This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include and Miami Beach Spanish Curricula Development Center.
(1976). SCDC Spanish Curricula Units. Science/Math Strand, Unit 8, Grade 3, Teacher's Guide–Multi-Ethnic Edition. Built around a theme of communities in the nation, this teacher's guide for unit eight of a science/math strand for Spanish-speaking children in grade three contains both learning and assessment activities. This unit addresses what the elements are, how needs and wants are satisfied, how change occurs, and what the results of change are. The guide gives focus, objective, and materials for each activity in English and Spanish; detailed teacher instructions are in Spanish. Basic concepts presented are matter, energy, equilibrium, variation, conservation, interaction, adaptation, relativity, change, force, and systems organization. Kits cover pollution–air, noise, solid waste, water, sight; ordinal numbers 1-30; counting by 2's, 3's, 4's; sum of three two-digit numbers; pollution–by nature, effects, control, school/home antipollution campaign; value of coins to $1; addition and subtraction using coins; inverse relation of addition/subtraction; safety–home, electricity, traffic, water, poisonous plants, fire, drugs; first aid; fractions; human body as a group of systems; basic food groups; dental hygiene; diseases; and place value of four-digit numbers. Descriptors: Addition, Bilingual Education, Elementary School Mathematics, Elementary School Science
(1977). SCDC Spanish Curricula Units. Language Arts Strand, Unit 9, Grade 3, Teacher's Guide. Instructional and assessment activities are presented in this teacher's guide to unit nine's language arts strand for third graders. Activities in reading, language analysis, and creative expression, both oral and written, are formulated in kits 33-36; they center around the basic theme of the nation as a community. Focus, objectives, and materials for each activity are given in English and Spanish with teacher instructions only in Spanish. Reading for details and analysis of elements in the stories are stressed as students progress through the two small readers "Relatos de Nuestra Tierra" and "Cuentos y Leyendas". Following the reading exercises after each unit are activities which identify language forms used in the home and school, trace the different languages spoken in the United States, and analyze the origins of words and names. Creative expressions include identification of various forms of communication by signs, smoke, drums, oral, and others, and creation of new ones with pictographs, body language, and sign language. Assessment activities for each kit include criteria for evaluation, exercises, and assessment sheets. These are designed to provide appropriate testing materials by which to measure the knowledge the children have acquired and help the teacher to determine which concepts need reinforcement. Descriptors: American History, Bilingual Education, Communication (Thought Transfer), Creative Expression
(1976). SCDC Spanish Curricula Units. Spanish SL Strand, Unit 7, Grade 3, Teacher's Guide–Multi-Ethnic Edition. Learning and assessment activities centered around the extended community are contained in this teacher's guide to unit seven of the Spanish as a Second Language strand for grade three. The curriculum provides the English-dominant child with structures and vocabulary for effective communication in a bilingual environment. Activities in kits 25-28 help the student build concepts in his new language through formal and informal language experiences, while addressing key questions of the elements, wants and needs, change occurrence, and results of change. Focus, objective, and materials for each activity are listed in English and Spanish; detailed teacher instructions are in Spanish only. Kits cover community elements, neighborhood descriptions, transportation, telling time by the half hour, descriptive words, contrast of preterit and imperfect, community resources, ordinal numbers, direct object pronoun in the reflexive, geometric figures, reading, songs, verb forms, vocabulary and structures review, riddles, new colors, reflexive and negative commands, and story reading. The guide includes vocabulary lists and testing activities. Descriptors: Bilingual Education, Communicative Competence (Languages), Community Characteristics, Decoding (Reading)
(1977). SCDC Spanish Curricula Units. Science/Math Strand, Unit 1, Grade One, Teacher's Guide. Each of the four kits in this teacher's guide to a Spanish science/math strand for first graders provides for the development of mathematical competencies needed to function in science. Instructional and assessment activities in the bilingual curriculum are pupil centered, and contents are designed to enable the child to develop skills in the processes of observing, communicating, using numbers and spatial relationships, classifying, and measuring. Activities support a basic theme of the child in relation to the classroom. The guide details the focus, objective, and materials for each learning activity in English and Spanish; teacher instructions are in Spanish. The kits, each designed for a period of two to three weeks, contain the following instructional activities: identifying, naming, and producing primary and secondary colors and color combinations; comprehending, manipulating, and comparing sets, equivalent and nonequivalent; naming, classifying, and identifying basic geometric shapes, numbers, and colors; identifying and using numerals 0 to 9, and the plus, minus, and equal signs; building a foundation for accurate measurement; identifying and using ordinal numbers (first to eighth); adding and subtracting numerals 0 to 6 in horizontal and vertical algorithms. Descriptors: Addition, Bilingual Education, Classification, Classroom Environment
(1977). SCDC Spanish Curricula Units. Science/Math Strand, Unit 9, Grade 3, Teacher's Guide. Instructional and assessment activities in science and math for third graders are presented in this teacher's guide to unit nine. Focus, objectives and materials for each activity are in English and Spanish, while teacher instructions are only in Spanish. The unit's theme is "the nation as a community"; related to the theme are the four spiraling questions developed in each of the four unit kits. Kit 33 treats what the elements are, and studies heat as a form of energy and types of heat conductors. Math activities deal with forms of measurement. Kit 34 asks what alternatives the individual faces and studies magnetism. Its math activities deal with inverse relation between addition and subtraction, associative property of addition, place value of numerals, and short form subtraction. Kit 35 deals with how the individual can initiate change and pupils learn about electricity as it relates to the experiences of everyday life. Math activities deal with repeated addition as readiness for multiplication, the commutative and associative properties of multiplication, and the multiplication table for equations from 0 to 5. Kit 36 examines what happens as a result of change and deals mainly with simple machines that push or pull. Math activities continue with multiplication skills and the metric system is introduced. Descriptors: Addition, Bilingual Education, Elementary School Mathematics, Elementary School Science
(1976). SCDC Spanish Curricula Units. Social Science Strand, Unit 7, Grade 3, Teacher's Guide–Multi-Ethnic Edition. Expanding the conceptual field of the child from his neighborhood to the total community, this social science unit for Spanish-speaking third graders presents instructional and assessment activities in kits 25-28. Activities address four spiraling questions pertaining to the elements, wants and needs, change occurrence, and results of change. Focus, objective, and materials needed for each activity in the kits are outlined in English and Spanish; detailed teacher instructions are in Spanish only. Inquiry strategies in both cognitive and affective domains are used along with stories, games, visuals, a field trip, research on biographies, and the child's own experiences. Kits cover occupations; needs; human interaction; man/environment interrelationships; concepts of interdependence, cooperation, values, power, conflict, differences, societal control, tradition, causality, cultural change, and modification; community past, present, and future as reflected in landmarks; construction projects; traditional events; ethnic groups; universal social issues; cultural influence/persistence; adaptation; and natural resources. Descriptors: Bilingual Education, Community Characteristics, Conflict, Cultural Influences
(1974). SCDC Spanish Curricula Units. Science/Math Strand, Unit 3, Grade One, Teacher's Guide–Multi-Ethnic Edition. Instructional and assessment activities in unit three of a Spanish science/math curriculum for first graders are built around the central theme of the school. Kits 9-12, each designed for a two to three week teaching period, contain activities which also support who the child is, what his needs and wants are, what his resources are, and how he uses them. The guide lists the focus, objective, and materials for each learning activity in English and Spanish; teacher instructions are in Spanish. Major activities are as follows: reviewing geometric shapes; recognizing symmetry in two- and three-dimensional figures; introducing the concept of half; reviewing the order of cardinal and ordinal numbers; identifying time units (day, week, month, year); constructing a calendar; relating the concept of time to the school and home environment; identifying divisions of the day (minutes, hours); telling time; timing events; continuing mathematical concept of sets; identifying 100 as 10 tens and 0 ones; using a Celsius thermometer to record temperature changes; identifying weather symbols and conditions; introducing the cent symbol and the value of a cent, nickel, dime, and quarter, and using these values in adding and subtracting; strengthening the place value concept. Assessment activities are included with each kit. Descriptors: Bilingual Education, Educational Environment, Elementary School Mathematics, Elementary School Science
(1977). SCDC Spanish Curricula Units. Spanish SL Strand, Unit 10, Grade 3, Teacher's Guide. Communities around the world is the theme of unit 10 of the Spanish as a Second Language Strand for grade three. Learning and assessment activities are designed to provide the English-dominant child with structures and vocabulary for effective communication in a bilingual environment. The language arts, math, and science activities help the student build concepts in his new language through formal and informal language experiences. The spiraling questions and activities deal with who the individual is–grammatical structure, future tense, review of preterit and imperfect, synonyms, comprehension and interpretation skills, decoding skills; what his alternatives are–present perfect tense, diary format, future tense, value placement and expanded notation of two and three digits, oral story reading; can the individual initiate change–verb form review, object pronouns, food chains, means of protection plants and animals have, derivatives (occupation words), dictionary skills, conflict solved through cooperation and interdependence, command form review; what the results of change are–structures and vocabulary review, addition review, subtraction of numbers up to three digits, pounds/kilograms, oral reading. Each kit contains a vocabulary and assessment activities. A pupil's reader is also included. Descriptors: Bilingual Education, Childrens Literature, Community Role, Cultural Awareness
(1975). SCDC Spanish Curricula Units. Fine Arts Strand, Unit 6, Grade 2, Teacher's Guide–Multi-Ethnic Edition. Instructional and assessment activities for second graders are presented in the teacher's guide to the unit six fine arts strand. Four illustrated songbooks accompany the unit's kits and are supplemented by a cassette recording (available separately from the Dissemination Center) of the music. Focus, objective, and materials for each activity are given in English and Spanish; teacher instructions are given only in Spanish. The four kits revolve around the basic theme of the neighborhood as a community and four spiraling questions pertaining to the elements, wants and needs, occurrence of changes, and results of changes. Singing, creative dramatics, games, rhythm gymnastics, making tambourines, and finger plays are among the activities. Pupils learn about the ascending and descending movement of melody; pitch; expressive qualities of sound (dynamics, rhythm, and tempo); and meter. Other activities pertain to the aural and visual identification of music symbols: the quarter and eighth notes, the repeat sign, time signature, and the names of the notes and their progressive order on the scale. Each of the kits is designed for a period of instruction of two to three weeks. Descriptors: Bilingual Education, Childrens Literature, Creative Dramatics, Cultural Education
(1977). SCDC Spanish Curricula Units. Science/Math, Unit 10, Grade 3, Teacher's Guide. Unit 10 of a Spanish science/math curriculum for grade three, composed of kits 37-40, has as its theme "communities around the world". The unit's teacher's guide contains both learning and assessment activities, with the focus, objective, and materials needed for each activity listed. Specific attention is placed on four spiraling questions dealing with the individual, his alternatives, ways to initiate change, and the results of change. Kit content covers concepts of change and interaction (in living and nonliving things, physical and chemical changes); measurement of areas in centimeters and meters; lines; angles; conservation of matter (preservation of natural resources); energy crisis; relation of mass to weight; gravity; measurement by gram, kilogram, liter, half liter, cube, and kilometer; multiplication (missing factors, of numbers with up to three zeros); concept of systems reviewed (ecosystem, solar system, ant colony); variation among animal species, taste, and food for balanced diet; distributive property of multiplication; practice with bank checks; bank books; concept of adaptation (hostile environments, use of senses in adaptation, how dinosaurs became extinct); multiplication; introduction of division; and frames of reference. Descriptors: Bilingual Education, Conservation (Concept), Division, Elementary School Mathematics
(1977). SCDC Spanish Curricula Units. Spanish SL Strand, Unit 9, Grade 3, Teacher's Guide. Spanish for grade 3 is presented in this teachers' guide to the instructional and assessment activities of unit nine. The function of this strand is to help provide the English-dominant child with the structures and vocabulary needed for effective communication in a bilingual environment. Instructional activities are designed to help the child build confidence through formal and informal language experiences. The focus, objective, and materials for each activity are given in Spanish and English, with teacher instructions given only in Spanish. Activities are oriented toward the basic theme of the nation as a community. Seatwork and group activities include presentation of the alphabet, numbers, months of the year, the concepts of opposite words, and the formation of derivatives. Specific Spanish structures explored include the comparative structure "mas…que", the use of "cuando", "porque", "donde", "pensar que", "usted", "si" to express condition, and are developed in stories presented in each of the kits. Descriptors: Bilingual Education, Cultural Education, Decoding (Reading), Grade 3
(1976). SCDC Spanish Curricula Units. Science/Math Strand, Unit 7, Grade 3, Teacher's Guide–Multi-Ethnic Edition. Instructional and assessment activities for unit seven of a science/math strand for Spanish-speaking students in grade three focus on the extended community. Activities support four spiraling questions on the elements, wants and needs, change occurrence, and results of change. For each activity, the focus, objective, and materials needed are listed in English and Spanish; detailed teacher instructions are in Spanish only. Content covers plants and animals and their means of survival; life cycles (reproduction, death); impacts of birth/death rates; Roman numerals to XII; the clock, calendar, days of the week, months, and seasons; harmful and beneficial insects; regrouping techniques for adding and subtracting two-digit numbers; ruler, yardstick, and liquid measurements; photosynthesis; nongreen plants; food chains of man/animals; how communities interact; interdependence of living organisms; ecosystem; construction of histogram and bar graph; and identification of line segments, points, intersections, and figures. Science concepts are variation, equilibrium, matter, energy, conservation, relativity, organization systems, interaction, adaptation, change, reproduction, force. Descriptors: Addition, Adjustment (to Environment), Bilingual Education, Botany
(1977). SCDC Spanish Curricula Units. Spanish SL, Unit 6, Grade 2, Teacher's Guide. Spanish for second graders is explored in the instructional and assessment activities of the unit six Spanish as a Second Language strand. The function of the strand is to help provide the English-dominant child with the structures and vocabulary needed for effective communication in a bilingual environment. Focus, objective, and materials for each activity are in Spanish and English, with teacher instructions only in Spanish. Comprehension and interpretation skills are developed with the two small readers, "Llegan del Campo" and "En El Camino." Spanish words and concepts explored in the four kits of this unit include possessive expressions, the negative imperative, the use of the pronoun as a direct object, the expressions "es menor que" and "es mejor que" and such words as"tambien", "tampoco", "alguien", "nadie", "algo", and "nada". Oral stories, poems, songs, role playing situations, riddles, the game of "Simon Says" and class discussions are some of the instructional activities described. This unit is oriented toward the basic theme of the neighborhood as a community. Assessment activities for each kit measure knowledge or skills acquired in the instructional activities and indicate areas in need of reinforcement. Descriptors: Bilingual Education, Childrens Literature, Comprehension, Creative Dramatics
(1977). SCDC Spanish Curricula Units. Spanish SL Strand, Unit 3, Grade One, Teacher's Guide. Using the school as a theme, unit three of the Spanish as a Second Language curriculum for first graders focuses on learning and assessment activities designed to provide the English-dominant child with structures and vocabulary needed for effective communication in a bilingual environment. Activities in kits 9-12 help build concepts in a new language through active participation in formal and informal language experiences. Subthemes of the child, his needs, wants, and resources, and use of resources are supported. Four small student picture books accompany the guide. Specific kit content is as follows: identification as part of a group; possession; subtraction equations; teacher and student roles; expression of emotions; comparisons; imitative reading; concepts of characters/settings; syllables; dramatization; time; safety; cooperation; geometric shapes; matching sentences with pictures; description of settings and sequencing events; idenfification of characters, actions, and characteristics; observation to identify/describe objects; numerals 11-20; identification of sentiments/motives for actions; inferences of characters' sentiments and likes; functions of school personnel; uses of library; syllable analysis. Descriptors: Bilingual Education, Childrens Literature, Communicative Competence (Languages), Comprehension
(1977). SCDC Spanish Curricula Units. Language Arts, Unit 6, Grade 2, Teacher's Guide. Language arts instructional and assessment activities for grade two are described in this teacher's guide to the language arts strand of unit six. Focus, objective and materials for each activity are given in English and Spanish, with teacher instructions only in Spanish. This strand includes a continuation of the basic activities of past units: structured reading, creative oral and written expression, language analysis, and review and reinforcement of the decoding process. The pupil's book "De Aqui Para Alla" makes up the reading content for Kits 21 and 22. Language analysis activities deal with the subject, verb, direct object, and certain syllabic structures. Creative expression activities for Kits 21 and 22 include writing, illustrating, and evaluating stories and riddles after studying antonyms, adjectives, and the elements of reality and fantasy. "Ciudad, Campo y Mar" is the pupil's book for Kits 23 and 24. Besides the structured reading and writing activities, work also deals with diphthongs, syllabication, parts of the sentence and their functions, and alphabetizing words. Creative expression activities include writing of diaries, newspaper articles, letters, and Haiku poems. Non-verbal communication includes the interpretation of stories, musical selections, and dancing. Descriptors: Bilingual Education, Childrens Literature, Creative Writing, Decoding (Reading)