sonya navarrete - kennesaw state...

Breaux

Sonya BreauxSonya BreauxProfessor CopeProfessor Cope

Eng 7700Eng 7700

26 Julio 2004 26 Julio 2004

“Unidad Temática para un aprendizaje de por vida: La literatura Hispana como“Unidad Temática para un aprendizaje de por vida: La literatura Hispana como

medio de expresión auto-biográfica y como reflexión escrita de la vida cotidiana.”medio de expresión auto-biográfica y como reflexión escrita de la vida cotidiana.”(Thematic unit for long-life learning: The Hispano-American Literature as a means of(Thematic unit for long-life learning: The Hispano-American Literature as a means of

autobiographical written expression and reflection of daily life).autobiographical written expression and reflection of daily life).“The purpose of education is to allow each individual to come into full possession of his /her personal“The purpose of education is to allow each individual to come into full possession of his /her personal

power.” John Deweypower.” John Dewey

Before I start to explain where this idea came from, it is necessary to show you how my

situation was before this big ball of ideas hit me. I became like “ Don Quijote de la Mancha ” ; I

have read so many books and articles, that I almost became crazy. So, I decided to go back to

the past, and I found out a connection among all of these killer ideas.

I used to work as a Spanish teacher of beginning and intermediate students at Lakeside

High school where it is a requirement to learn a world language to receive their diploma. These

high school students, who usually come to class yawning and worrying about Chemistry/

Biology, Math or any other stuff than the bored, disciplined, repetitive and structured Spanish

class! So Awful!

Everyday, I faced the worst discipline problems with the Hispanic students who were

“Smarties” in my class, just because they know how to pronounce and how to spell the basic

words we were practicing. As I consider myself a very open-minded and resourceful teacher I

assigned them extra work, and different tasks with a major grade of difficulty, because they

already knew how to speak the language, and this was exactly my main objective with the

American students. So, my classes were working better, ones challenged by the oral part in an

active class (with structures and vocabulary not to be repeated but to be used) and the others

challenged to read and write.

1

http://fc.dekalb.k12.ga.us/~sonya_p_navarrete/024577AF-00870B29

http://fc.dekalb.k12.ga.us/~sonya_p_navarrete/024577AF-00870B29

http://www.dekalb.k12.ga.us/~lakeside/

http://www.dekalb.k12.ga.us/~lakeside/

http://www.todocoleccion.net/lote.cfm?Id_Lote=41811

Breaux

Suddenly, I noticed these kids did not know how to write certain words properly; their

spelling is totally mixed with the English phonics. At this point, I thought we should have a class

only for Hispanic students, my partner and I talked to the Chair Department who proposed the

idea to the principal and other coordinators; they liked the idea but they needed to see 25 or

more students enrolled for this class! We created many possibilities to invite our Hispanic

students to come and join this class: a video, many oral announcements for a week, extra grade

for those who invite their Hispanic friends to join the class, among others.

A week after of the “Political campaign, …I mean, after the advertisements”, 15 students

signed up to the “Special Spanish Class” (as they called), and we continued advocating them to

join us, because if we did not have more than 25 students we were not going to be able to teach

this class and the Hispanic people would continue in regular Spanish classes. In other words,

we would continue the nightmare, or in my case, my double work.

Finally, a few days passed; more announcements were made in the TV during the

morning announcements, until we completed this group. Now, my thoughts kicked me out to my

field of inquiries once more. How are we going to teach this kind of Spanish to people who

already know how to speak the language? What is the best methodology we have to follow to

teach them reading and writing skills? What is exactly the purpose of this class? Just teach

them reading and writing or give speeches? Too many questions, too few answers.

A couple of days later, we knew there was another Spanish teacher near our school who

has been running this program for a year. Good luck or bad luck? We could not meet her. Good

luck: because she cannot guide the way I was supposed to teach so I will return more frequently

to my inquiry field and research; Bad luck: because I could not observe a class, and take it as a

study case based on that to develop a better curricular program, do her students accomplish the

same characteristics of ours, because they have the peer group with the same social

characteristics.

2

Breaux

After all this experience, I better try to focus on what I consider to be more important to

develop in my students. Lately, I have had meetings with the Hispanic Advisory Committee in

Dekalb Technical College, the main inquiry last time was why our Hispanic students do not want

to continue their studies, and instead they prefer to go to work? We analyze the matter from

different points of view: from economical, political and social, because there were different

representatives of our community: religious men, teachers, businessmen and doctors. What

caught my attention is that they repeated what they needed was well-prepared Bilingual people,

so they will find better job opportunities and businesses would pay part of their scholarship.

I have to consider my weaknesses and my strengths to accomplish goals I have

proposed to myself, from the different reference points: As a subject matter expert, Facilitator of

Learning and as a Collaborative Professional.

My main goals to accomplish according to the C.P.I., based on the National Board

Professional Teaching Standards NBPTS, which are priorities in this process are: as a

Facilitator, I need to be the person who encourages my students to reflect on their learning, and

I have committed with such an important task, I also need to evaluate myself; what I have

learned through my experiences, and my professionalization.

As a Collaborative professional, I need to participate actively in my educative

community, being a leader, presenting projects and involving more families in the school

process.

As a Subject Matter Expert, I need to possess a global understanding of cultural

connections within and across the curriculum, it is very important to follow a new methodology

with multiple strategies, which link different tasks related to other subjects, expanding the

articulation.

3

http://www.nbpts.org/candidates/guide/whichcert/23EarlyAdolYoungAdultWorld.html

http://www.kennesaw.edu/education/CFEP/word_docs/CPI-Masters%206-30-03.doc

http://www.dekalb.tec.ga.us/studentservices/admissions.html

http://www.dekalb.tec.ga.us/studentservices/admissions.html

Breaux

My ObjectiveMy Objective then, is to prepare these Hispanic students with reading and writing

tools and other skills to be a necessity in our community. Also, I want to encourage them to be

reflective and responsible with their education and values; involving parents in this process.

I want to emphasize reading and writing skills in Spanish to native speakers, who came

from different parts of Central and South America, through a thematic unit called: “Unidad“Unidad

Temática para un aprendizaje de por vida: La literatura Hispana como medio deTemática para un aprendizaje de por vida: La literatura Hispana como medio de

expresión auto-biográfica y como reflexión de la vida cotidiana.” expresión auto-biográfica y como reflexión de la vida cotidiana.” (Thematic unit for long-(Thematic unit for long-

life learning: The Hispano-American Literature as a means of autobiographical expression andlife learning: The Hispano-American Literature as a means of autobiographical expression and

reflection of the daily life). reflection of the daily life).

Now that you know WHAT WHAT I want, let’s pack and navigate my thoughts through this web

page, where I will show you how to develop this program through modules to these type of

students.

I divided this program in six modules: the First Module: First Module: Learning to knowLearning to know , , the SecondSecond

and third Module: and third Module: Learning to do,Learning to do, the Fourth and Fifth Module: Fourth and Fifth Module: Learning to live together,Learning to live together, the

Sixth Module: Sixth Module: Learning to live.Learning to live.

Each module has been created basically from these ingredients in my mixed mind: a

report of International Adult Literacy Survey carried by UNESCO (Statistics Canada, 1998),

Vygotsky’s ideas about the development of higher psychological processes (1978), Paris’ and

Scott’s book (2003), about how to become a reflective student and teacher with portfolios and

authentic assessment, a guide book to create the integrated curriculum (1995), and all the

readings, ideas, reflections and opinions given along the classes during this summer (See

Annotated bibliography).

At the end I envision a person with values, who knows how to listen, read, write, speak

and understand processes properly, being critical and reflexive, facing any situation, this person

should be able to inquire and develop a simple research.

4

http://www.worldcatlibraries.org/wcpa/ow/d4985a859294d91ca19afeb4da09e526.html

http://www.worldretailstore.com/item/BE-155798252X.html

http://www.worldretailstore.com/item/BE-155798252X.html

http://www.funderstanding.com/vygotsky.cfm

http://www.statcan.ca/english/freepub/89-574-XIE/89-574-XIE98001.pdf

Breaux

The modulesThe modules

First Module: Learning to knowFirst Module: Learning to knowIt is based on COGNET, can be developed between one, two or three weeks, depending

on how good the students’ understanding skills are to develop the purpose of this module.

During the first week I will establish rules, parts of the class, identify types of intelligences. Make

a big chart where everybody can see it: Everyday Sustained Silent Reading: Which is any book

they want, Reading aloud, individually, and Conference groups,

Conference groupsConference groupsThey are formed according to the types of intelligences which is determined through a

survey, based in Dr. COPE’s class discussion circles, I will divide the group into: “El Artista” (is

the illustrator), “El analítico” (Is a person who is in charge of creating 3 problem-solving

questions based on the reading), “el director de discusión” (the Discussion Director is in charge

of making 3 questions and address the discussion using Tell me questions and addressing the

discussion, “El Cientiifico” (he is the Connector, he is in charge of find the 3 connections with

their real life, write a journal), “el deportista” (Passage master and act out a scene).

All of them gather into a group and discuss a reading assigned, get conclusions, and/or

add notes in their portfolios, also each person will return a sheet with their assignment, they will

change roles every day.

For the reading and written part in this module, first I will always model it to them, taking

aloud what I am thinking when I read or write, model every action to be taken into account to

their later process of their own creations. Following my proposal of the method:

First activities are guided using hands on activities, and others, which require guidance

from the teacher, then guided but with certain freedom, there is an opportunity of exploratory

time for texts, group work, they will be in the Conference Group, later on when they notice they

are able to write and discuss different aspects there will be more freedom to do activities by

themselves. I try to represent these steps in the following picture:

5

http://www.aidanchambers.co.uk/books/tellme.htm

http://ksumail.kennesaw.edu/~jcope/Eng7701/7701Su04.doc

http://www.literacy.ca/public/litfacts/may99/page2.htm

Breaux

After the first week,

students will start to answer

Tell Me questions, and reading

guided questions about literary

elements based on English

Studies Book, but this is the

way HOWHOW I am going to do it: I

am thinking in just two weeks,

where they are going to “know”

(read this “Know” as getting

knowledge and comprehension

of a topic), so they will answer:

What it is, how they do it, and

what for. For this period of time, I plan ten-minute presentations about the following topics:

1. Journals

2. Reading Responses

3. Short stories

4. Poems

5. Drama

6. News

7. Popular reading

8. Legends and myths

9. Conversational group

10. Problem solving

11. Research

11.1. Questioning

11.2. Planning

11.3. Gathering information

11.4. Sort

11.5. Taking inventory

11.6. Conclusions

11.7. Presentation of a

research

I chose all these topics BECAUSE BECAUSE these are the ones we are going to reflect about

along this class, I need them to be clear about: “what”, “how” and “what for” the topic is useful to

them.

6

The Method for a life-long learningThe Method for a life-long learning

1. Directed instructionHands-on activities

Guided by the Teacher.

3. Open-ended Discovery Time `

FreedomBoxes filled with writing

Topics To make writings by

themselves2. Guided with certain

freedomExploratory time of texts

Collaborative groups

Figure 1. The possible methodology to be followed along my Unit.Figure 1. The possible methodology to be followed along my Unit.

http://books.mcgraw-hill.com/cgi-bin/pbg/0072444428.html

http://books.mcgraw-hill.com/cgi-bin/pbg/0072444428.html


Breaux

I want them to start from the very beginning to be committed to their education, and

according to the Brain Research Summary (Mangione, 2000), what we learn and remember for

a long time is 92% of what we teach to others.

I choose to teach this literacy to increase their “ability to understand and use printed

information and daily activities at home, at work, and in the community to achieve one’s goals

and to develop one’s knowledge and potential” (Statistics Canada, 1998). This module:

Learning to knowLearning to know looks to acquire enough knowledge of different styles so they can be applied

later on in this process. Please see the first module in the calendar.

This first module also carries the responsibility of developing listening, speaking,

reading, writing and understanding skills; these GOALS based on the Language Arts standards

will show you my end results in this task.

The Second and Third Module: Learning to doThey are based on COGNET, can be developed in two weeks. In this period the

students will start to produce writings, based on the information they received they will follow the

way I model it to them, saying aloud what I am thinking, observing how am I doing it and a week

later they will start to write short stories, journals, Reading Responses by themselves. They will

continue Sustained Silent Reading, as well as, Reading aloud, this time varying from one

person to group of people. Now the students have chosen an Alternative Book for Reading and

the report for each book read will come every four weeks, so they will be alternating. And this is

HOWHOW I am going to develop the responses on this part of the unit based on Dr. Cope’s Readers

Responses. At the end of the third week, we will go to the computer Lab to have some practice

with Creative Writer Software from Microsoft program and Eye-Q, to develop speed in their

reading, please see objectives of this type of reading at: http://www.infmind.com/ and have

some practice, I have been in this program just for a month and I feel I have increase my speed,

understanding what I am reading, I want my students develop this speed BECAUSE they will

7

http://www.infmind.com/

http://www.microsoft.com/kids/default.asp

http://ksumail.kennesaw.edu/~jcope/Eng7701/N.NewsYALit.doc

http://www.literacy.ca/public/litfacts/may99/page2.htm

http://ksumail.kennesaw.edu/~jcope/QCC/QCCs.htm

http://www.nwrel.org/scpd/sslc/descriptions/glenville/link8.asp

Breaux

get collect faster the information, understand easily the objectives or ideas in any kind of

reading, the creative writer will expose them to the creativity, to write and creating new

environments to their own writings. Please see the second module in the calendar and the third

module in the calendar.

Fourth, Fifth Module: Learning to live together, and the Sixth Module: Learning to live

These modules are to develop a research project who was inspired in the last week of

the last module, they already made inquiries about anything they thought it was interesting, they

will share, have conference in small groups, then in a large group, they will make a library

research and then develop conclusions to present in the last week of the sixth module his

thoughts and discoveries about a literary topic.

The AssessmentThe AssessmentThe assessment will b e based on the sheets they return individually and per group in

the conference book, they will have assigned Journals to bring to class every four weeks per

kind of journal (Group Journal, and Reading Response Journal)

They will have to keep their Log Book sheet, the one they take to home and bring it

signed when it is required 9evry 8 days approximately). According to their Alternative Book they

are reading at home.

“Mi Diario” (My Diary) is the place where they will register important questions answers,

everything they want to, also the new vocabulary they want to learn, they choose the words and

will complete a simple chart like this model:

Model of vocabulary logSynonyms Fate, inevitableness Antonyms Freedom, choice

THE WORD

Fatalism

8

Breaux

My drawing My definition with my own words:

The events are fixed in advance, no

human being can change it.

My sentence. The characters of the Odyssey believe in fatalism.

Along the modules we will have one-minute formal and informal talk, free talk where they

will be a seller, a politician, a researcher, or simply someone trying to persuade another one,

other times we will gossip about news, story read or a poem.

Another form of assessment is based on the teamwork, daily activities in class that

involve teamwork, and finally, the student-teacher conference, and the student-teacher-student

conference. It is an informal dialogue to discuss strengths and weaknesses, auto evaluation

about their portfolios.

Last week is for reflections to see if they improve their reading and their speed

comprehension.

9

Change

CALENDARCALENDAR

Module 1 in the calendar. Sub-Homework: Collect vocabulary and information in “MI DIARIO” (My diary) as their responsibility.

Collect information for their Journals, and book log at home.

MondayMonday Tuesday Wednesday Thursday Friday9 Welcome Syllabus Program Overview Expectations Materials needed

10 Topics to present for

groups. Class Dynamic

exposed on a poster. Survey: Who are you?

Artistic, mathematical, etc. Groups

Read aloud Article about Immigrants. Hw. Bring a book they prefer

11 Check Books They

Bring for Sustained Silent Reading (SSR).

Give Dr. Cope’s list for reading responses.

assigned reading “aloud our story”

“Tell me questions” about it, guided reading.

Groups: La conferencia

Ready for presentations.

12 SSR Minute-speech Read “aloud our story” “Tell me questions”

about assigned reading they read and guided reading about “our reading”.


HW: Read News

13 SSR Minute-speech Presentation of the

topic assigned. Read “aloud our story” “Tell me questions”



HW: Poem

16 SSR Minute-speech. Presentation of the


about assigned reading they read and guided



about assigned reading they read, and guided







20 Due RRJ About the reading aloud chapters we read. SSR Minute-speech Presentation of the

















http://ksumail.kennesaw.edu/~jcope/Eng7701/N.NewsYALit.doc


http://www.bba.org/

http://www.bba.org/

reading about “our reading”.


HW: Read Short Story. Friday: RRJ



HW: Read Essay



HW: Fable: Responsibility



HW: Read News



HW: Read Essay





HW: Read Fable: Honesty



about assigned reading and guided reading about “our reading”.


HW: Look for another book for Alternative Book Report Log to send Home & News Piggy baggy??





HW: Read Essay


topic assigned. Computer Lab Eye-Q Creative Writer

(Introduction) Groups: La

conferenciaHW: Read Poem

27 Due RRJ About the reading they choose to read. SSR Minute-speech Presentation of the




HW: Read Short story














HW: Be ready to a Teacher-Student conference

31 Due log from home signed SSR Minute-speech Teacher-student

conference. Others prepare a chart

about What How and What for, the presentations were useful for them.

HW: Read News


Collect information for their Journals, and book log at home.




Monday Tuesday Wednesday Thursday Friday

1 SSR Minute-speech Reflection, write inquiry

in their Journal. Read “aloud our story” “Tell me questions”


Groups: La

2 SSR Minute-speech Annotated

Bibliography. (Follow MLA)

Computer Lab Eye-Q Creative Writer (Type

RRJ)HW: Bring more material for the annotated

3 Due RRJ About “Our Story”. SSR Guided questions sheet Library research

according to each ones inquiry.

HW: read Fable respeto





conferenciaHW: Bring material to read and type RRJ in the computer.

Bibliography

6 Due Annotated Bibliography SSR Minute-speech Reflection, write inquiry

in their Journal. Read “aloud our story” “Tell me questions”



HW: Read Poem .

7 SSR Formal Minute-speech Write what is the

possible research direction Journal

Read “aloud our story” “Tell me questions”



HW: Read short story.

8 Due log from home SSR Formal Minute-speech Write how develop the

research direction in their portfolio-Diary




HW: Teacher-student conference.

9 SSR Formal Minute-speech Write how develop the

research direction in their portfolio-Diary

Specific tasks to write about, based on solving problems.

10 SSR Formal Minute-speech MOVIE “Immigrantes” Take notes to write an

essay. “Tell me questions”

about assigned reading and guided reading about The movie.


HW: Start to write essay

13 SSR Formal Minute-speech MOVIE “Immigrantes” Take notes to write an

essay. “Tell me questions”



HW: Write ideas for the essay

14 Due First part for the research: Title, inquiry, possible research and Annotated Bibliography SSR Formal Minute-speech MOVIE “Immigrantes” Take notes to finish

writing the essay. “Tell me questions”



HW: Write essay ideas

15 SSR Formal Minute-speech Read “aloud our story”. “Tell me questions”


HW: Bring the final draft for the essay to type in class.

16 SSR Minute-speech Computer Lab Eye-Q Creative Writer (Type

Essay)HW: Read Article know how to do. Bring research material.

17 Due Essay about the movie. SSR Formal Minute-speech Sort information for the

research. Read “aloud our story” “Tell me questions”



HW: Read live together.

“Our readings” Francisco Jimenez “Cajas de Carton”(“The circuit” English Version)

http://www.amazon.com/gp/product/customer-reviews/0395955815/002-5278749-7994414?_encoding=UTF8



















German Castro Caicedo. “EL HUECO”

Daily readings Book of Fables: El libro de los valores del Tiempo. 6 Essays, taken from Internet 6 News, taken from Internet 6 Hispanic poemas, Jokes, horoscopes, popular Reading: Capitan calzoncillos, Myths and legends Rich dad poor dad (Padre pobre padre rico) Salvador Gaviota

http://club.telepolis.com/jesusagrario/gaviota/juansgaviota.htm

http://usuarios.lycos.es/zxole/esp/esp_libro_padrerico.html

http://www.amazon.com/exec/obidos/tg/detail/-/0439538203/002-5278749-7994414?v=glance

http://www.comercial-eltiempo.com/


Collect information for their Journals, and book log at home.20 SSR Looking for

connections and teamwork through initial research presentation.




HW: Read Fable Solidarity .

21 SSR Teamwork initial

connection presentation.




HW: Start to write their own short stories.

22 Due ABR and log from home. SSR Team work Library and

internet research. Read “aloud our story” “Tell me questions”



HW: Choose ABR to read at home, take log.

23 SSR Minute-speech Computer Lab Eye-Q Internet Library net

research, Team work HW: News Live together

24 Due Diary and portfolio. SSR Teamwork sorting

Inventory, getting conclusions.

Student-Teacher-student conference.

HW: Start to write their own short stories.

27 SSR Teamwork sorting

Inventory, getting conclusions. Create inform Newsletter about the current status of the research..

Student-Teacher-student conference finish.

HW: Fable Labor

28 SSR Getting ready for

presentation of possible research to develop teamwork.




HW: Bring ideas to plaster presentation through Power Point Presentation.

29 Due ABR and log from home. SSR Minute-speech Computer Lab Eye-Q Prepare Power point

Presentation.HW. Look for animated tools, and music in Power point.

30 SSR Minute-speech Computer Lab Eye-Q Prepare Power point

Presentation.HW. Look for animated tools, and music in Power point.














ATTACHMENTSATTACHMENTS

ANNUAL GOALSStudents will be able to:Students will be able to:

Listening Listening SpeakingSpeaking ReadingReading WritingWritingStudents will be able to listen

attentively in-group conferences.

Takes notes about discussions and conferences.

Report on any kind of reading using his/her own words.

Takes part as a speaker in a group, discussion, activity or conference.

Express personal point of view and comment on what is being discussed or experienced.

Express properly using his/her new vocabulary.

Makes valuable oral comments about what s/he learns to know, to do, live together and to be.

Differ between a fact and opinion.

Differ between a cause and effect.

Read magazines, journals, notes, news, books, short stories, poems, database articles, to form a synthesis and a reflective response.

Write his/her own diary and portfolio as evidence of what s/he has learned.

Response creatively and personally to the written material read.

Read critically popular books or books s/he has chosen.

Write with different readers and audiences in mind.

Discuss his/her writings in conference groups.

Re-draft to improve content and communication.

Write written responses to literature.

Uses metaphors and similes as means of self-expression.

ANNUAL COGNITIVE PROCESSComprehensionComprehension ComparisonComparison CreativityCreativity AnalysisAnalysis

Perception.Explanation.Description.

Rewrite.Re-creation.

Establish relations.Contrast.

Order of importance.Select.

Encouragement.Elaboration.Inspiration.

Deduction.Conceptualization.

Decomposition.Elaboration.

SynthesisSynthesis ValueValue ApplicationApplicationComposition.

Conceptualization.Interpretation.

Extract.

Demonstration.Criticize.Argue.Invent.

Process.Simplify.

Extrapolate.Verify.

Transfer.Participate in community.

Apply to real life.

ANNUAL COMPETENCYLinguistics Linguistics Linguistics and PragmaticsLinguistics and Pragmatics CommunicativeCommunicative

Order informationOrganize informationRe-write information

Argumentative: answer Why and how.Demonstrate knowledge

Analyze and propose.Problem solving situations

Persuade audienceExpress point of view

Propose situationSuggest alternatives

ANNUAL VALUESHonesty Respect Responsibility Loyalty Justice

Solidarity Labor Strength Freedom Prudence

The SurveyThe Survey

Do you doodle?Do you like

reading?Do you Like being outside?

You are a ‘puter teachie?

Are you interested in animals?

Do you find hard to concentrate?

Do you like learning about other countries? Are you

interested in how other things work?

Would you like to travel? Are you

interested in health and fitness?Would you

like to work in a lab?

Do you like solving programs

Do you have a good imagination?

Do you make things in your spare time?

Artistic

Mathematical

Language

Scientist

Sporty

Yes

Yes Yes

YesYes

Yes

Yes

Yes

Yes

Yes

Yes

YesYes

Yes

No

No

No

No

No

No

No

NoNo

No NoNo

No

No

Annotated BibliographyAnnotated BibliographyAsseline, M. (Jun.2001) Teaching literacy from and with popular culture. Teacher librarian, 47. Retrieved July 8,

2004 from the Academic Search premier database.This article discusses perspective on home-school literacy connection by presenting a rationale fro approaches to include popular culture resources in an issue of the “New Times” journal. Integrates culture and education, makes the students see their popular texts more critically. Maybe this helps to a person who reads to choose a book in a better way.

Fisher, B. (2000) Teaching Literacy for a lifelong learning: A new Look. In JCE. Vol. 52 Issue 2. Retrieved July 15, 2004 from Academic database.This article presents a proposal about how should be teach any subject. It is based in a research made by Fisher, using COGNET method based in Cognitive Enrichment Advance CEA, a methodology applied in jail to increase a lifelong learning success. This article explains the method used from guided till free responsible readers.

Fulwiler, T. and Stephany, W. (1994). English Studies reading, writing, and interpreting texts. New York, NY: Mc Graw Hill.Centers all the activities and samples in the processes. Helps to organize student’s thoughts, skills, to express coherently. Presents lessons plans and they are divided in different points: by the audience, point of view, length, trying to eliminate fragments such us division of verbs, adjectives, and sentences length matters. It is kind of Lesson Plans with an overview and rationale at the end.

Herbert, E. (2001). The power of portfolios: What children can teach us about learning and assessment. San Francisco: Jossey-Bass.

The author offers in a practical and imaginative way the using of portfolios in elementary level. Expresses that the portfolios are powerful tools to evaluate assess and identify student’s process in and outside the classrooms. The portfolios give the student the idea of own responsibility and chained to this the value itself. Doesn’t present the portfolio and its parts, instead present it as an opportunity to interact successfully with the student, giving a practical guide to follow, involves students, teachers and school.

Hyde, A., and Bizar, M. (1989). Thinking in context: Teaching cognitive processes across the elementary school curriculum. NY: Longman. Organized in three parts. The first one observes the six major aspects of cognition that must be taught in classrooms; the second and the third part emphasize the four “big” areas in the curriculum: Mathematics, literary (reading, writing, listening, speaking), Science and Social Studies. Gives opinions and points of view about questions and issues based on teaching children, looking for strategies.

Paris, S., Ayres, L. (1994). Becoming reflective students and teachers: With portfolios and authentic assessment. Washington D.C.: American Psychological association.Provides a model structured based on learning experiences, its goal is that the proposed features motivate and increase the interest of the students. Looks for construct an integrated language method meanwhile students reads, write and discuss in authentic contexts: student-centered classroom. Finally shows a sample of authentic assessment and the reflections made by the students.

Peregoy, S. & Boyle, O. (1999). Multiple embedded Scaffolds: Support for English speakers in a two-way Spanish immersion kindergarten. Retrieve on July 6, 2004, from http://brj.asu.edu/v2323/pdf/ar3.pdf This research is focused in a bilingual Spanish immersion in a Kindergarten level in California. The students were half Spanish native speakers and half English native speakers, they were instructed only in Spanish. The research makes an analysis of different activities to show the students participation during the process. They used non-verbal cues, modeled language, and curriculum routines.

Wepner, S. (February 1993). Technology and thematic units: An elementary example on Japan. From The reading teacher in College of N.J. p442-445 Proclaims that the thematic unit is a way to grow across the curriculum and helped by the technology which would be the “vehicle” for helping the students. The thematic unit was based on Japan and from there, explores the different areas like Social Studies, Science, Language Arts and Art. Per each class she develops strategies and all of them are based in the same thematic unit, for example in Science students locate volcanoes in Japan, in Arts Construct a carp kite, in LA students write a diary about Hiroshima and for Social Studies, Understand the history through reading aloud and discussions about World War II.

Wood, K. & Tinajero, J. (2002, May). Using pictures to teach content second language learners. In Middle School Journal Research Articles. Retrieved June 25, 2004, romhttp://www.nmsa.org/research/articles/res_articles_may2002a.htm

http://www.nmsa.org/research/articles/res_articles_may2002a.htm

http://brj.asu.edu/v2323/pdf/ar3.pdf

Useful article to learn more about teaching any content area using pictures. The authors present the activity based in a strategy called the Picture Word Inductive Model. They insist this model can be used in any area and also in different area. They present the procedure followed with second language learners.

sonya navarrete - kennesaw state...

Documents