This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Miami Beach Spanish Curricula Development Center, Carmen G. Suarez, Carlos Perez, Austin Dissemination and Assessment Center for Bilingual Education, and Jean Thompson.
(1977). SCDC Spanish Curricula Units. Spanish SL, Unit 5, Grade 2, Teacher's Guide. The Spanish SL strand of unit five for second graders provides the English-dominant child with the structures and vocabulary he will need for effective communication in a bilingual environment. This teacher's guide contains assessment activities, activities for oral language development, and activities for listening and related skills of comprehension and interpretation. These activities help the child build concepts in his new language through formal and informal language experiences. Focus, materials and objective for the activities are given in Spanish and English, with teacher instructions in Spanish only. Two illustrated readers are used to help the child read by structures, recall details, identify feelings, and discuss cause-effect relationships. Activities provide opportunities for class participation through discussions, question-response exercises, musical games, songs, and written work. Pupils identify actions in pictures, tell time, work with rhymes, learn the days of the week, label and group objects, describe sensory perceptions, name parts of the body, and work with command and possessive words. Specific Spanish concepts include the contrast between the verbs "ser" and "estar", the introduction of the present progressive, noun and modifier agreement, past tense of verbs, and pronouns used as direct objects. Descriptors: Bilingual Education, Decoding (Reading), Grade 2, Grammar
(1974). SCDC Spanish Curricula Units. Science/Math Strand, Unit 2, Grade One, Teacher's Guide–Multi-Ethnic Edition. The second unit of instructional and evaluation activities for a science/math curriculum in Spanish developed for first graders make up this teacher's guide. Kits five-eight, each covering a period of two to three weeks, present science and math instruction around the family. The guide lists focus, objective, and materials in English and Spanish for each learning activity; teacher instructions are in Spanish. Specifically, kits contain these themes and activities: (1) who the child is–extending experience with numbers and number combinations, introducing frame directions; (2) the child's needs and wants–observing temperature variance between common substances (water), making and using a thermometer device, adding and subtracting sets of ten, associating temperature differences with movements on a color-coded thermometer; (3) family resources–building on observation skills through taste and smell, teaching safety practices with household substances, working with number names of numerals for future activity with Celsius thermometer; (4) the child's use of resources–comparing and identifying three-dimensional shapes, introducing numerals beyond 10 through groupings of tens plus ones, practicing with numbers 0-99, using Celsius thermometer. Descriptors: Addition, Bilingual Education, Elementary School Mathematics, Elementary School Science
(1974). SCDC Spanish Curricula Units. Spanish SL Strand, Unit 1, Grade One, Teacher's Guide–Multi-Ethnic Edition. Basic theme of this teacher's guide is the child in the classroom. Learning and assessment activities are designed to provide the English-dominant child with structures and vocabulary for effective communication in a bilingual environment. Activities help the child build concepts in a new language through formal and informal language experiences and allow him to actively participate so that he may associate language with his experiences. Kits one through four, each intended for a two- to three-week teaching period, focus on who the child is, what his needs, wants, and resources are, and his use of resources in the classroom. Specific activities include greeting others, identifying himself and classmates by name, giving and following directions for identifying and locating objects in the classroom, locating others via their possessions, identifying classroom wants and needs, identifying and locating new classroom objects, classifying and grouping objects by size and function, sharing classroom resources, describing function of learned objects, identifying primary colors, and following directions for coloring, cutting, folding, pasting, and helping in the classroom. Descriptors: Basic Vocabulary, Bilingual Education, Classroom Environment, Color
(1973). SCDC Spanish Curricula Units. Social Science Strand, Unit 1, Grade One, Teacher's Guide–Multi-Ethnic Edition. Helping first graders adjust to the classroom environment is the theme of the bilingual social science instructional unit. The Spanish-English guide presents instructional and assessment activities for four kits: (1) who the child is–concepts of interdependence, cooperation, values, societal control; activities for building self-confidence and clarifying self-image; (2) the child's needs and wants–concepts of tradition, causality; activities to help the child become aware of how use of available emotional, physical, and environmental resources may help him satisfy his wants and needs in the classroom; (3) the child's resources–concepts of power, conflict, tradition; activities where the child analyzes all aspects of given situations and offers possible solutions; introduction of map skills; (4) the child's use of resources–concepts of modification, cultural change; identification activities making the child aware of the physical and social environment and their interaction. Inquiry strategies in both cognitive and affective domains are utilized to reach the objectives. Content sources are the child's own experience, games, stories, interviews, visits to other classrooms, and dramatizations. Assessment activities measure knowledge of material and reinforce previous instruction. Descriptors: Adjustment (to Environment), Bilingual Education, Classroom Environment, Conflict Resolution
(1974). SCDC Spanish Curricula Units. Language Arts Strand, Unit 2, Grade One, Teacher's Guide–Multi-Ethnic Edition. Instructional and assessment activities in language arts are presented in this teacher's guide to unit two of a Spanish language arts curriculum for first graders. Focus, objective, and materials for each activity are given in English and Spanish, with teacher instructions only in Spanish. Four small picture books for students (brief Spanish dialogue/descriptions) are included with the guide. This second unit, consisting of kits five through eight, centers around the theme of the family, and presents instructional activities in oral language development, language-experience reading, structured reading, and comprehension and interpretation skills. Each kit provides group and seatwork activities and a listening program in instruction about new letters, words, and structures. Specifically, the kits' themes and activities are: (1) who the child is–games, concept development activities, writing the child's autobiograpy; (2) the child's needs and wants–retelling a story, role playing, resolution of conflicts, analysis of values, individual student stories for a class book; (3) the child's resources–classification of material resources in the home, description of family members, stories for family books; (4) the child's use of resources–human and material resources in the home, family roles. There are assessment activities with detailed instructions in each kit. Descriptors: Beginning Reading, Bilingual Education, Childrens Literature, Comprehension
(1975). SCDC Spanish Curricula Units. Fine Arts Strand, Unit 5, Grade 2, Teacher's Guide–Multi-Ethnic Edition. Fine arts for second graders are explored in the instructional and assessment activities of the fine arts strand of unit five. Four Spanish songbooks accompany kits 17-20; the recordings of the musical selections used are available on Cassette 17-20 (available separately from the Dissemination Center). The strand revolves around the theme of the school as a community and treats four spiraling questions dealing with the elements, wants and needs, change occurrences, and the results of change. Focus, objective, and materials for each activity are in Spanish and English, with teacher instructions in Spanish only. Singing, clapping rhythm band work, body movements to music, dancing games, and dramatics are some of the activities associated with the songs. Students learn to follow the direction of a simple score. They work with the elements of rhythm, form, the expressive qualities of timbre and musical style, the symbols for rests, the concepts of pitch, and the ascending and descending movement of the scale. Assessment activities provide testing materials to measure the knowledge gained in the instructional activities and to determine which concepts or skills need reinforcement. Descriptors: Aesthetic Education, Aural Learning, Bilingual Education, Cultural Education
(1977). Intermediate SCDC Spanish Curricula Units. Science/Health, Unit 1, Kits 1-4, Teacher's Guide. Unified by the theme "our community", this unit, part of nine basic instructional units for intermediate level, reflects the observations of Mexican Americans, Puerto Ricans, and Cubans in various regions of the United States. Comprised of Kits 1-4, the unit extends the following basic and interpreted science processes: observing, communicating, classifying, using numbers, measuring, inferring, predicting, identifying variables, describing relationships between variables, constructing a table of data, collecting and processing data, analyzing investigation, formulating hypotheses, experimenting and interpreting data. Each kit directs specific attention to a spiraling question: Who is the individual? What are the individual's alternatives? How can the individual initiate change? What happens as a result of change? Kit 1 covers the four basic food groups, the characteristics of living things, the metric system, the development of histograms, and the identification of some food nutrients. Kit 2 deals with the properties of air, air molecules at different temperatures, the skin as a sense organ, and skin care. Kit 3 presents the concepts dealing with air humidity and its condensation and evaporation, weather conditions and forecasting, and water pollution and its effect on the environment. Kit 4 deals with various elements of sound awareness and the parts and functions of the ear. Descriptors: Bilingual Education, Ears, Elementary Education, Elementary School Science
(1978). Escaparate. Programa de lectura y ensenanza del lenguaje, Unidad C. Cuaderno de Trabajo (Show Window. Reading and Language Learning Program, Unit C. Workbook). Exercises, tests, puzzles, enrichment activities, maps, and games are included in this student workbook for "Escaparate," the third in a series of eight Spanish reading and language instruction units developed by the Bilingual Program of Edgewood School District, San Antonio, Texas. The publication can be used as ditto sheets for duplicating or in its entirety as a student workbook, in conjunction with a text of 11 Spanish reading selections. Workbook activities, several for each reading selection, are referred to by page number in the teacher's guide, which is also part of the "Escaparate" unit. Workbook exercises deal with consonants, antonyms, prefixes, suffixes, syllables, diphthongs, parts of speech, conjugation of verbs, alphabetical order, compound words, synonyms, personification, and similes. Standard Spanish vocabulary is used throughout the unit. Descriptors: Bilingual Education, Bilingual Students, Childrens Literature, Educational Games
(1978). Escaparate. Programa de lectura y ensenanza del lenguaje, Unidad C. Guia Para El Maestro (Show Window. Reading and Language Learning Program, Unit C. Teacher's Guide). Instructions for use of "Escaparate," the third of eight Spanish reading and language instruction units developed by Edgewood School District's Bilingual Program, San Antonio, Texas, are given in this teacher guide. Originally intended for grades four through six, the program may be used from fourth grade to secondary school in Spanish reading and language classes. The unit, developed with input from parents and teachers, is based on 11 reading selections, with specific lesson plans for each. Language instruction is developed around stories representing aspects of the history, culture, and daily life of the Mexican American student. A suggested schedule for teaching each reading selection is provided: first day–theme discussion, introduction of new words; second day–silent reading, discussion; third day–reading aloud, discussion; fourth day–mastery and enrichment activities; fifth day–evaluation. The format for teaching instructions on each reading is as follows: story theme; objectives (student behavior); materials; reading preparation (new vocabulary, teaching procedures); directed study (discussion questions); mastery and enrichment activities; and evaluation. The teacher's guide, for use with the text and student workbook, also contains a glossary of grammatical terms and a list of new words. Descriptors: Bilingual Education, Childrens Literature, Cultural Education, Discussion (Teaching Technique)
(1978). Escaparate. Programa de lectura y ensenanza del lenguaje, Unidad C (Show Window. Reading and Language Learning Program, Unit C). Stories in Spanish about aspects of the history, culture, and daily life of Mexican Americans are included in this reading book developed by Edgewood School District Bilingual Program in San Antonio, Texas, for students in grade four through secondary school. "Escaparate" is the third of eight units being developed in this reading and language instruction program. Eleven reading selections are presented with many full-page pen and ink illustrations. Stories revolve around such themes as the family, decision making, history (i.e., the Battle of the Alamo and early Indian settlement at the present-day site of San Antonio), and working together. Stories utilize standard Spanish vocabulary. The reading book is one of three parts of the "Escaparate" unit; others are a teacher's guide and a student workbook. A vocabulary list of new words is included in the reading book. Descriptors: Bilingual Education, Bilingual Students, Childrens Literature, Cultural Background
(1978). English Language Arts Units. A Bilingual Multicultural Guide, Teacher's Guide. Developed for bilingual, multicultural sixth-grade classes, this teacher's guide for an English language arts program contains instructions on 11 English vocabulary development units and 10 culturally relevant literature units which may be used independently or as a supplement to other English language programs. Developed through input from faculty, parents, and students of pilot project schools in Fort Worth, Texas, the units can also be used in other elementary grades or junior high classes. Vocabulary units are designed to develop communication competency not only in grammar and literature but also in subject areas such as mathematics, religion, cooking, and politics. Literature units consist of original stories about Mexican American children in Texas and translations of traditional stories from Spanish-speaking countries. The teacher's guide has a basic format for each unit: notes to the teacher on effective presentation; concept; objective (student behavior); vocabulary introduced; materials (a list and directions on use of resources); activities (small and large groups, individualized instruction); evaluation; and enrichment activities. The guide, to be used with the student's book, also contains an answer key and reading lists of 69 English and Spanish publications for teachers and students on the Mexican American and his bilingual, bicultural world. Descriptors: Alphabetizing Skills, Bilingual Education, Communication Skills, Cross Cultural Studies
(1974). SCDC Spanish Curricula Units. Social Science Strand, Unit 2, Grade One, Teacher's Guide–Multi-Ethnic Edition. Building on a unit designed to help first graders adjust to the classroom environment, this teacher's guide for the second bilingual social science instructional unit includes material which expands the conceptual field of the child to the family. The Spanish-English guide presents instructional and assessment activities for kits five through eight. The guide outlines the focus, objective, and materials needed for each activity. The kits focus on (1) who the child is–concepts of interdependence, values, cooperation; activities about nuclear and extended family, division of labor, roles, and love; (2) the child's needs and wants–concepts of tradition, causality; activities about basic family needs, home environment, cultural background; (3) the child's resources–concepts of power, conflict, differences; activities about family interaction, characteristics, roles, traditions, and decision making; (4) the child's use of resources–concepts of time; activities about use of present, past and future time; impact of change on individuals, family, education, and cultural change. Content sources are open-ended stories, pantomimes, dramatizations, finger puppets, skits, improvisations, games, group reports, and visual aids. Also included are the assessment activities, criteria used to develop them, their focuses, and an indication of when they should be used. Descriptors: Bilingual Education, Change Agents, Cultural Awareness, Cultural Background
(1973). SCDC Spanish Curricula Units. Language Arts Strand, Unit 1, Grade One, Teacher's Guide–Multi-Ethnic Edition. Activities in this teacher's guide for unit one of a Spanish Language Arts curriculum for first graders are grouped into structured reading and listening (related comprehension and interpretation skills for each), and oral language development and language-experience reading. Three small picture books for students (brief Spanish dialogue/descriptions) come with the guide. Basic theme is the child in relation to the classroom, with focuses on the child, his needs, wants and resources, and his use of resources. Specific content includes: left to right orientation and return sweep; auditory recognition of initial sounds and rhyming words; motor coordination; sequence of events related to rhymes/folk stories; literary elements of main ideas, characters, and setting; auditory/visual discrimination of initial sounds; imitative reading; graphemic representation of sounds; verifying statements; retelling episodes; anticipating events; cooperation; appropriate classroom behavior; identification of persons/classroom activities; identification of characters; child's resources; relating personal experiences to activities; illustrating a story; new letters, words, and structures; structured reading; concept development; exploration of feelings; and association of personal experiences. Assessment activities are given. Descriptors: Beginning Reading, Bilingual Education, Classroom Environment, Cooperation
(1974). SCDC Spanish Curricula Units. Social Science Strand, Unit 3, Grade One, Teacher's Guide–Multi-Ethnic Edition. The child's conceptual field is expanded from his world of the classroom and family to the school as a whole in this teacher's guide to a bilingual social studies unit. Instructional and assessment activities for kits 9 through 12, each requiring up to three weeks, are contained in this Spanish-English guide. For each activity, its focus, objective, and needed materials are outlined. Content is as follows: (1) who the child is–concepts of interdependence, cooperation, values, and societal control, activities about individual and school expectations, cause/effect relationships, school physical setting; (2) the child's needs and wants–concepts of tradition and causality, activities about threads linking the child with the past and future, influence of traditions, rules and expectations, individuality; (3) the child's resources–concepts of power, conflict and differences, activities about individual/group characteristics, human interaction, others' feelings and values and dealing with conflict; and (4) the child's use of his resources–concepts of cultural change and modification, activities about the school's human and physical resources, impacts of change, population mobility and school personnel roles. Activities include stories, games, group planning and discussions, dramatizations and the child's experiences. Descriptors: Attitude Change, Bilingual Education, Conflict, Educational Environment
(1974). SCDC Spanish Curricula Units. Language Arts Strand, Unit 3, Grade One, Teacher's Guide–Multi-Ethnic Edition. As in kits one through eight, the Spanish Language Arts teacher's guide for kits 9-12 presents activities in oral language development, language-experience reading, structured reading, and comprehension and interpretation skills. The school is the basic theme of this third unit. Four small picture books for students (brief Spanish dialogue/descriptions) are included. The focus, objective, and materials for each learning activity are given in English and Spanish, while teacher instructions are in Spanish only. New letters, words, and structures are reinforced through group and seatwork activities, pupil's books, and listening programs. Kit themes and some of their activities are: (1) who the child is–identifying and describing roles of the child in relation to school personnel, identifying rhymes; (2) the child's needs and wants–identifying and describing wants and needs related to school safety, (3) the child's resources–identifying material and human resources of school, alphabetizing, constructing a picture dictionary; and (4) the child's use of his resources–having many things in common with other children, associating personal experiences to story events. Assessment activities in each kit include instructions, assessment sheets, and criteria used in their development. Descriptors: Alphabetizing Skills, Beginning Reading, Bilingual Education, Childrens Literature