Teaching Reading in Spanish: A Linguistically Authentic Framework for Emerging Multilinguals
was written with the objective to be a practical resource for those who teach reading in dual language and bilingual classrooms. It was built off of the authors experiences working with and as teachers. Teaching Reading in Spanish was written with one goal in mind: provide teachers with a comprehensive Spanish reading framework that is based on linguistically-authentic pedagogy, not on English-language practices.
Topics Covered in This Book
Teaching Reading in Spanish was written as a guide for teachers. We understand that the chapters may not be read in order or in their entirety. To make it as user friendly and simple to use as possible, we are providing a brief overview of each of the six chapters and how they all fit together.
01
4 Key Anchors
The 4 Key Anchors of our work are woven throughout the book and are more than a theoretical framework, they are a reflection of who we are and principles for instruction that create environments for success.
- Equity
- Additive Multilingualism
- Asset Based Pedagogies
- Culturally and Linguistically Relevant Curriculum & Instruction
02
Spanish Reading Tapestry
The Spanish Reading Tapestry is a cognitive framework for critical components of reading skills in Spanish. Our book provides a comparative analysis of the foundations skills in Spanish and English so teachers are able to facilitate cross-linguistic connections. Teaching Reading in Spanish answers the most common questions that dual language and bilingual teachers ask, including, How do we actually teach students to read Spanish? and introduces the DCC Lectura Method for teaching reading.
03
Stages of Reader Development
Stages of Reader Development provide a structure for getting to know your students as readers and setting your instructional intentions. Practical tools such as the Student Interest Inventory, Family Knowledge Inventory, and the Formative Assessment of Reader Characteristics, which can be found on the assessment section of this website, will help teachers build relationships with their students and determine the stage of reader development.
04
DCC Lectura’s Leveling Instrument
DCC Lectura’s Leveling Instrument provides a practical guide to leveling authentic books. Using the Leveling Instrument, teachers will be able to level books that are already in their classrooms.
05
Exemplars of Text
Teaching Reading in Spanish provides teachers with the pivotal characteristics at a given level of text. Knowing these characteristics are helpful during the process of leveling books, while setting goals with students, and when prioritizing teaching points for small-group instruction. Exemplars of authentic Spanish texts that have been leveled using DCC Lectura’s Leveling Instrument and tables of text characteristics for each of the 21 levels can be found on our website.
06
Leveled Books in the Classroom
Teaching Reading in Spanish provides guidance for matching readers with appropriate leveled text, considerations for determining the instructional purpose, and the process for deciding which skills to teach and what instructional methods to use to teach them.
Dr. del Castillo and Dr. Cloat talk about Teaching Reading in Spanish
Testimonials
About the Authors
Dr. Rocio Del Castillo: Rocio began her career as a school psychologist in Peru and has dedicated her professional career to being an advocate for educational equity and social justice. Her rich and diverse experience includes serving for over 20 years in both public and private school systems, where she has received recognition and accolades for her work in the special education, bilingual, and dual language settings. Rocio lives in Northern Illinois with her husband, her two children and two spoiled pit bulls. She currently serves as Assistant Superintendent for Special Services in Huntley Community School District 158 and as an adjunct professor.
Dr. Julia Stearns Cloat: Julia has spent the past 25 years working in public school districts in roles including elementary teacher, literacy specialist, instructional coach, and Curriculum Director. Julia is dedicated to providing equitable and accessible learning experiences through the development of curriculum and the continuous improvement of teachers. Julia lives in Northern Illinois with her husband and her two children. She is passionate about the outdoors and spends every free moment hiking and camping. Julia currently works as the Assistant Superintendent of Curriculum and Instruction in Freeport School District 145 and as an adjunct professor at Northern Illinois University.
Assessments
Emerging multilingual students will be at varying stages of reader development depending on their backgrounds, Spanish language proficiency, and experiences as a reader. It is often difficult for a teacher to know exactly what level of text to put in the hands of a reader who she is getting to know. “Quick Check,” which is the DCC Lectura assessment system, provides the teacher with either a starting point for instruction or an understanding that further assessment will be needed.
The Quick Check uses a combination of word lists, short books or passages, and reading rate to determine an appropriate text level to match with the reader. Much like an eye chart is used by an eye doctor to determine the approximate sharpness of their patient’s vision, the Quick Check is designed to be an initial screener that assists teachers in determining the approximate level of text that would be a good initial match for their readers.
The Quick Check uses a combination of word lists, short books or passages, and reading rate to determine an appropriate text level to match with the reader. Much like an eye chart is used by an eye doctor to determine the approximate sharpness of their patient’s vision, the Quick Check is designed to be an initial screener that assists teachers in determining the approximate level of text that would be a good initial match for their readers.
01
Quick Check Directions
The Quick Check uses word lists to assess students at the Emergent, Beginning and Developing Stages of Reader Development and short passages to assess students at the Transitioning, Developing Independence and Independent Stages of Reader Development.
02
Quick Check Word Lists
To begin the Quick Check with students who are in kindergarten, first, or second grade, give the student the Quick Check Word Lists based on the student’s grade level.
03
Quick Check Foldable Books
The Quick Check Foldable Books are used to assess the reading comprehension of students at the Emergent and Beginning Rader Stages of Development. Using the directions below, teachers should a book at the appropriate level for a student to read.
To create the Quick Check Foldable Books follow these simple steps:
- Print the document, making sure to select two-sided printing.
- Keep the pages in the order in which they printed.
- Fold papers in half, creating a book.
- Flip through the book to make sure that the pages are in order.
- Staple book along the crease in three places.
Download:
04
Quick Check Passages
The Quick Check Passages are used to assess the reading comprehension of students at the Developing, Transitioning, Stages of Reader Development and short passages to assess students at the Transitioning, Developing Independence and Independent Stages of Reader Development. Using the directions below, teachers should select a passage at the appropriate level for a student to read and have the student answer the comprehension questions. Rate, which is a reliable determining factor of reading proficiency, will also be assessed as the student reads the Quick Check Passage.
Download:
05
Formative Assessment of Reader Characteristics (FARC)
The DCC Lectura Leveling Instrument provides teachers with a way of thinking about the Stages of Reading Development (SRD) through which readers advance and a system for matching readers with the level of text that will help them progress in a developmentally and linguistically appropriate way. The DCC Lectura Formative Assessment of Reader Characteristics (FARC) is a tool that helps teachers observe and record the reader characteristics of students as students read and discuss leveled text. By using the Formative Assessment of Reader Characteristics, teachers will be able to monitor their student’s developmental progress to ensure that the leveled text being matched with the reader is the most appropriate instructional level.
Resources
The following resources are being provided as a supplement to Teaching Reading in Spanish: A Linguistically Authentic Framework for Emerging Multilinguals by Dr. Rocio Del Castillo & Dr. Julia Stearns Cloat.
01
High Frequency Words
02
Reader Characteristics by Level
The Stages of Reader Development designed by DCC Lectura provides teachers with a research-based framework for thinking about students’ reading behaviors in a way that is respectful of each student’s own biliteracy journey, while still maintaining the rigor of grade-level standards. Teachers simply identify the reader characteristics that they have observed in their students to determine the students’ Stages of Reader Development. The Stages of Reader Development are based on the Spanish version of the Common Core State Standards (2010) and the Texas Essential Knowledge and Skills (TEKS, 2017).
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DCC Lectura Leveling System with descriptions of English text
04
Alignment with other leveling systems
05
Vocabulary and Stages of Reader Development
Contact Us for More Information
Our mission is to provide Practical and Equitable Solutions to Schools and Districts on the Path Toward Culturally and Linguistically Responsive Education.