Read, Speak, Succeed: Empowering Future Global Communicators
Carrie Clark, Branson High School, Branson, Missouri
Introduction
The primary objectives of this project are twofold: to enhance literacy and language proficiency by reading Spanish-language books and materials. Given that my students are studying Spanish with the ultimate aim of effective communication, it is essential for them to excel in both understanding written texts and articulating information orally. Achieving proficiency in these areas will not only support their academic aspirations, such as earning the Seal of Biliteracy and achieving a high score on the Advanced Placement (AP) Spanish Language and Culture exam, but will also equip them with the linguistic skills necessary for success in an increasingly interconnected global workforce.
This initiative emphasizes expanding students' vocabulary and reading comprehension while simultaneously providing opportunities for oral practice, supported by immediate, constructive feedback from peers. The project is designed to be a sustained endeavor, one that will be revisited annually at progressively advanced levels, both during the academic year and outside the classroom setting.
Step-by-Step Plan
Before School Year Preparations
- Conduct research to identify target language books that align with students' reading levels.
- Select texts that will captivate students' interest and motivate sustained reading.
- Procure necessary materials.
- Organize the classroom to display engaging book covers prominently and categorize them according to reading difficulty.
During the school year
- Designate specific class periods dedicated to independent reading.
- Encourage students to select a text of their choice and document unfamiliar vocabulary words encountered during their reading.
- Instruct students to formulate questions based on the text that another reader will be tasked with answering.
- Facilitate a peer exchange of books, where students will address the questions posed by the previous reader.
- Encourage peer review and collaborative discussion, enabling students to clarify any misunderstandings regarding the text.
- Plan class sessions focused on readings that highlight influential women in Latin American history, utilizing the texts as a springboard for further research.
- Facilitate group presentations where students share their research findings with the class, expanding on the knowledge gained through both the readings and independent research.
- Organize a collaborative photo activity in which one student describes an image in Spanish, while the other(s) attempt to visualize it.
- After a set time, students should show the image to the classmate(s), and they discuss what descriptions were helpful and/or what information was lacking in the description.
After the school year
- Provide students with the option to check out a book from the classroom library for summer reading.
- Students who are able to articulate what they learned from the book
Timeline
See process detailed above.
Budget
Spanish 1 & 2 Readers:
Spanish 3 Readers:
- https://teachersdiscovery.com/products/nuestro-mundo-level-3-spanish-short-story-collection?_pos=3&_psq=nuestro+mundo+le&_ss=e&_v=1.0
- https://teachersdiscovery.com/products/los-sobrevivientes-level-3-spanish-reader?_pos=1&_psq=sobre&_ss=e&_v=1.0
- https://teachersdiscovery.com/search?options%5Bprefix%5D=last&q=casa+dividia&filter.p.product_type=
- https://teachersdiscovery.com/products/teachers-discovery-spanish-level-3-fvr-bundle?_pos=2&_psq=spanish+level+3+fvr&_ss=e&_v=1.0
Spanish 4 Readers:
- https://teachersdiscovery.com/products/es-posible-so-ntilde-ar-level-4-spanish-reader-by-adriana-ram-iacute-rez?_pos=1&_psq=es+posible&_ss=e&_v=1.0
- https://teachersdiscovery.com/products/nuestro-mundo-level-4-spanish-short-story-collection?_pos=1&_psq=nuestro+mundo+level+4&_ss=e&_v=1.0
Revolutionary Women text:
Photo Cards:
What did it look like?
Sustainability
The reading component of this project is designed to be a sustainable initiative, capable of being repeated annually or even each semester, given the extensive variety of books available for student selection. The photo activity, which can be conducted monthly or even more frequently, provides an additional layer of engagement and flexibility. Students will have the opportunity to rotate partners both for reading exercises and for the photo description activity, thereby fostering continuous development in their fluency, communicative skills, and confidence. Although this is the inaugural year of utilizing the curated books and photo cards, the response from students has been overwhelmingly positive. They have demonstrated a strong enthusiasm for selecting their own reading materials and have expressed genuine enjoyment of both the reading and photo description activities in the classroom.
Reflections
In reflection, this project has significantly enhanced and expanded the reading library within our classroom, contributing to a more engaging and relevant learning environment. The new selection of books is tailored to better align with students' age groups and interests, while still maintaining an appropriate level of Spanish proficiency. These updated books have been overwhelmingly popular among students, in stark contrast to the previously available materials, which often featured more juvenile themes. Additionally, the photo cards have provided invaluable opportunities for students to practice circumlocution, as the images often depict complex or abstract ideas, encouraging students to articulate their thoughts more creatively and precisely.
While the implementation of the reading project has been largely successful, certain challenges arose, particularly due to students missing designated reading periods. This inconsistency led to a situation where some students had completed their books, while others had not. To address this, I offered additional reading time during class and provided students with the option to check out books over weekends, allowing them to catch up at their own pace. These adjustments proved effective, enabling all students to participate fully in the activity.
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