Strategies for Instruction

The design of this program should require a learning outcome of grade level skills in Spanish for every student. The assessment strategies will be testing similar to testing in the Mexican Public School Curriculum as well as alternative assessments of grade level achievement by teachers and fellow students. All references to grade level achievement will be set by this Mexican curriculum which is readily available at the Mexican Consulate. The strategies for instruction will be closely aligned with the sought for objectives.

The three main objectives are:

--Read Spanish at grade level

--Write Spanish at grade level

--Know Latin American culture at grade level

The instructional strategies for these three objectives will match technological implementation, learning resources and teaching style with learning style needs that are determined upon initial evaluation of the students. As the design is theoretical the strategies that could be chosen are as follows:


1. Integrated curriculum using culture and history to excite students about reading and writing Spanish

2. Classes conducted completely in Spanish

3. Constructivist principles guiding instruction allowing for student curiosity and input

4. Instructional groups will be of 5-7 students for each teacher. Project and reading groups sizes will vary within the instructional group. (Students will be given the choice of working with small groups or as individuals on projects.)

5. Strategies for cultural proficiency will be:

Parent and teacher storytelling
Reading material in Spanish rich in cultural traditions and history
Music traditional to Latin America as background music in class and to be sent home for listening (CD's for car stereos)
Singing traditional Spanish songs in class.
Using Mexican Public Schooling curriculum requirements for history knowledge at grade level as a guide.
Acting out traditional Latin American cultural traditions in play form, or making a film to show classmates.
Reading great literature selections in Spanish.

6. Strategies for reading proficiency will be:

Similar strategies as used in English reading instruction will be used, for example: phonetics, the Wilson program.
Integrating reading materials with classroom instruction to immerse students in subject matter and excite them about it
Reading materials will be plentiful for in class reading as well as pleasure reading at home.
Rather than checking out materials, small printouts are preferable for take home to keep.
CD's and DVD's of age appropriate music, movies and games may be sent home with those who have technology at home
Film, DVD, and computer presentations (power points with pictures, or any Spanish web sources) can accompany reading

7. Strategies for writing proficiencies will be:

For younger students, play acting and creative construction of stories along cultural lines
Play and film writing will be used in group project work
Publication in Spanish newspapers of reports, poetry and prose, as well as letters to the editor
Book reports to be presented to other students will be written, similar to school work in English
Essays for assessment will be required for grade level proficiency evaluation

8. Assessment would be made of student progress using Mexican Public School curriculum as a guide for each grade level. Alternative assessments would also be made by teachers who will be trained to do so for projects, presentations, and portfolios. Reporting to families will be done at least twice yearly to note progress towards goals set individually for each student. The plan of study for each student will be assessed at least once annually for revisions, Teacher strategies will also be assessed annually for revisions.

In summary, the course work will be language and culture integrated, completely in Spanish, constructivist in nature, varied in technological support, and depend upon initial evaluations for individual design. Students will work closely with teachers in small groups or individually. The evaluation of the program as a whole, and student progress will be made along the way to insure responsiveness to learner needs.