Common Core Standards and the Standards for Foreign Language Learning Walkthrough (2011).  Review examples of how integrated performance instruction can be extended to the teaching of leveled, authentic Spanish texts, both informational and literary. DURING THIS WORKSHOP, PARTICIPANTS WILL:

4 Interpretive: Interpretation of meaning Interpersonal: Negotiation of meaning Presentational: Creation of meaning

5  Reading  Writing  Speaking & Listening  Language Conventions How Language Functions (Language Mechanics) Vocabulary National Standards for Language Learning (1993- 2012), ACTFL Proficiency Guidelines (1982-2012)  Interpretive  Presentational  Interpersonal and Presentational  Interpersonal and Interpretive  Proficiency Levels, Vocabulary & Language Mechanics Beginners Intermediate Advanced

6 A PARADIGM CHANGE: TEACHING SPANISH FOR LANGUAGE PROFICIENCY AND LITERACY “Traditional” Reading and Listening Comprehension Activities  Decontextualized reading.  Use of texts prepared for non-native speaker students.  Glossed reading (unknown vocabulary on the side).  Teach numerous new vocabulary words prior to reading or listening.  Create questions to see if students picked up the details (vocabulary check as much as a comprehension check). “Next Generation” Reading and Listening Comprehension Activities  Contextualized reading.  Authentic reading selections with emphasis on non-fiction.  Contextualized vocabulary.  Activating prior knowledge, vocabulary frontloading, vocabulary recycling, emphasis on learning and using vocabulary decoding strategies while reading (prefixes, suffixes, roots, vocabulary in context, etc).  Questioning as part of predicting (part of activating prior knowledge); reflection during reading (self-questioning), comprehension check.

7 INTEGRATED LANGUAGE INSTRUCTION  Activity-Based Teaching and Learning (ABT) focuses on the active role that learners play in the language acquisition process.  Research on learning and memory (Sprenger, 1999), on language acquisition and language learning (Cameron, 2001), and on the functions of the brain (Genesee, 2000) shows us that language learners are not passive recipients of learning.  Rather, they are actively constructing schema (organizational structures of language and content) and meaning. Thus, all teaching—even direct teaching—must be planned so that learners play active roles as they learn.  Communicative teaching and learning focuses on the importance of authentic, comprehensible communication in the learning of language.  For teaching and learning to be effective and efficient, language must be used in ways that clearly convey meaning and have communicative purpose.

8 Provide opportunities for students to read in the target language by:  Encourage the exploration of an authentic text (written by native speakers for native speakers. Select reading selections from authentic text publishers that have a variety of grade and reading difficulty reading selections).  Ask for the main idea or for specific details (skimming or scanning) from authentic texts.  Promote reading without having to demonstrate a thorough understanding of the entire text (of every word).  Allow reading without having to produce target language to demonstrate understanding.  Have students read internet or social media (blogs, FB, Tweeter, Pinterest, etc) in the target language. SPECIFIC STRATEGIES TO DEVELOP INTERPRETIVE READING

9 After watching a movie or TV program produced by a target language-speaking culture OR hearing someone tell a story in the target language, how can your students demonstrate that they understood? They may:  As they are watching and/or listening, predict about what is going to happen next in the show, movie or story.  Produce and/or ask questions about what one of the TV show, movie or reading selection’s character is like.  Describe the place(s) where the storyline is happening.  After each scene, chapter or section, explain what they think they are understanding by formulating a “hypothesis” about the storyline.  Tell someone what surprised them the most about the TV show, movie or story.  Explain to someone how much they related (or not) to the story. INTEGRATING INTERPRETATIVE COMMUNICATION

10 Provide students with strategies for comprehending authentic oral texts such as:  Listen for key words only.  Listening to audio segment a number of times - each time looking for additional information.  Pause a recorded segment to give time for processing what was heard (have students in pairs ask a question, make a comment, identify what might be next, relate to self).  Expose students to a variety of accents, speeds and registers (formal and informal).  Listen to popular (pop) target culture songs from different genres and focusing on details, repeated words/chorus, etc) SPECIFIC STRATEGIES TO DEVELOP INTERPRETIVE LISTENING FOR COMPREHENSION

11 After listening to a radio traffic report in the target language (either live or recorded), how can your students demonstrate what they understood? They may:  Look at a traffic map written in the target language to identify an alternate route given the traffic problems they heard.  Use the information in a scenario where they call a friend who speaks the target language, and he/she reports on what streets to avoid.  Explain in the target when (at what time) you need to leave in order to arrive on time to a specific location. INTEGRATING CULTURAL PERSPECTIVES, PRACTICES AND PRODUCTS

12 After researching travel information on a website (such as www.frommers.com OR www.spain.info) how do your students demonstrate what they have understood? They may:  Skim web sites and travel reviews (both in English and in the target language) and make a list of travel recommendations (hotels, restaurants, cultural places of interest to visit, things to avoid, etc).  Given specific parameters, produce a list of the best flight options written in the target language.  Explain in the target language the steps necessary to make a hotel reservation online. INTERACTING IN SCHOOL AND GLOBAL COMMUNITIES

13 Analyzing an informative text

14 ANALYZING AN INFORMATIVE TEXT THIS CAN TAKE A LONG TIME…. 800 L Upper elementary Spanish (native language proficiency)

15 TEXT COMPLEXITY: QUANTITATIVE MEASURES  Elements of a text that can be counted Number of words Sentence length The frequency with which words are repeated  Calculated with computer software  Limitations The genres of poetry and drama Judgments about thematic content Complicated text formats Prior knowledge needed to understand the text

16 Reading and Text Complexity: Measures of Quantitative Text Complexity  One of the most challenging aspects faced by those teaching Spanish as a foreign language to second language learners may be teaching to the reading Common Core standards.  First, text analysis requires both quantitative and qualitative measurements.  The Common Core, Appendix “B” Appendix entitled “New Research on Text Complexity” identifies six (6) quantitative measurement tools that were tested and validated and thus recommended by the CCSSO: ATOS: ATOS ®(by Renaissance Learning) DRP:Degrees of Reading Power ® (by Questar) FK :Flesch Kincaid Readability Formula ® Lexiles :Lexile Framework ® (MetaMetrics) SR:Source Rater © (Educational Testing Service) RM: Pearson Reading Maturity Metric © (Pearson Education)

17 CORRELATION BETWEEN QUANTITATIVE MEASURES OF TEXT COMPLEXITY All six measures are equally reliable and highly correlated to one another.

18 http://www.lexile.com/analyzer/spanish/ Lexile en espaol (by Metrametrics): Lexile ® en español (by Metrametrics): A Quantitative Measurement for Texts in Spanish  The Spanish Lexile® measure of text is determined using the Spanish Lexile Analyzer®, a software program that evaluates the reading demand—or readability—of books, articles and other materials.  The Spanish Lexile Analyzer® measures the complexity of the text by breaking down the entire piece and studying its characteristics, such as sentence length and word frequency, which represent the syntactic and semantic challenges that the text presents to a reader.  The outcome is the text complexity, expressed as a Spanish Lexile® measure, along with information on the word count, mean sentence length and mean log frequency.  Generally, longer sentences and words of lower frequency lead to higher Spanish Lexile® measures; shorter sentences and words of higher frequency lead to lower Spanish Lexile® measures.  Texts such as lists, recipes, poetry and song lyrics are not analyzed because they lack conventional punctuation

19 Reading and Text Complexity: QUALITATIVE MEASURES  The elements of a text that cannot be counted Genres, especially poetry Thematic content Plays Recipes The prior knowledge that the student needs to be able to understand the text IN CONTEXT.  Can only be determined by a human being with experience in the field of education

20 When looking at a text:  What is the genre? (literary, informational; what kind?)  What is the theme? (how known is the theme; is it a “Big Idea”?, reading linked to a country or culture? Interesting, controversial?)  What are the text elements that support or hinder comprehension? (examples: images, charts, graphs, maps, highlighted vocabulary, etc)  What is the previous knowledge that is necessary to understand the text? (cultural knowledge, topic-specific knowledge, “meta- knowledge”, “hidden curriculum”?)  What is the student’s language proficiency? HINT: High-quality text edited for second language learners has a number of imbedded features that support a level of proficiency (i.e. number of recycled vocabulary, cognates, known grammar structures, etc) Analyzing a Text Complexity - Qualitative

21 TEXT COMPLEXITY: READER AND TASK  Based on what teachers know about their students.  Is completely dependent on teacher’s ability to judge: Who their students are as readers, and The complexity of the text.  Relies on the ability to flexibly use a wide range of instructional strategies.

22 SCAFFOLDING READING : STRATEGIES FOR SUCCESS  Word Study  Highlighting Cognates  Ideas for Accessing Text  Teaching Language with Text  Making Connections with Text  Connecting Informative Texts with Literary Texts, and Vice Versa

23 The solar system is the planetary system consisting of a variety of celestial bodies kept in orbit by the force of the Sun’s gravity; which also includes the Earth. It consists of eight planets, their natural satellites, five dwarf planets and billions of small bodies. This last category includes asteroids, largely divided between two asteroid belts (the main belt and the Kuiper belt), comets, meteoroids and interplanetary dust. Informational Text: YOUR GREATEST SOURCE OF COGNATES

24 El sistema solar es un sistema planetario que tiene una variedad de cuerpos celestes, y que se mantienen en órbita por la fuerza de gravedad del Sol, y al cual también pertenece a la Tierra. Se compone de ocho planetas con sus satélites naturales, cinco planetas enanos y miles de millones de cuerpos más pequeños. Esta última categoría incluye a los asteroides, en gran parte divididos entre dos cinturones de asteroides (el cinturón principal y el cinturón de Kuiper), además de los cometas, los meteoritos y el polvo interplanetario. Fuente: Wikipedia Informational Text: YOUR GREATEST SOURCE OF COGNATES

25 El sistema solar es un sistema planetario que tiene una variedad de cuerpos celestes, y que se mantienen en órbita por la fuerza de gravedad del Sol, y al cual también pertenece a la Tierra. Se compone de ocho planetas con sus satélites naturales, cinco planetas enanos y miles de millones de cuerpos más pequeños. Esta última categoría incluye a los asteroides, en gran parte divididos entre dos cinturones de asteroides (el cinturón principal y el cinturón de Kuiper), además de los cometas, los meteoritos y el polvo interplanetario. Fuente: Wikipedia Informational Text: YOUR GREATEST SOURCE OF COGNATES

26 TEACHING LANGUAGE THROUGH LITERARY TEXTS Vocabulario “primario”  árbol  hojas  luna  color  amor  besos  Vocabulario “secundario”  letra  posición  primera  segunda  tercera, etc.  ¿Cuál es la posición de la letra “L” en “árbol”?  ¿Cuál es la posición de la letra “u” en “luna”?  ¿Cuál es la posición de la letra “eme” en “amor”?  El autor dice que las letras dan ___________, ______________, y ___________________ a las palabras.

27  The word capicúa (from the Spanish Valencian cap i cua, “cabeza y cola”).  In mathematics, a palindrome number.  Any symmetrical number that can be read from left to right, or from right to left. Examples: 161, 2992 TEACHING LANGUAGE AND CONTENT (MATH CONCEPTS) THROUGH LITERARY TEXTS  Math concepts  Body parts  Present tense  Adjectives  Cognates

28 Ah, Love, but a day, And the world has changed! The sun's away, And the bird estranged; The wind has dropped, And the sky's deranged; Summer has stopped. Ah, Love, but a day, And the world has changed! Look in my eyes! Wilt thou change too? Should I fear surprise? Shall I find aught new In the old and dear, In the good and true, With the changing year? Ah, Love, look in my eyes, Wilt thou change too? COMPARING AND CONTRASTING LITERARY TEXTS IN L1 and L2  ¿Quién fue Juan Ramón Jiménez?  ¿Quién fue Robert Browning?  Como describen al amor los autores?  Yo estoy de acuerdo con (Browning o Jiménez) porque el dice que el amor es _____________________________________________ _____________________________________________ _____________________________________________ Ah, Love, But a Day (Robert Browning, 1812-1889) Abril- El día y Robert Browning (Juan Ramón Jiménez, 1881-1958)

29 TEACHING CONTENT CONNECTIONS – LITERARY TEXTS, MUSIC, LANGUAGE AND CULTURE Ozomatli is a seven-piece band playing primarily Latin, hip hop, and rock music, formed in 1995 in Los Angeles. They are known both for their vocal activist viewpoints and their wide array of musical styles - including salsa, jazz, funk, reggae, rap, and others. In 2010, Ozomatli helped celebrate the Boston Pops 125th Anniversary, accompanied by the Boston Symphony Orchestra.They have gone on to perform with the National Symphony Orchestra at the Kennedy Center, the Colorado Symphony and the New York Pops.

30 José Agustín Ramírez Gómez (n. Acapulco, Guerrero, 19 de agosto de 1944), escritor mexicano del movimiento literario llamado “literatura de la onda”. Estudió Dirección Cinematográfica y Actuación en la Facultad de Filosofía y Letras de la Universidad Nacional Autónoma de México (UNAM). Comenzó a publicar en diversos periódicos y revistas en la adolescencia. Ha sido profesor visitante en la Universidad de Denver, Colorado; conductor y productor de programas culturales para la radio y la televisión, y también ha coordinado varios talleres literarios. José Agustín también es uno de los fundadores del diario Reforma. Algunas de sus novelas: La Tumba (1964) Abolición de la propiedad (1966),Inventando que sueño (1968), El rey se acerca a su templo (1977), La panza del Tepozteco (1992), Arma blanca (2006) (source: Wikipedia and Encyclopedia Britannica web) LITERARY TEXTS AS BRIDGES TO INFORMATIONAL TEXTS (Biographies)

31 LITERARY TEXTS AS BRIDGES TO INFORMATIONAL TEXTS (Mexica Astrological Chart)Primary Source: Historia general de la Nueva España, by Fray Bernardino de Shogun DENOMINACIÓNSIGNIFICADODEIDAD ASOCIADADIRECCIÓN CipactliLagarto, EspadarteTonacatecuhtli, Señor de Nuestro SustentoEste EhecatlVientoQuetzalcóatl, Serpiente EmplumadaNorte CalliCasaTepeyolohtli, Corazón de la MontañaOeste CuetzpalinLagartijaHuehuecoyotl, Viejísimo CoyoteSur CóatlSerpienteChalchiuhtlicue, Señora de la Falda de Verde JadeEste MiquiztliMuerteTecciztecatl, El del Caracol MarinoNorte MazatlVenadoTlaloc, El que Hace Brotar las CosasOeste TochtliConejoMayahuel, La de la Planta de MagueySur AtlAguaXiuhtecuhtli, Señor del AñoEste ItzcuintliPerroMictlantecuhtli, Señor de MictlanNorte OzomatliMonoXochipilli, Príncipe FlorOeste MalinalliHierba retorcidaPatecatl, El de la Tierra de las MedicinasSur ÁcatlCañaTezcatlipoca, Espejo HumeanteEste OcelotlOcelote, jaguarTlazolteotl- Devoradora de la MugreNorte CuauhtliÁguilaXipe- Totec, Nuestro Señor DesolladoOeste Cozcaquauhtli Buitre, Aura, Zopilote Itzpapalótl, Mariposa de ObsidianaSur Ollin Movimiento, terremoto Xólotl, DobleEste Tecpátl Cuchillo de pedernal Chalchiuhtotolin, Tezcatlipoca encubiertoNorte QuiahuitlLluviaChantico, En la CasaOeste XochitlFlorXochiquetzal, Flor de la Rica PlumaSur

32 Elementos del texto ¿Si o no?¿Cómo te ayudan? Títulos Subtítulos Palabras en negritas Enlaces/hiperenlaces (hyperlinks) Imágenes gráficas – da un ejemplo (mapas, organigramas, tablas, etc) Listado de contenidos Índice Ilustraciones THE ELEMENTS OF INFORMATIVE TEXTS

33 THE BALANCE BETWEEN TEXT COMPLEXITY AND TEACHER SUPPORT Independent Reading Shared Reading Guided Reading Read to Students Textual Support Level of Challenge in the Text Teacher support increases as texts become more difficult.

34 A VARIETY OF AUTHENTIC SPANISH TEXTSLEVELED BY PROFICIENCY

35  Explored their alignment with the Standards for Foreign Language Learning (ACTFL et al, 1996, 1999, 2006) using the ACTFL Common Core Standards and the Standards for Foreign Language Learning Walkthrough (2011).  Reviewed examples of how an approach to integrated performance instruction can be extended to the teaching of leveled, authentic Spanish texts, both informational and literary. DURING THIS WORKSHOP, PARTICIPANTS :

36 Virginia Department of Education: Foreign Language Standards http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language /index.shtml ACTFL Common Core webpage http://www.actfl.org/news/reports/alignment-the-national-standards- learning-languages-the-common-core-state-standards ACTFL Resources Learn about the NEW ACTFL “World Readiness Standards for Learning Languages” project with AATSP, AATF, AATG, and others. http://www.actfl.org/publications/all/world-readiness-standards-learning- languages Santillana USA Spanish Resources http://www.santillanausa.com/catalogs/secondary-catalog/spanish-as-a- world-language-6-12.html VIRGINIA STANDARDS RESOURCES For more information about these topics, please visit the following:

37 We want to be your partners in Spanish education Join our online community of Spanish Teachers for FREE Resources!

38 USING AUTHENTIC SPANISH LITERATURE IN THE SPANISH LANGUAGE CLASSROOM: Strategies and Suggestions for Teaching Debbie Carter, Mid Atlantic Santillana Representative Daniela Zeppos, Montgomery County Spanish Teacher