THREE PLANES OF ACTIVITY

1. COMMUNITY PLANE

1. Historical, societal, institutional, family influences
2. Room 110:

1. "I know that all literacy instruction is supposed to take place in English, so I do guided reading in English. But, some kids will not understand me if I explain about reading strategies, do the picture walk, and get [the children] ready to read the book in English. So, I do it in Spanish; yet they read the book in English. I am always trying to speak in a way that the most kids are going to understand at that time."

1. writing workshop, shared and guided reading, working with words, literature studies, independent reading (Spanish)

1. INTERPERSONAL PLANE

1. Children’s life experiences as bridges
2. Spanish as resource
3. Collaborative discourse

1. INTRAPERSONAL PLANE

1. 1^st graders with no formal English literacy instruction
2. L1 literacy:

1. 3 conventional Spanish readers
2. 2 non-readers: one-to-one correspondence
3. 2 non-readers: pre-syllabic hypothesis

1. English proficiency: LAS level 1, varied greatly in actual proficiency
2. Other factors: Achievement, motivation, etc…

1. Monthly (Oct. – May)
2. Non-readers: Reading with pictures (Ferreiro and Teberosky)
3. Readers: Miscue analysis with retelling (Goodman)

1. English and Spanish
2. Guided reading books at level of instruction
3. Instructions/retellings: Spanish

• Apply graphophonic knowedge (Sp), but assume words unknown (English)
• Deciphering breaks down: make inferences from pictures with little effort to map onto text

• Omit nouns or produce non-word miscues

• Sight words do not add up to comprehension

• Develop integrated cueing systems in L1!

• Developing biliteracy as a result of "de facto" bilingual education in home, class
• Semantically correct miscues and self-correction in Spanish = integrated cueing systems
• English development:

1. Sight words + Spanish phonetic knowledge


Infer meaning from pictures

2. Decoding + meaning (interlanguage miscues)


Retell main point, more meaning from text

3. Decoding + increased meaning (interlanguage miscues, semantically correct miscues and additions)

• No self-correction in English: Will limited access to semantic and syntactic knowledge have a lasting effect?
• Instruction should emphasize building semantic and syntactic resources:

1. Semantic:

1. Emphasize pre-reading

1. Activate and build prior


knowledge

2. Use of L1
3. Pre-teach key words

1. Monitoring, problem-solving

1. Syntactic:

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