When reading short stories or our novel in Spanish IV, I try and pull out the main themes and ideas ahead of the reading. I then create opinion statements. Students have to say whether they agree or disagree with the statement and explain (using the target language). This gives them an idea of what the story is going to be about and lets them develop their opinions as they read. Sometimes their opinions change after they read the story. I will include an example that I have for Spanish IV.
In Spanish III when we read "El viaje perdido" by Blaine Ray, I use the KWL chart to have students note in Spanish what they Know about Puerto Rico, what they Want to know and later what they Learned. I do a cultural introduction and they get cultural aspects throughout the reading that they can add to the chart. I also have them note vocabulary that they want to know or that comes up in the reading.
I use the Venn Diagram to have students compare differences and similarities in culture (Mexico and the U.S. in "Pobre Ana") and among characters ("El viaje perdido").
Double Entry Journal (DK)
· While reading a deaf culture related book, students are to complete a Double-Entry Journal. First selecting a direct quote from the book and then personalize their experiences to the book by writing what the quote reminds them of or how it makes them feel.
Cajas (JP)
When we do readings in Spanish II, I have used this pre-reading strategy to help students understand the themes and vocabulary of the story ahead of time. I give them ten main words from the story (names, objects, themes, places, etc). The students job is to place the word in a box based on where they think it belongs ( i.e. place, character, problem, solutions, I don't know, etc.) When they have done this, they then create their own short story in groups as pre-reading. They find out if they are correct as they read.
Reading Strategies
Main Themes (JP)
KWL (BS)
In Spanish III when we read "El viaje perdido" by Blaine Ray, I use the KWL chart to have students note in Spanish what they Know about Puerto Rico, what they Want to know and later what they Learned. I do a cultural introduction and they get cultural aspects throughout the reading that they can add to the chart. I also have them note vocabulary that they want to know or that comes up in the reading.
Venn Diagram (BS)
I use the Venn Diagram to have students compare differences and similarities in culture (Mexico and the U.S. in "Pobre Ana") and among characters ("El viaje perdido").
Double Entry Journal (DK)
· While reading a deaf culture related book, students are to complete a Double-Entry Journal. First selecting a direct quote from the book and then personalize their experiences to the book by writing what the quote reminds them of or how it makes them feel.Cajas (JP)
When we do readings in Spanish II, I have used this pre-reading strategy to help students understand the themes and vocabulary of the story ahead of time. I give them ten main words from the story (names, objects, themes, places, etc). The students job is to place the word in a box based on where they think it belongs ( i.e. place, character, problem, solutions, I don't know, etc.) When they have done this, they then create their own short story in groups as pre-reading. They find out if they are correct as they read.