This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Ildeberto Pereira, Juan C. Rodriquez Mungia, Miami Beach Spanish Curricula Development Center, Dolores Rodarte, Nino Fallone, Austin Dissemination and Assessment Center for Bilingual Education, and Arlington Operations Research Society of America.
(1976). SCDC Spanish Curricula Units. Fine Arts Strand, Unit 8, Grade 3, Teacher's Guide–Multi-Ethnic Edition. One of 10 basic instructional units developed for Spanish-speaking children at the primary level, this bilingual fine arts unit, consisting of kits 29-32, has as its theme "the extended community". Learning and assessment activities support the spiraling question of how change occurs. Focus, objective, and materials for each of the activities is in English and Spanish; teacher instructions are in Spanish. Kits cover the language of music; relative position of ascending and descending notes; note names; graphic interpretation of rhythm patterns; art media; dance; expressive qualities of sound, timbre, and pitch; improvisation of rhythms; the introduction and coda of a song; musical notation; melodic contour; creative dramatics; aesthetic expression; theatrical production; and orchestra instruments. Also included are songs and their words about the Mayans, the Incas, Japan, parents' country of origin, celestial bodies, clouds, and ethnic and cultural themes. Unit eight also includes a cassette recording of vocal and instrumental selections (available separately from the Dissemination Center). Descriptors: Aesthetic Education, Art Activities, Bilingual Education, Cultural Awareness
(1976). SCDC Spanish Curricula Units. Spanish SL Strand, Unit 8, Grade 3, Teacher's Guide–Multi-Ethnic Edition. Theme of this Spanish as a Second Language unit for grade three is the communities of the nation. Learning and assessment activities in kits 29-32, each designed for two to three weeks of teaching, are intended to provide the English-dominant child with structures and vocabulary for effective communication in a bilingual environment. Activities encompassing language arts, math, and science help the student build concepts in his new language through formal and informal language experiences. Activities address the elements, wants and needs, how change occurs, and the results of change. Two small student readers and two oral stories in the guide are integral to the unit. Kit content covers the colors; geometric figures; adjective phrases; ordinal numbers to 10; reflexive pronouns; command forms; present progressive; modifiers in comparative expressions; dramatization of a story; communication among communities; parts of the body; gender and number of modifiers; change in a neighborhood; pronouns as indirect objects; recitation/dramatization of rhymes; interrogative structures; use of "o" and "ni"; result of community changes; verb modifiers; imperfect tense; rhymes to reinforce diminutives; and interpretation of pictures. Descriptors: Arithmetic, Bilingual Education, Communicative Competence (Languages), Decoding (Reading)
(1977). Intermediate SCDC Spanish Curricula Units. Fine Arts, Unit 1, Kits 1-4, Teacher's Guide. Reflecting the observations made by Mexican Americans, Puerto Ricans, and Cubans in the Southwest, Northeast, Midwest, and Southeast, this unit aims to develop artistic sensitivity through the study of different art forms of music, dance, literature, folklore, and the visual arts. Comprised of Kits 1-4, the unit's theme is "our community", with a spiraling question developed in each kit. In Kit 1, pupils identify movement in music, literature, painting, folklore and dance. The spiraling question developed is, Who is the individual? In Kit 2, pupils learn how intensity appears in music, painting, literature and dance. The spiraling question developed is, What are the individual's alternatives? Kits 1 and 2 include a pupil's book "Canta, baila y escucha", a cassette, and slides. In Kit 3, pupils recognize how form appears in literature, music, painting, folklore and dance. The spiraling question developed is, How can the individual initiate change? In Kit 4, pupils learn how style appears in painting, architecture, dance, music, and folklore. The spiraling question developed is, What happens as a result of change? Kits 3 and 4 include a pupil's book "Los pueblos crean", a cassette, and slides. The guide, written mainly in Spanish, includes the words and music of the songs, musical stories, creative dramatics, simple characterizations, classroom plays, folk literature, and other teaching suggestions. Descriptors: Aesthetic Education, Bilingual Education, Cubans, Cultural Awareness
(1976). SCDC Spanish Curricula Units. Social Science Strand, Unit 8, Grade 3, Teacher's Guide–Multi-Ethnic Edition. Communities in the nation is the theme of this social science strand for Spanish-speaking third graders. Content sources in kits 29-32 are stories, games, interviews, visual aids, and the students' own experiences. Focus, objective, and materials for each learning and assessment activity are given in English and Spanish; detailed teacher instructions are in Spanish only. Activities focus on the elements, wants and needs, change occurrences, and results of change. Concepts dealt with are interdependence, cooperation, values, societal control, tradition, causality, power, conflict, differences, cultural change, and modification. Kits cover Spanish-speaking and other communities in the nation; similarities/differences in ethnic group values, customs, and interdependence; U.S. geography; occupations; use of natural resources; sources of income in communities; community problems/events, architectural differences; similarities of communities; comparison of four communities with given physical and economic environments–income sources, population density, power structures; effects on individual of environmental and technological factors; and influences of population mobility. Descriptors: Bilingual Education, Community Characteristics, Cooperation, Cultural Differences
(1976). SCDC Spanish Curricula Units. Language Arts Strand, Unit 8, Grade 3, Teacher's Guide–Multi-Ethnic Edition. Unit eight of a language arts curriculum for Spanish-speaking students in grade three presents learning and assessment activities focusing on communities in the nation and addressing the elements, wants and needs, change occurrences, and the results of change. The guide lists focus, objective, and materials for each activity in English and Spanish; detailed teacher instructions are in Spanish only. Kits 29-32 include activities in reading, language analysis, and creative expression (oral and written). Two small pupil readers are included. Kits cover two stories; a fable; Mexican, Puerto Rican, and Cuban linguistic variation; mood identification; story and fable elements; onomatopoeic sounds; mystery story; dictionary skills; parts of a letter; dramatization; poetry; art; biography of Roberto Clemente, the Puerto Rican baseball player; Haiku verses; parts of sentences; classes of words; class and individually written fables; extemporaneous speaking; biographies of Lidia Diaz Cruz, the Cuban ballet dancer, and Armando Rodriguez, a Mexican American teacher and humanist; paragraph elements; punctuation; nonverbal communication; and oral expression. Descriptors: Art Activities, Bilingual Education, Creative Expression, Dramatics
(1978). Lettura e scrittura: Come? Quando? (Reading and Writing: How? When?). This manual in Italian provides a basic theory of reading and writing instruction for kindergarten and first grade teachers working in a bilingual setting. Reading and writing are seen as instruments of communication incorporating psychomotor, perceptual, conceptual, and logical skills. The manual covers the following areas: (1) the development of perceptual and psychomotor abilities needed for reading and writing, (2) spoken and written languages as symbolic systems of communication, (3) encoding spoken language in phonetic script, (4) cursive writing, and (5) spelling difficulties in Italian. Descriptors: Bilingual Education, Cognitive Processes, Communication Skills, Educational Theories
(1975). SCDC Spanish Curricula Units. Social Science Strand, Unit 5, Grade 2, Teacher's Guide–Multi-Ethnic Edition. Unit five of the social science strand for second graders expands the conceptual field of the child from the school to the community. This teacher's guide provides instructional and assessment activities for kits 17-20. Focus, materials and objective for each activity are given in Spanish and English, with teacher instructions in Spanish only. Stories, games, interviews, and the child's own experience provide the content sources. Activities include discussions, dramatizations, a field trip, and a discussion by a guest speaker. Using the school environment as a setting, the children are able to identify power structures and vested interest groups, predict disagreements that might occur from conflicting attitudes, and explore ways to deal with disagreements. A story depicting a conflict caused by ethnic-cultural differences is used as a springboard for discussion of the problem and of the feelings of various people involved. The class relates this to similar conflicts in the classroom and defines possible solutions. Students examine their school traditions and history and identify similarities and differences among different types of schools. Basic concepts explored include interdependence, cooperation, values, societal control, traditions, causality, power, conflict, and cultural change and modification. Descriptors: Bilingual Education, Conflict, Conflict Resolution, Culture Conflict
(1977). Intermediate SCDC Spanish Curricula Units. Spanish SL, Unit 1, Kits 1-4, Teacher's Guide. Focusing on the community, this Spanish as a Second Language unit provides the English-dominant child with the structures and vocabulary needed for effective communication in a bilingual environment. The instructional and assessment activities help the child build concepts in his new language through formal and informal language experiences. Focus, objective, and materials for each activity are given in Spanish and English; teacher instructions are in Spanish only. An illustrated Spanish reader is used to develop the skills of decoding, comprehension and interpretation. Activities in Kits 1-4 deal with the neighborhood and individuals in the neighborhood, the seasons and months of the year, the future tense in the first person plural, direct and indirect object pronouns, syllables, the initiation of change in the community, a cafeteria administrator's job, ordinal numbers, word division, the present perfect, verb forms, and the possible results of changes in the community. The kits also include the choral reading of some poems in Haiku, a review of the water cycle through an oral story, rhymes written by the children, the discussion of some occupations related to the production of a ballet, the practice of some manual skills related to the theater, the expression of some words through body movements, and the presentation of a ballet. Descriptors: Bilingual Education, Decoding (Reading), Elementary Education, Grammar
(1978). English Language Arts Units. A Bilingual Multicultural Guide, Student's Book. Containing 11 English vocabulary development units and 10 culturally relevant literature units, this student's book is part of a program in English language arts developed for bilingual, bicultural sixth grade classes. The vocabulary units, designed to develop communication competency not only in grammar and literature but also in other subject areas, includes exercises on the alphabet; filling out a form; changes in language; language of mathematics, religion, and politics; finding words in the dictionary when correct spelling is unknown; generational word differences (examples from the forties, fifties, sixties); and cooking vocabulary. The literature units consist of stories written for this publication about Mexican American children living in Texas as well as translations of traditional stories from Spanish-speaking countries. Included are exercises on the language of poetry and activities related to stories presented. Some of the stories are given with both English and Spanish texts; others in English may include Spanish words, but they are contextually clued to enable students to follow the story line. Necessary vocabulary lists (in English and Spanish) accompany each story. The language arts program, also appropriate for other elementary grades or junior high classes, has a teacher's guide for use with the student's book. Descriptors: Alphabetizing Skills, Bilingual Education, Communication Skills, Cross Cultural Studies
(1974). SCDC Spanish Curricula Units. Fine Arts Strand, Unit 2, Grade One, Teacher's Guide–Multi-Ethnic Edition. Music forms the core of the second unit of a fine arts program in Spanish for first graders. With instructional and evaluation activities built around the family, kits five through eight, each designed for two to three weeks of instruction, use songs as a basis for dramatizations, drawing, and dancing. Each kit includes music, lyrics, graphic representation of melodic contour, and chords for guitar accompaniment. For each learning activity, the focus, objective, and materials are given in English and Spanish; teacher instructions are in Spanish. When appropriate, activities support the concepts of who the child is, what his wants and needs are, what his resources are, and how he uses his resources. Activities include: (1) developing auditory experiences, playing rhythm instruments, sensing melodic contour by hand and body movements, recognizing different styles, moods, and musical dynamics, using hand levels to indicate difference in pitch; (2) continuing rhythm, melody, form, and interpretation, using hand movements to indicate direction of melody, graphic representation of pitch levels; (3) exploring qualities of human, animal, and instrumental sounds; (4) increasing auditory perception and discrimination through singing, rhythmic, and percussion experiences. Descriptors: Bilingual Education, Childrens Art, Cultural Education, Dance
(1976). Raza de Tesoros. Programa de Lectura y Ensenanza del Lenguaje, Unidad B (Race of Treasures. Reading and Language Learning Program, Unit B). This Spanish reader is part of an ungraded language arts and reading program that can be used in classes from upper elementary through high school. The program is designed around reading selections which present aspects of history, culture, and present-day experiences of special relevance to the Mexican-American student. The goals of the program are increased proficiency in Spanish and increased awareness of the language and culture. The reader contains eleven stories and a Spanish-English vocabulary list, and is illustrated with black-and-white line drawings. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Childrens Literature
(1972). List of Testing Materials in English as a Second Language and Spanish. This booklet presents a list of testing materials in English as a second language and Spanish. Among the information included are the name and description of each test, the test level, the address of the publisher, and the known uses. Forty-three tests are discussed. Descriptors: Achievement Tests, Aptitude Tests, Bilingual Education, Bilingualism
(1974). SCDC Spanish Curricula Units. Spanish SL Strand, Unit 2, Grade One, Teacher's Guide–Multi-Ethnic Edition. Unit two of the Spanish as a Second Language curriculum for first graders offers learning and assessment activities designed to provide the English-dominant child with structures and vocabulary he will need for effective communication in a bilingual environment. Activities in kits five-eight, centered around the family, help the child build concepts in his new language through formal and informal language experiences and allow him to actively participate so that he may associate language with his experiences. Kit themes and activities are as follows: (1) who the child is–identifying oneself, others, family members, personal characteristics, and family roles, and applying the concept of numbers to people and classroom objects; (2) the child's needs and wants–family needs and wants, articles of clothing, secondary colors, equivalent sets; (3) the child's resources–identifying, matching, and grouping resources in the home, identifying rooms and their functions, expressing happiness, describing and ordering events; (4) the child's use of his resources–money as a family resource, household chores, happiness and sadness, textures, foods, association of personal experiences with those of story characters. Each kit contains a vocabulary, the focuses of and criteria used to develop the assessment activities, and assessment sheets. Descriptors: Bilingual Education, Clothing, Color, Family Environment
(1977). Intermediate SCDC Spanish Curricula Units. Social Science, Unit 1, Kits 1-4, Teacher's Guide. The unit's instructional and assessment activities focus on the community. Specific attention is given to four spiraling questions pertaining to the individual, his alternatives, his initiation of change, and the results of change. Focus, materials, and objective for each activity are in Spanish and English; teacher instructions are in Spanish only. Content sources are stories, field trips, role playing, interviews, newspapers, pictures, small group presentations, and the child's own experiences and observations. Activities deal with the concepts of interdependence, cooperation, values, societal control, tradition, causality, power, conflict, differences, cultural change and modification. The child is made aware of the different skills needed to perform certain jobs in the community; how money is spent within his own community; the significance of written and unwritten laws; the changes (i.e., customs, people's roles, and physical changes) occurring in a community within a period of 50 years; the different groups that exert power in the community; how to exert influence in these groups; the different methods existing to influence and bring about favorable changes for the community; the modifications a person has to make when moving to a community where a different culture exists; the necessary skills to bring about certain changes; and the important role which values play in people's lives. Descriptors: Bilingual Education, Change Agents, Community Change, Community Characteristics
(1975). SCDC Spanish Curricula Units. Science/Math Strand, Unit 5, Grade 2, Teacher's Guide–Multi-Ethnic Edition. Continuing the theme of the school as a community, the teacher's guide to the science/math strand of unit five presents both instructional and assessment activities for kits 17-20. Focus, materials and objective for each activity are in Spanish and English; teacher instructions are in Spanish only. In kit 17 the science activities deal with the environmental components of the universe: matter, energy and force. The concept of change is introduced, and a histogram is developed and utilized. Solids and liquids are identified, and liquids are combined in order to observe their appearance, solubility, and density. In kit 18, students identify the interaction of the environmental components within the school environment, measure and chart temperatures, and work with clocks, sundials, and shadow sizes to show times of day. Kit 19 treats weather. Clouds are observed, imaginary daily weather conditions are recorded, and a weather chart is constructed. Students learn to distinguish between inference and observation. Kit 20 is concerned with equilibrium as it occurs in nature and how it is affected by interaction. Math activities include reviewing first grade concepts, counting by 5's to 100, adding and subtracting combinations from 1 to 10, ordering and comparing numbers, and adding numerals by 2's to 20. Descriptors: Bilingual Education, Educational Environment, Elementary School Mathematics, Elementary School Science