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Materiales en marcha para el esfuerzobilingue-bicultural (Materials on the March for thePromotion of Bilingualism/Biculturalism), September1973.San Diego City Schools, Calif.Office of Education (DHEW), Washington, D.C.Sep 7323p.

MF-$0.65 HC-$3.29*Biculturalism; *Bilingual Education; Bilingualism;Culture; English; Ethnic Groups; *InstructionalMaterials; Mexican Americans; *Minority Groups;*Newsletters; Open Plan Schools; Portuguese; Spanish;Spanish Speaking; Team Teaching

This newsletter is designed to promote the needs andinterests of bilingual-bicultural education. This issue contains thefollowing articles: (1) What in the World Is a Team-Teaching,Continuous Progress, Non-Graded, Open Classroom in BilingualBicultural Education?, (2) Laughter and Anaya's "Lenguaje," (3)"Alegrias" and the Language Experience Story, (4) Cultural Comics,and (5) Portuguese Field-Testing Favorites. Included is a list ofsuggested U.S. distributors of educational materials in Spanish andPortuguese. Materials appear in Spanish, Portuguese, and English.(SK)

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L. 92113 714.F232-6864

IBJECTIVE 1: to identify-nd acquire sample copies.f educational materials inSpanish and Portuguese,

. > such as texts and supple-' ents, posters, recordings,slides, and tapes, fromforeign countries whichcould be employed to imple-tent bilingual education inthis country

0BJECTIVE 2: to field testhese materials in elemen-tary and secondary bilin-ual-bicultural educationlasses throughout the U.S.and elicit evaluations fromstudents and teachers whoork with them, as well as

'sample lessons from theseame teachers

PURPOSE: to make availableto teachers of elementaryand secondary bilingual-bi-cultural education classesin the United States infor-mation concerning instruc-tional materials currentlypublished in Spanish- orPortuguese-speaking coun-tries

OBJECTIVE 5: to provide forthe revision of those out-standing materials that re-quire little rewriting inorder to make them specifi-cally relevant to Spanish-speaking students in theU.S. and to promote thepublication of K-6 textbooksets in the four basic ele-mentary school subjects:fine arts, language arts,mathematics and science

OBJECTIVE 3: to identifycomparable concepts in

texts in Spanish and Portu-guese and in texts in Eng-lish and to compile paral-lel lists of texts

OBJECTIVE 4: to publish a .

monthly magazine on materi-als for bilingual educationwhich includes reviews,sample lessons, articles onideas and issues in bilin-gual education and out-standing bilingual pro-grams, and lists of: com-parable materials in the

project collection to ac-company reviews, sug3estedU.S. distributors of materials in Spanish and Portu-guese, and parallel texts

ESEA TITLE VII SAN DIEGO CITY SCHOOLS2960 :'NATION'ALAVE,SAN PlEG0,.9?(.L.

,

92113 714..232-0864

STAFF

Consuelo AlcalgFrances Lopez BeckersRaquel CardosoGertrudis CesehaRamona CesehaRachel Flores ClossonHelen E. DiazRafael FernandezSylvia GaineyTeresa GaribayIsabel Guardado

Teresa Zapign

About Our Authors 2

Readers Write 3

Nota del Editor 3

What in the World is a Team-Teaching, ContinuousProgress, Non-Graded, Open Classroom in BilingualBicultural Education? 4

Linda Guest

Laughter and Anaya's "Lenguaje" 7Margo Taylor

"Alegrias" and the Language Experience Story 11

Amali R. Perkins

Cultural Comics 13

Margarita Carmona

Portuguese Field-Testing Favorites 18Helen E. Diaz

The work presented or reported herein was performed pursuantto a Grant from the U.S. Office of Education, Department ofHealth, Education, and Welfare. However, the opinions ex-pressed herein do not necessarily reflect the position orpolicy of the U.S. Office of Education, and no official en-dorsement by. either the U.S. Office of Educat:-)n, San DiegoCity Schools, or the Materials Acquisition Prject should beinferred.

MAP/Materiales en Marcha/September 1973

Sandra HinzoAnn Kern

Robert LunaMargaret PadillaMartha Pedroza

Herlinda RamirezDoris Rivera

Claudine H. RuppRosario Ventura

Federico VidaurriMaxine Villarino

IN THIS ISSUE

1

AUCUT CUICAIM-ICUS

LINDA GUEST is a third-and fourth-grade bilingualteacher at Bandini Elemen-tary School, City of Com-merce, California. Born in

East Los Angeles, she

earned an A.A. from EastLos Angeles College and a

B.A. from California StateUniversity, Los Angeles.She has also attended Los

Angeles City College, Whit-tier College, and the Uni-versity of California, Los

Angeles. She holds a

Standard Elementary Creden-tial, and she has taught atSuva Elementary School for

one year and Bandini for

two. She has served as aconsultant to the Califor-nia Department of EducationBilingual-Bicultural TaskForce, the InternationalMultilingual MulticulturalConference, and the Cali-fornia State University,Fullerton, Southern Cali-fornia Bilingual-BiculturalConference. She is activeon the Advisory and Materi-als and Curriculum Boardsfor California State Uni-versity, Fullerton; Nation-al Association for Bilin-gual Education and its Con-ference Committee; Bilin-gual-Bicultural CurriculumBoard, Montebello; AmericanFederation of Teachers; andAlpha Kappa Delta, nationalsociological scholastic so-ciety. Her major academicinterests are multilingualmulticultural education,

educational learning dis-abilities, Chicano studies,ethnic and minority grouprelations, and social move-

MARGO TAYLOR's article,"A 'Used' Teacher's Viewof New Language Arts Ma-

terials," appeared in theAugust 1972 issue of Ma-teriales en Marcha. She

is in her second year asESL Resource Teacher atJohn J. Montgomery Ele-

mentary School, ChulaVista, California. Vice-president of the San Die-go County ESL BilingualAssociation and a memberof the California Associ-ation of Teachers of Eng-lish to Speakers of OtherLanguages (CATESOL), she

is instructor for an ESLteaching methods courseat Southwestern College,Chula Vista, this fall.This past summer she par-ticipated in the Chicanocaucus at the NationalEducation Association(NEA) Convention in Port-land, Oregon, and vaca-tioned in Hawaii. 4110

AMALI R. PERKINS's article,"An 'Enciclopedia' That Is

Also a 'Tesoro,'" appearedin the April 1972 issue ofMateriales en Marcha. She

is Program Specialist forSan Antonio, Texas, Inde-

pendent School District'sBilingual Education Center.Educated in Brownsville,Texas, elementary and sec-ondary schools, she earneda B.A. in Spanish at the

University of Texas, Aus-

tin, and an M.Ed. in super-vision at Our Lady of the

Lake College, San Antonio.Her experience encompasses12 years as an elementary

ments and social change.limp teacher in San Antonio In-

dependent School District,three years as supervisorof the Dissemination andDemonstration Center, andone year as Coordinator ofthe Junior School Curricu-lum Development Project.She was a participant in

the N.D.E.A. Institute forTeachers of Spanish-Speak-ing Disadvantaged Childrenat the University of Texas,Austin, in the summer of1967 and a supervisor ofanother N.D.E.A. Instituteat the University of Texas,Austin, in the summer of1968. The following twosummers she wrote curricu-lum for the Southwest Edu-cational Developmental Lab-oratory. She has been a

consultant to workshops forbilingual programs, and atpresent she is attendingthe University of Texas,San Antonio, to pursue herbilingual-bicultural stud-ies. "MOP

MARGARITA CARMONA's arti-cl e, "Meaningful, EnjoyableMusical Experiences," ap-peared in the September1972 issue of Materiales enMarcha. She is continuingin her position as Coordi-nator of the AB 116 Bilin-gual Program for San DiegoCity Schools. RecordingSecretary of the San DiegoChapter of the Associationof Mexican American Educa-tors and a member of DeltaKappa Gamma, education hon-orary society, she is work-ing toward an Administra-tion and Supervision Cre-dential and an M.A. in edu-cation at San Diego StateUniversity. WA*Cassette tapes of INTER-NATIONAL MULTILINGUALMULTICULTURAL CONFERENCEsessions can be purchasedfrom the MINUT-TAPE COM-PANY, 3640 SOUTH SEPULVE-DA, SUITE 123, LOS ANGE-LES, CALIFORNIA 90034.

2 MAP/Materiales en Narcha/September 1973

leeadetus WriteMateriales en Marcha :

I'm impressed and grati-fied at the quality ofcontent in Materiales enMarcha. I commend al 1persons responsible forthe publication, which isdesperately needed herein the Midwest. I enjoythe art icles in Spanish,and as a result my Span-ish prof iciency is in-creasing. The state ofIllinois is increasingits budget from two mi 1 -I ion dol lars in 1972 tos i x m i l l ion dol Lars in1973 support ing bi I in-gual -bicul tural educationin the public school sys-tem.

Louisa Martinez EggertOak Lawn, IllinoisMateriales en Marcha :

El 'exit° de la educatio nbi I ingile-bicu ltura 1 de-pende en gran parte de uncomp le jo de factores so-c io-econOmico-cul turales(extra-1 inguist icos) quepueden resumi rse en elconcepto de prest igioSi queremos que el nifioqu i era aprender el espa-nol (y da igual que seahispano o ang 1 o) deberia-mos hater todo 1 o pos ibl epara real zar, aumentar yreforzar el prestigio de 1id lama en este pals. Porlo tanto su revista, auncon la forma y el conte-nido actuales, es de granut 1 idad , profes ional yps icolOg icamente. Peros i qu ieren me j ora rl a ,procuren que sea una re-vista en espanol con unoque otro a r t i c u l o en i n-gl *es o en portugues, y noal contrar io una revistaen ingles con una queotra cosa en espariol

Que sea un espariol m5 s

!Dien sent i l lo, pero au-tent i co, correcto y aln ivel profes Tonal . Noqueremos rem i lgos de pe-danteria n i tampoco unpurismo exagerado.

P iensenlo: nuestros maes-tros y sus a lumnOS y lospadres de estos ven muy

poco--cas i nadapubl ica-do en espariol en estepais Lo que importa esel prest igio del espailolaqui en nuestro pais.Ayuden a real earl° con suhermosa revista , Mater i a-1 es en Marcha .

Les deseo mucho exit°.

Bruce GaarderOE -NCI ESWashington, D . C.

Nota Del Editor mawNuest ros lectores segu idopreguntan por que no apa re-cen en Ma ter ia les en Marcham5s articulos escr tos enespanol. La triste razOn,segLin parece, es esta: lamayoria de las personas b I-I ingiies de este pals no ses ienten capaces de escri bi rcorrectamente en espanol,atIn ce7ndo lo habl an confacil i dad .

Nosot ros les ped i mos a

nuestros autores que escrban sus articulos en espa-nol, pues queremos quenuestra revista sea neta-mente bi 1 ingue--o tri 1 i

ya que tambien sol ic i-tamos articulos en portu-gues. Por lo general nosd icen que pref ieren escr -b ir en ingles.

Este es, pues, un resultadom5s de l a fal to de educe-c ion bi 1 ingue en el pasado,de la fal ta de entrenami en-to en gram5tica y Ortogra-f ia en espanol.

Segu i remos sol icitando ar-ticulos en espariol y por-tugu5s. Estamos d i spuestosa ayudar a ed i tar. Es me-nester que aprendamos a eX-presarnos por eScr i to ennuestra lengua materna, asicomo a veces tenemos quereaprender a expresarnosoralmente en el I a.

MAP /Materiales en Marche /September 1973

"MRSin embargo, s rend° que laeducac iOn bi 1 i ngk en estepals sera' por 1 o generaleducation en uno de var iosid iomas adem5 s del ingles,resulta que cuando no setrate de art iculos sobrematerial es en espanol 0 enportugues o de asuntos es-pec if icamente rel ac ionadosa los h spanoparl an tes o alos lus tanoparl antes , esapropiado user el ingles.El ingles es la lengua co-mCin , la "1 ingua franca" en-tre los par !antes de otrosid iomas.

The THIRD ANNUAL SOUTHERNCALIFORNIA BILINGUAL CON-FERENCE is set for Novem-ber 1 -3, 1973, at RioHondo College, Whittier,Cal ifornia. Sponsored byC.A. B.E. (California As-sociation for Bi 1 ingualEducation), the confer-ence, which was held atCalifornia State Univer-sity, Fullerton, lastyear, is des igned to dealprimarily with methodsand techniques of bi 1 n-gual education and commu-nity involvement. Ques-tions should be directedto: KEN NOONAN, TITLE V I I

DIRECTOR, POMONA UNIFIEDSCHOOL DISTRICT, 800

SOUTH GARY AVENUE, POMO-

NA, CALIFORNIA 91766.

3

What In The World Is ATeam-Teaching,

Continuous Progress,Non-Graded,

Open ClassroomIn Bilingual-Bicultural Education?

By Linda GuestMS.

LINDA GUEST instructsher students in phonicsthrough use of an over-head projector.

Sometimes, in a barrage of words, the understanding becomeseven more vague. I'd like to share my classroom as one mod-

el of something new and constructive in bilingual-biculturaleducation.

Can bilingual-bicultural education work? Does team-teaching

offer a positive environment to bilingual-bicultural educa-tion? Do children work successfully in a non-graded class-room? What is continuous progress? Do all of the innova-

tions of this model work harmoniously? I hope to answerthese most-often-posed questions.

Environment

Our classroom is large. It was originally two classrooms.

A wall was knocked out to provide an environment for team-teaching. My teammate and I have 60 kids. Our philosophyis not of "ycur" kids or "mine," but of "our" classroom. We

have eight-, nine-, 10-, and 11-year-olds. Our school has

no grades (for example, third grade). Each child's needs

are met at his individual level.

Innovations

Some of the innovations of our program are as follows:

1. Our set-up allows a bilingual-bicultural teacher to be

present all the time. The culture and second language are

al ive in the classroom. There's no roving bilingual-bicul-

1411

turalism in the program.

CATHIE CHAN, LINDA's

teacher teammate, in-

structs her students in

the use of audiovisualmaterials, which all thepupils are taught to op-erate.

4

An added advantage is that after federal funds run out, the

bilingual-bicultural teacher is a permanent employee trained

in the specialty. The resources of these teachers will helpcontinue bilingual-bicultural education for the district.

2. Successful team-teaching has many advantages. A two-

person team, fo:' example, offers the strengths of two peo-ple. With the strengths also comes a variety of techniques.


Team-teaching offers flexibility. Sometimes a teammate canbe released for parent conferences, student conferences, in-dividualized instruction, or time for material development.

Teaming in bilingual bicultural ism becomes a shared goal bythe team. The monolingual or English dominant teacher canoften learn some of the second language and culture throughher exposure in the program. For example, my teammate hasbeen most interested in learning about the culture and sec-ond language, and that interest is an added plus in stimu-lating our children in bilingual-bicultural education.

3. Open classroom often conjures something chaotic in theminds of some educators. Perhaps a better term is ustruc-tured-unstructure." By that I mean that the total classroomenvironment is conducive to learning and that the child'schoice of learning experiences is highly respected. For ex-ample, in math the children have job cards telling the

teachers which learning experiences they have participatedin. Some of the choices are math loterTa, the measuringcenter, the marketplace, the restaurant, the work table, ormeeting with the teacher for individualized instruction.The flexibility of this kind of program offers time for

large and small groups as well as individualized instruc-tion. The instruction is tailored to each child's needs.

Because of the two target languages, the needs and levelsare even more varied. The open classroom is conducive to

individualization in meeting these needs.

Although our program offers individualization, it also of-fers opportunity for large group interaction. This interac-tion is important in establishing a class morale and an at-mosphere of sharing. Music, sharing time, art, science ex-periments, and storytime are some of the activities that en-courage such interaction.

4. In implementing our program the child's individual needsare met, regardless of chronological age. Grades are unnec-

The open classroomis conducive to

individualization ...

-

.1

RICHARD and RODOLFO work at the math machine in

the left photo, while EDDIE, RUBEN, YOLANDA, and

MARIA prepare a Padre Hidalgo bulletin board in

the right photo as OSWALDO works on a handwrit-

ing lesson.

MAP/Materiales en 11archa/September 19735

essary, since the goal of our program is to offer each childsuccess in school. Each child progresses with children in

his own peer age group, regardless of academic level.

We do not give our children grade levels, but they are cat(:-gorized by language dominance. The dominance is determinedby the language used by the child and his family. The lan-guage categories are as follows: Spanish, English, bilin-

gual. The Spanish dominant child is one who functions pri-marily in Spanish as a native language. The English domi-

nant child is one who functions primarily in English as a

native language. The bilingual child is one who functionsin both languages with comfort and confidence. The bilin-gual child usually has more strength in one language than

the other , however.

Typical Day

Perhaps sharing our schedule on a more or less typical dayJIMMIE receives individ- will help put our program in its perspective. We have splitualized instruction from or staggered reading. One-half the class comes from 8:45college aide YOLANDA a.m.-1:55 p.m. The remainder of the class comes from 9:50BERRU. a.m.-3:00 p.m. We have 30 kids between two teachers for

each reading period. The reading period for the early groupis 5:45-9:45 a.m., and 2:00-3:00 p.m. for the late group.

f,1-: 9:50 a.m. all children are accounted for. General an-

...the end result nouncements are made, and we have time for sharing. After

this period we have math and P.E. Our last activity period

can be a is a flexible time slot. We have science, social science,

happy, self-confident, and academically successfulhuman being.

TERESA, who has justcome to California fromChihuahua and speaks noEnglish, listens on theLanguage Master to whatwill soon be her secondlanguage.

6

or language arts in three- or four-week blocks of time. I

am responsible for lesson planning in bicultural social sci-ence (Mexican-anglo), and my teammate and I plan togetherfor multicultural units in social science. My teammate doesthe lesson plannirg in science. We both are available forindividualized instruction during language arts. The lan-guage arts program is separate and exclusive of our readingprogram.

Storytime Sharing

After lunch we have storytime and more sharing time. Ourlast time slot, one hour, is instruction of a second lan-guage. The children to whom I taught Spanish as a dominantlanguage go to my teammate for English as a second language.The children to whom my teammate taught English as a domi-nant language come to me for Spanish as a second language.Within each second language group are many levels ofachievement. We continue to individualize instruction in

the child's second language.

Our program offers flexibility and the opportunity to tailoreducation to the child's needs. Through this individualiza-tion the child succeeds in both languages, and the end re-sult can be a happy, self-confident, and academically suc-cessful human being. 410AW


rLaughter And Anaya's "Lenguaje"First- Through Fifth-Grade Series

I still remember the last

week of school; it's justlike pregnancy--the lastweek is always the worst.My energies were spent, myresources drained, and mysinuses clogged, but I

still managed to retain mysense of humor. I had beenreviewing numerous quick-assessment tests whichmeasure language masterywhen my instructional aideremarked that she knew of

a very simple test. All itinvolved was the formationof a sentence including thewords "detail," "defense,"and "defeat." I mulledover a possibility, "Defeatof the defense was plannedin great detail." As I

turned to her for approval,I was chagrined to hear herexplain with obvious relishthat the correct phrasewas, "De dog jumped over defence and de tail went af-ter de feet."

I laughed, too, but therehave been times that I havelooked for materials, espe-cially in the area of Span-

By Margo Taylorisit language arts, and comeup with equally laughableresults. I must say,

though, that I have discov-ered a language arts serieswhich made the searchworthwhile. It's entitledLenguaje (Salamanca: Anaya,1972) by Josg Luis Rodri-guez Diggue7, Andrgs MgndezGarcia, and Jose ClaveroMartin ($1.19-4.40, text/wkbks.; $ .80-1.10, activi-ty wkbks.; $2.80-4.50,guides; $ .70- .80, evalua-tion wkshts.).

This attractive graded pa-perback series extends fromthe first through the fifthgrade but providing for

wider learning ranges couldbe used from the second-through the sixth-gradelevel. All the books are

large-sized with big printon good quality paper, a

combination which makes foreasy reading. The coversof the first- and second-grade books are very color-fully illustrated with car-toon characters and have

instant "open mc" appeal.

As a special bonus eachtextbook is accompanied byseveral (two to three) ac-tivity workbooks, progressevaluation checksheets, anda detailed teacher guide.The activity workbooks aredirectly correlated withthe lessons in the text-books, and the progressevaluation checks are con-densed excerpts of the as-signments in the workbooks.All in all, this seriesprovides teachers with anexciting way in which toacquaint children with thebeauty and imagery of theSpanish language.

Teachers As Actors

I once read that manyteachers are frustrated ac-tors; well, prepare to givevent to your thespian re-

pressions because Lenguaje1° is just up your a]ley.If storytelling is your

bag, then climb in, as 1°curso abounds in adventurestories, fairy tales, and

time-honored morality fa-

bles, It is so alive with


colorful illustrations andaction-filled stories thatany first- or second-gradeteacher with hammy inclina-tions will go wild over it.

Storytelling is an invalua-ble tool for promoting orallanguage expression; afterall, it's one of the oldestarts in the world. In 1°curso each lesson opens

with a story which is to beread aloud by the teacher.The sequentially arrangedillustrations in the bookare ideal to accompany thestory, but you could a15o.

use flannel board, puppets,or any other picturesavailable. Many times I

practice a story, payingspecial attention to voiceinflection, rhythm, andvolume, suiting them to ap-propriate scenes. Childrenare great mimics and willtry to imitate the teach-er's speech. Try practic-ing on tape; you can alwayslet your mother listen to

it (She'll lie and say it'sgreat.).

-.Storytelling provides op-

portunities for all chil-dren to express themselves,as retelling a story is thenatural outgrowth of a

storytelling session, and

you should arrange activi-ties leading to this. Hereare some suggestions whichmight prove helpful for theretelling of the story:

1. As stimulation to evoke

response provide color-ful and action-filledpictures which illus-trate the high points ofthe story.

Prepare to givevent to your thes-pian repressions .8

2 Encourage children tospeak in complete sen-tences and with yourhelp to use any new vo-cabulary introduced inthe story.

3. Encourage children tostick to the essentials,but don't overly empha-size correcting buddingcreativity.

4. Ask frequently, "Thathappens next?" becausechildren invariably takepleasure in respondingto this. It also servesas a continuing motivefor listening.

5. An excellent way to re-tell a story is throughdramatization. Havedifferent children por-tray the various charac-ters, but be sure andprovide each child withample time to preparefor his or her role.

6. Draw out from the chil-dren the message or mor-al of the story and dis-cuss the significance ofit as it relates to the

experiences of the chil-dren.

There are many activitiesaccompanying each lessonto follow up the storytell-ing and discussion. Theseaccomplish their purposemuch better if done with asmaller group. Includedare exercises with fill-inblanks, matching word to

picture sets, word analysisand phonic skill practice,and sentence completionexercises. The teacherguide makes the suggestionthat each student have anexercise notebook, and I

think it's a very helpfulone. As well as providinga quick reference of thechild's work it also dou-bles for seatwork assign-ment after group work withthe teacher. Each lessonin the activity workbookshas an abundance of copy-ing, drawing, and coloringexercises; if judiciouslyassigned these can be doneby individuals with minimalsupervisory help, freeingthe teacher to work with a

group.

Centipede Speed

Each lesson should take ap-proximately a week-and-a-half to complete, but ifyou're like me (a centipedewith ingrown toenails),it'll take you two weeks.The evaluation check accom-panying each lesson as-sesses the child's prog-ress, and enough time

should be allotted so thatthe teacher can provideeach child with feedbackconcerning his mastery of

the lesson.

Storytelling is oneof the oldest

arts in the world.MAP/Materiales en Marcha/September 1973

I certainly don't know all the answers;I don't even know all the q u e s tio n s . . . .

I certainly don't know allthe answers; I don't evenknow all the questions, butI'm always optimistic aboutthe outcome. Somet7;.mes I

feel like the guy who fellout of a 10-story buildingand, as he passed each

floor, shouted, "I'm all

right so far." One thing

I know for sure is that

good materials in the

classroom are of immense

worth. That is why the

Lenguaje series is so valu-able. I have talked at

length about 1° curso; let

me acquaint you with therest of the series.

Segundo curso is a delightto the eyes of teacher andchild alike; it's loadedwith color and content.Splashy color illustrationsand excellent photographsadd to its attractiveness,but the simplicity of its

well-organized format is

the key to its appeal.

It's chock-full of poems,

guessing games, tongue-

twisters, fables, and

short stories. The use ofmulti-colored print, isola-tion of grammatical rules,and simplified illustrated

dictionary technique is

tremendously successful.

Continuation Of Concepts

Ter-er curso continues inthe mold of its predeces-sors. Each lesson com-mences with a short readingselection, followed byquestions keyed to it. Newvocabulary words andphrases are illustrated andexplained, and spelling,grammar, oral exercises,dictionary skills, and un-usual out-of-class assign-ments are part of each les-son. An added bonus is thelast section of the book,which presents a re'sum'e of

all the grammatical andspelling rules with refer-ence to the chapter andsubsections in which theyoccur.

Cuarto curso presents a

literary journey into theregions of Spain via strik-ing color photography.Since it has nationalisticovertones, it might not ap-

peal to you, but it is acomprehensive language artstext in all other aspects.

As in the lower grade textseach lesson commences witha reading selection, fol-lowed by pertinent ques-tions gauged to measurecomprehension and to stimu-late discussion. Vocabu-lary and phrasing, usuallysimiles and metaphors, areexplained, and grammar andspelling exercises usuallyfollow. There are exten-sive sections on punctua-tion, conjugation of verbsin the present, preterit,and future tenses, and de-velopment of library and

dictionary skills. As in3er curso the last twochapters form a synopsis ofall grammatical and spel-ling rules presented withhandy chapter references.An extra serendipity is aconjugation table of theverbs haber, ser, canter,temer, and subir, in eighttenses -- yet!

Sometimes I feel that an

advantage of a good educa-tion is that it enables youto hide your ignorance bet-ter. Seriously, I do knowthat most of the collegecourses I took taught me a

lot about theory, but I

MAP/Materiales en Marcha/September 1973 9

still find that experience

has been the best teacher.

It's like all those love

manuals; it's just not

quite like doing it your-

self. That's why I recom-mend Lenguaje 5'; with it

you CAN do it yourself be-cause it provides you with

everything You'll need to

present a well-balanced

language arts program in

your classroom.

Six Stages

1. FIRST STAGE OF THE LES-

SON-As in the previoustexts discussed each lessonstarts with a reading se-

lection. These are quite

interesting and varied,

ranging from excerpts of

Spanish language classicsto rhymes and poetry.

Since the reading selec-

tions do contain somewhatunfamiliar phraseology andvocabulary, only the bestoral readers should recitebefore the class. I findthat it is best to have thereader practice silentlyfirst and then aloud. Oral

reading takes quite a bit

of skill, as meaning and

mood can only be communi-cated to others by changesand variation in the voice.This can be made into a funactivity by having competi-tive dramatic reading ses-sions with the rest of theclass judging the partici-pants.

2. SECOND STAGE OF THE LES-SON-It is very important to

develop comprehensionskills in order to be able

to ascertain the main ideaor thought from the selec-

tion. There are many ways

to develop this skill in

your pupils. You might

suggest several titles for

the selection and have the

children vote on the most

appropriate one, have themidentify the main idea fromseveral given, have the

children give the main

ideas in their own words,have them evaluate the

characters as they relateto their importance in thestory.

3. THIRD STAGE OF THE LES-SON-Only after the essen-tial meaning of the selec-tion has been discussedshould attent4on be turned

to the actua' mechanics

(vocabulary, grammar,etc.). Keep explanationsabout grammatical rules

concise, as lengthy de-

tailed explanations only

lead to confusion. Quinto

curso has an abundance of

examples which should be

used first by modeling andthen with student partici-pation.

4. FOURTH STAGE OF THE LES-SON-Individual seat workcan be assigned after

enough familiarization withthe new material has beengained through group work.The lessons have numerousexercises dealing with vo-

cabulary study and diction-ary usage which are self-directive. The activityworkbooks are ideal for in-dividual work, and the ex-ercises they contain arequite interesting. Typicalones include scrambledwords to unscramble, stor-ies to create, and cross-word puzzles to solve.

5. FIFTH STAGE OF THE LES-SON-If you have pupils whoinvariably finish their as-signments ahead of the restof the class, you'll likethe section in the teacherguide which supplies sup-plementary material. Thismight be newspaper work ora reading assignment and a

written one related to theselection assigned.

6. SIXTH STAGE OF THE LES-SON-Evaluation of eachchild's mastery of the les-son is made easier with theuse of the progress evalua-tion check sheets, but doNOT use them if the lessonhas not oeen followed to

the letter, as they are

quite strictly correlatedto the lesson matter. You

may prefer to create yourown assessment from the ac-tivities suggested in the

teacher guide under the

heading of "Actividades In-dividuales." In this wayyou can choose those whichrelate to the subject mat-ter you have covered.

A friend once told me thata teacher is a person whoknows all the answers, but

only when she asks the

questions. Since I have

run out of questions, let

me finish by saying that

using the Tenguaje series

in your classroom will pro-vide your pupils with a

most enjoyable journey intothe exciting world of lan-

guage. tWOW

10 MAP/Materiales en Marcha/September 1973

te grta e

Zanguage experience SionioryA? 124i,"

Most bilingual educatorsagree that "Whatever Span-ish a child knows is what

he should begin to read."Many teachers soon discoverthat the Language Experi-

ence Approach to beginningreading in Spanish is verysuccessful. The teachercan focus on the new wordsto be learned and at the

same time develop the com-munication skills of lis-

tening, speaking, reading,and writing in a challeng-ing and notivating way.

The Language Experiencemethod at the kindergarten,first-, and even second-grade level is evolved froma real experience like a

walk or excursion aroundthe school, the playground,the library, or the cafete-ria. Back in the class-room, with the teacher's

prompting, the pupils talkabout their experience.They draw a picture of whatthey did or saw.

In grade one the teacherwill say, "Vamos a escribirun cuento de lo que vimos.Juan, ,que viste t6?

"Vi un arbol!"

6Yuan',",

The teacher promptly printsthe sentence on the chalk-board and writes Juan in

parentheses at the end.

Juan is delighted. That isHIS sentence (story) on thechalkboard; he is the au-

thor. He is able to as:

ciate the spoken words withthe written symbols. Best

of all, he can read the

sentence, and he can alsoread those sentences (stor-ies) that his classmatesdictate. He feels success!He even draws a picture ofwhat the story is about;thus, lie begins to pinpointthe main idea of a story.Later the teacher willtransfer the story to a

chart tablet and use one ofthe drawings to illustratethe story. Anytime Juanwants to go up to the chartrack to read the story, he

can.

At grade three the teachercan read a story to the

class to give the childrenan experience. The classand the teacher discuss thestory. Then to gain wordrecognition skills and to

get the meaning of words incontext, together, they

write a language experiencestory. A grade three bookthat offers many good se-lections to develop lan-guage and reading skills isAlegrias, Libro Tercero deLectura (Peril: Arica, n.d.)by Maria del Pilar de Olavey Alma Flor Ada ($1.60).This easy-to-handle book ispart of ColecciOn de Oro.

A sample lesson plan is

presented here of the firststory, "Pollito Tito."

UN PLAN PARA EL DESARROLLODE DESTREZAS EN LA LECTURA

Para la maestra: Lea el

cuento, "Pollito Tito," en

voz alta a la clase. Hagapreguntas a los estudiantespara desarrollar el lengua-je y para ver si compren-

dieron bien el tema del

cuento y el vocabularionuevo. Despugs de leer el

cuento la maestra hace pre-guntas (Cada cuento de Ale-vias tree preguntas suge-rides.).

1,De qug se trate?

LQug le pas6 a Polli-to?LC6mo creen ustedesque se sentia Picoti-na cuando no hallabaayuda?LQue hizo Picotina?iQuien me puede deciradOnde fue por ayudaprimero?

Vamos a escribir un cuento

de 10 que hemos discutidoacerca de Tito y Picotina.

2,Quien quiere dieterla primera oracigndel cuento?

La maestra escribe lo quedictan. Por ejemplo:

Ut etento

La meastra nos ley5 el

cuento de "Pollito Tito."

Maria dijo que elle nuncapensaba que se iba a curarPollito Tito.

Pollito, tenia tos porquecomic una semilla grande.

Su mama Picotina fug a bus-car ayuda.


El arroyo le pidig una ta-za.

El grbol roble no podiadarle una bellota para usarcomo taza porque necesitaba

skill each student needsdevelop and dividesclass into skill centersgroups with a specialsignment such as:

to

theor

as-

titudes such as the family,the home, cleanliness, cit-izenship, communication,work, and science (plants,weather, etc.) explained ina succinct, conversational

alguien para sacudir las

ramas.

El muchacho necesitaba za-patos para it a sacudir lasramas.

El zapatero necesitaba cue-r0.

La vaca necesitaba maiz.

El granjero necesitaba unarado.

El herrerorro.

necesitaba hie-

Los enanitos le dieron elhierro a Picotina.

Todos los otros ayudaron aPicotina y elle le dig el

ague' a Tito y se le quitela tos.

Now the pupils can read

their story in unison orindividually. They cancopy it for their own stor-ybook and draw an illustra-tion. As a reward the pu-pils get to read the orig-inal story and develop oth-er skills in the language-reading system.

Sizill Centers

The teacher knows what

12

To find the main ideaTo place the eventsin proper sequence

A third group will drill onstructural analysis or syn-tax. For example:

Busquen las palabras que sellaman diminutivos.

pollito de poliosemillita de semillagallinita de gallinapoquito de pocorapidito de rgpidoenanito de enano

Nombren los verbos que es-tan en el infinitivo.

atragantarcurermirarservir

perderpoder

sacudirconseguir

Listen las palabras quetienen el signiiicado muyparecido.

sacudir movertendre conseguir

Formen nuevas palabras ter-minadas en ERO de las pala-bras en esta lista.

zapato zapaterogranja granjerohierro herrero

Variety

For the student Alegriasoffers a variety of storiesin 24 lessons, each pre-ceded by a one-page expla-nation of concepts and at-

manner. The student willreact positively to thesuggestions, such as thosein "El Cuidado del Hogar";he will heed "las pequeilas--grandes alegrias que topuedes llevar a to hogar...un cuadrito pintado por ti,un jarro con hojas o espi-gas." The illustrationsare cleverly chosen to il-lustrate the characters ofeach story unobtrusively asemphasis is on the readingmaterial. Each lesson hasa bit of poetry that theauthors chose with greatmare; for example, "El Rue-gc del Libro" by GabrielaMistral that Alegrias couldwell request:

Mis hojitas nevadaspiden solo un favor:de tus manos peque-iias,

un poquito de amor.

With Alegrias to use forlanguage experience storiesthe children gain real ex-periences in vicarious re-presentations. From first

hearing the story they en-gage their sensory percep-tions in a fun way, developoral language facility, de-velop new concepts, becomeaware that ideas can bewritten, develop visualdiscrimination and a sightvocabulary. They each par-ticipate as group members.These students now areready and happy to readAlegrias independently. viiggy

heg each participate as group member.


CulturalComicsHave you noticed the steadyprogression of more and

better materials in Spanishfor use in the elementaryschool? Yesterday's impos-sible sueno of hiving ade-quate materials in Spanishfor your bilingual class isfinally becoming una ver-dad! One area still in

great need, however, is so-cial studies.

Social studies units cen-

tered around Mexican histo-ry would offer your pupils(and all of us) great op-portunities to internalizeMgxico's culture, its his-tory, and our heritage.One drawback has been thatMexican history books aretime-consuming to read andimportant information is

sometimes buried among allthe details and difficultvocabulary. Have you no-ticed?

What we want is materialwhich is concise, not

bulky to carry, well-illus-trated, inexpensive, andeasy-to-understand. Youmay be surprised to learnthat such material does ex-ist.

I am referring to Historiadel Pueblo Mexicano, Colec-ci6n Compendios del Saber(M6xico: Novaro, 1969), 10

vols. ($ .16 ea.). Eachbooklet deals with a spe-cific period in Mexico'shistory, and they are ar-

ranged in chronologicalorder, with the first of

the comic-book-type book-lets focusing on Mexico'spre-Spanish era, from thebegirning of man to 850A.D.

By Margarita [aroma

Sequential Format

The sequential format makesit easy-to-follow for bothteacher and pupils. Thesecond and subsequent book-lets each begin with a syn-opsis of the previous book-let. Each booklet is di-

vided into several unitswhich begin with pupil ob-jectives. The units thendevelop, following a his-torical time line. Manycolorful illustrations areincluded, which make excel-lect pupil references. Al-

so you will find poetry,condensed biographies,brief historical informa-tion on customs, food, and

culture. The series alsoincludes suggestions to theteacher for providing fol-low-up activities and rein-forcing concepts learned inthe unit. A bibliographyis provided at the end ofeach unit and at the end ofeach booklet, along with aresume of the main outcomespresented and a short quiz.

After examining the 10

booklets I would suggestthat this material be de-veloped into units forgrades one to six. Onebooklet has enough informa-tion to develop a socialstudies unit for two to

four weeks. Tlie followingsocial studies plan is onepossibility:

First grade-book 1 (30,000B.C. to 850 A.D.)-one unit;second grade-book 2 (100

B.C. to 1521 A.D.)-oneunit; third grade-books 3and 4 (1433 to 1810)-twounits; fourth grade-books 5

and 6 (1776 to 1821)-twounits; fifth grade-books 7and 8 (1873 to 1857)-twounits; sixth grade-books 9and 10 (1867 to 1970)-twounits.

Chairman-Coordinator

The sixth grade might alsowish to condense books 9

and 10 into one unit andthen develop one more uniton the Mexican-American. Achairman to help coordinatethis social studies planwould be highly desirable,as someone should be maderesponsible for seeing to

it that social studiesunits are being developedand that the unit plans arereproduced for the follow-ing years.

In the proposed plan I sug-gest that book 1 be used infirst grade (Remember thatthese booklets cannot beread by first graders butserve as a basis for devel-oping a unit and the illus-trations are used as refer-ences for the pupils.).Taking the first book then,I would develop the unitaccording to the abilityand interest level offirst-grade pupils. Thereshould be at least one bookfor every three pupils.


Unit Outline For Book 1

(Pre-Spanish Era)-Grade 1

1. OBJECTIVE:

Pupils will be able to

describe through role-playing the two routesbelieved used by earlyman by demonstrating ona floor map.

VOCABULARY

Estrecho de Beringmapaislas ocegnicashumanos prehistOricos

MATERIALS:

Book 1-Historia del Pue-blo Mexicano, pp. 1-3butcher paperposter paint (variouscolors)boxes (various sizes tobe used as mountains,trees, etc.)filmstrips on early man

ACTIVITIES:

a. Using a large wallmap and filmstrips onearly man, teacherand pupils will dis-cuss how it is be-lieved that man cameto the Americas.

b. Pupils will constructa large floor map of

the Americas, the Be-ring Strait, theeastern coast of

Asia, Russia, and theislands found betweenthe eastern coast of

Asia and the westerncoast of the Ameri-cas.

c. Pupils will role-playthe migration of fam-ilies taking the Be-ring Strait route andthe ocean route (is-

land-hopping). They

will dramatize diffi-culties encounteredsuch as the weather,food, shelter, andtransportation.

2. OBJECTIVE:

Pupils will demonstratehow early man made andsharpened tools fromrock and bone.

VOCABULARY:

humanos prehistOricospiedraherramientashueso

MATERIALS:

Book 1-Historia del Pue-blo Mexicano, p. 4

rockspieces of woodbones (chicken, fish,etc.)

filmstrips on early man

ACTIVITIES:

a. After showing pic-tures of early man,page 4, and film-strips on early man,discuss what kinds oftools could be madefrom rock, wood, andbones.

b. Pupils bring in

rocks, wood, and

bones and try out

their ideas.

3. OBJECTIVE:

Using pictures, pupilswill describe orally thelikenesses and differ-ences between early manand modern man's facialfeatures.

VOCABULARY:

facciones de la carasemejante

MATERIALS:

Book 1-Historia del Pue-blo Mexicano, p. 5

present-day pictures ofpeoplechart paper

ACTIVITIES:

Upon looking at picturesof early man and modernman, pupils will de-scribe orally theirlikenesses and differ-ences. Teacher willwrite their findings ona chart.

4. OBJECTIVE:

Pupils will make a col-lection of things thatearly man obtained bykilling animals.

VOCABULARY:

mamut vestidosbisonte herramientasalimentos


MATERIALS:

Book 1-Historia ,!el Pue-blo Mexicano, pp. 6-7chart paper

ACTIVITIES:

a. Teacher shows pupilspictures of animalsthat were killed forfood, tools, dress,and other purposes.

b. As the pupils dic-tate, teacher writes,on a chart and underthe correct category,the things we obtainfrom animals today.

c. The above activitycould be done withthe teacher namingthe object such as

meat and a pupil tel-ling where it shouldbe written on the

chart.

d. Pupils bring in

things that are ob-

tained from animals.

5. OBJECTIVE:

Pupils will make food

objects cultivated by

early man by using vari-ous art media.

VOCABULARY:

calabazaschilescamotes

aguacatesmaiz

MATERIALS:

pictures of real fooditems listed in the vo-cabularyBook 1- Histori.. d.,1 Pue-

blo Mexicano, p. 8

poster paintpapier- mache' materials

drawing paperclayseeds

ACTIVITIES:

a. Pupils will look at

pictures or real fooditems cultivated byearly man.

b. Using various art me-dia, pupils will makethe following: cala-

bazas, chiles, camo-tes, aguacates.

c. Pupils will plant theseeds of calabazas,chiles, and camotesin a small milk orice cream container.

d. Pupils should have anopportunity to tastethese foods. A par-ent-pupil party couldbe held which would

give the pupils anopportunity to telland show the thingsthey have studied.The menu could in-clude the foods earlyman ate, for example,tortillas de maiz conaguacate (Tortillas

were non-existentthen, but the maizwas eaten.).

6. OBJECTIVE:

Pupils will plant and

grow el maiz and be ableto locate where it wasfirst cultivated on a

floor map of Mexico.

VOCABULARY:

maiz silvestreValle de Tehuacgn, Pue-blacultivar cultivo

MATERIALS:

Book 1-Historia del Pue-blo Mexicano, p. 9maiz seedfloor map (used in OB-JECTIVE 1) of Mexicoa space for planting

ACTIVITIES:

a. Teacher will show thepicture on p. 9 andhelp pupils to locateon a wall map el Va-lle de Tehuacgn, Pue-bla.

b. Each pupil will plantor help plant somemaiz seeds. Someschools have smallpatches for planting.If this is not avail-able, use a woodenbox with soil in it.

c. Pupils will make a

stand-up picture of

el maiz and place iton the floor map in

the location where itwas first cultivated.

. OBJECTIVE:


use a metate and a mor-tar board for grinding


chiles and malz as the

early Indians did.

VOCABULARY:

malzme Late

MATERIALS:

morteroaborigenes

metatemorteromaizmild fresh chiles forgrindingtomatoes for grindingmasaingredients needed formaking tortillas de masa

ACTIVITIES:

a. Bring in a person whocan demonstrate howto make corn torti-llas from the start-ing point of grindingthe corn on the mor-tero. After the dem-onstration pupilsshould experience thegrinding of corn.

Their masa should bemade into tortillasand eaten by them.

b. Pupils should alsoexperience grindingchile and tomato in ametate.

8. OBJECTIVE:


identify the Olmecaheads from various pic-tures and to tell one

thing the Olmecas con-tributed.

VOCABULARY:

Olmeca(s)arquitecturacalendarionumeraci6n

16

astronomiamed icina

mitos

MATERIALS:

Book 1-Historia del Pue-blo Mexicano, pp. 12-14

ACTIVITIES:

a. Teacher shows pic-tures of Olmecasculptures and leadspupils into noticingthe similarities be-tween Olmeca headsculptures.

b. Pupils are shown pic-tures of non-Olmecasculptures. Remem-bering the traits ofOlmeca sculptures,pupils can make a

game of mixing up allthe sculpture pic-tures and correctlyidentifying the Olme-cas (For this youwill need to cut outmany pictures from

book 1.).

c. Pupils should locatewhere the Olmecasoriginated on theirfloor map. This areashould be colored inand a stand-up Olmecahead placed there.

d. Discuss with the pu-pils the contribu-tions of the Olmecaculture.

9. OBJECTIVE:

Pupils will constructthe first American city,Teotihuacgn, usingboxes and blocks, post-er paint, etc.

VOCABULARY:

TeotihuacgnTeotihuacanocentro ceremonialgrupos sociales

MATERIALS:

Book 1-Historia del Pue-blo Mexicano, pp. 16-23boxes or blocks forbuildingposter paintbutcher papera book with large pic-tures of Teotihuacgn

ACTIVITIES:

a. Teacher will discusswith pupils the cul-ture of Teotihuacgnby using the pic-tures on pages 16-23.They will talk abouttheir contributionsand style of living.

b. Pupils locate thecity of Teotihuacgnon the floor map andplace a stand-up sym-bol there.

c. Pupils construct thecity of Teotihuacgn,


using boxes, blocks,and paint (A bookwith larger picturesof Teotihuncgn may beneeded.).

10.OBJECTIVE:

Pupils will be able totell or draw two con-tributions of the Teoti-huacgn culture.

VOCABULARY:

Teotihuacgnagricultureguajolote

MATERIALS:

conejodioses

Book 1-Historia del Pue-blo Mexicano, pp. 16-23drawing papercrayons

ACTIVITIES:

Teacher will make a

chart listing the con-tributions of the Teoti-huacanos as the pupilsdictate. The chartshould be large enoughso that pupils can makea drawing to go witheach contribution (Du-

plicates are accepted.).

11.OBJECTIVE:


locate on their floormap the following civi-

Jizations:

a. Olmecab. Teotihuacgnc. Zapotecad. Mixteca

MATERIALS:

Book 1-Historia del Pue-blo Mexicano, pp. 24-30

ACTIVITIES:

a. Using the book,

teacher and pupilswill talk about thepictures seen depict-ing the Zapotecas andMixtecas.

b. Drawings or muralscould be made, usingideas offered in thisbook.

c. Pupils will locate onthe floor map andcolor in the areaswhere the Zapotecasand Mixtecas lived.Stand-up symbolsshould be made forthe map.

r. Teacher or a pupilremoves the stand-upsymbols from thefloor map for thefour cultures stud-ied. Several pupilsare called on to re-place them correctlyon the map.

These lesson plans, of

course, should be modifiedor extended according to

the ability grade and in-terest level of each class.I predict that, if a lot ofart, role-playing, and oth-er activities are planned,the interest level will bevery high.

Why not try it?

MAILING 111S11 IFCV4If you would like us to add your name or that of an associate to the mailing list forMateriales en Marcha, please fill out the following form and mail it to Ann Kern at MAP:

NAME

NUMBER AND STREET

CITY, STATE, AND ZIP CODE


Portuguese

Field-Testing FavoritesBy Helen E. Diaz

CADERNO CARTILHA 1 (RIO DEJANEIRO: LIVROS CADERNOS,N.D.) BY MARL? CURY($1.20). This workbook wasfield-tested in two Portu-guese classrooms in Arte-sia, California. K-1teacher was able to utilizea small portion of the ma-terial for instructionalpurposes. The teacher se-lected certain pages whichreinforced specific con-cepts. For K-1 students itwas stated that largerprint and illustrationswere needed. Pages were"too busy." Twenty stu-dents used the material.

Teacher of 24 first- and

second-graders found thebook to be more suited tothe students. Physicalcharacteristics were re-ported good in regards toprint and attractiveness tostudents. Format, use of

illustrations, and rele-vance to subject area werelisted as very effective.It was reported that theworkbook could be used forbasic or supplemental in-struction. Moderate knowl-edge of Portuguese is re-quired by user of material.Overall evaluation: moder-ately effective.

Other comments offered by

latter field-testing teach-er: "Because this is a Bra-zilian hook, cursive writ-ing is introduced from thebeginning, to be used in

first grade. It is an in-teresting experiment forour program to see how thisaffects the students.""The book provides pages

for children to color-nicely organized." "Need

to watch Brazilian expres-sions and vocabulary forPortuguese and Azorian stu-dents." Field-testingteacher informed thatcharts accompany the book,and these were used effec-tively for beginning read-ing. The charts can becolored and laminated.

CADERNO CARTILHA 2, 3 (RIO

DE JANEIRO: LIVROS CADER-NOS, N.D.) BY MARLY CURY($1.20 EA.). Levels 2 and

3 are sequential series toCaderno Cartilha 1. Thesewere also field-tested withfirst- and second-gradestudents in Artesia class-rooms. The books werefound to be too advancedfor beginning students butmoderately effective over-all with other students.Most of the material wasutilized for instructionaluse. Cursive writing is

used throughout. It wassuggested that the methodof handwriting might bereviewed with view to re-vision for use in theUnited States. Books arebest for Brazilian stu-dents. Approximately 24

students used the material.

COLECCION SERIAS GRANDES NOCAMPO (LISBON: VERBO INFAN-TIL, N.D.) BY GILBERT DELA-HAYE ($ .50 EA.). Four NewBedford, Massachusetts,teachers submitted evalua-tions of this storybook se-ries. Although anotherform was used in place offield-testing evaluationform, the combined resultsare given. Format of bookswas judged excellent.Books are at beginner andintermediate reading levelsand contain teaching con-cepts in social studies andscience as well as for gen-eral and recreational read-ing. The books may be usedto increase new vocabulary,present the seasons andmonths of the year, enrichsocial studies, and forstory time. It was alsoreported that the books areexcellent for use as li-brary books or to read to


"This book is highly appropriate the material was utilizedfor instructional purposes.

for this particular bilingual group." (Geograplcal information

swan groups and discusshow children get along in

the story and how we shouldget along with other peo-ple.

0 NOVO LIVRO DE LEITURA DA4A CLASSE (LISBON: PORTO,N.D.) BY ANTONIO BRANCO($1.40). Field-tested in afourth-grade bilingualclass in New Bedford, Mas-sachusetts, this readingbook was found to be veryeffective overall. Teacherand student response to thebook, which contains poems,short stories, comicstrips, and plays on a va-riety of subjects, was mostfavorable. Most of the ma-terial was utilized for in-structional purposes.

Field-testing teacher in-formed that the book pro-voked good stimulation to

the majority of the stu-dents. Students shouldhave moderate knowledge ofthe language.

Teacher further stated,"This book is highly appro-priate for this particularbilingual group. The bookeffectively fulfills its

essential purpose of catch-ing the child's interest toread the short stories andlook at the illustrationsthat help to interpret thestories."

VOCABULARIO, a booklet ofexercises and vocabulary,accompanies 0 NOVO LIVRO DELEITURA DA 4A CLASSE ($ .25EA.).

CIENCIAS GEOGRAFICO-NATU-RAIS 3A CLASSE (LISBON:

LIVRARIA FIGUEIRINHAS,N.D.) BY C. FIGUEIREDO LO-PES ($1.00). This text wasused by 25 third-grade stu-dents in a Providence,Rhode Island, Portuguesebilingual classroom in a

field-testing effort for

its use in science lessons.The book was found to be

moderately effective over-all.

Physical characteristics inregards to organization ofinformation, appearance,attractiveness to students,and use of color were foundto be moderately effective.Use of illustrations wasrated very effective. Du-rability and print wereshown as adequate.

Recommended use was for

basic text, supplement, orresource. Students should

have moderate knowledge ofPortuguese. About half of

is included.)

Teacher used transparenciesand teacher-made items inorder to supplement lessonsin the book. It was recom-mended that more experi-ments should be designed toaccompany the lessons.

CIENCIAS GEOGRAFICO-NATU-RATS 4A CLASSE (LISBON:LIVRARIA FIGUEIRINHAS,N.D.) BY C. FIGUEIREDO LO-PES ($1.00). Twenty-fivefourth-grade students inProvidence used this textin their bilingual scienceclass.

Field-testing teacher re-ported similar characteris-tics as found in 3a Classetext. However, most of thematerial was used for in-structional purposes.Overall evaluation was re-ported as moderately effec-tive.

Teacher recommended that itwas necessary to design

rs-P-2.5-


questions for motivation

and to explain conceptsfully in order to help the

students using the text.

It would also help if the

book contained more exper-

iments.

365 HISTORIAS DE ENCANTAR,

(LISBON: VERBO INFANTIL,'

N.D.) BY MARIA ISABEL DEMENDONCA SOARES ($6.00).This reader of "um conto

para cada dia do ano" wasfield tested in a kinder-

garten and a first-grade',

classroom in New Bedford.Both teachers reported useby teacher only as the lan-guage is too difficult forstudent use at the early'

levels. Stories are short,but the teachers had to

simplify the vocabulary.Illustrations, organizationof information, color,print were rated high. Du-rability of hardback cover,

was questionable. Student,

reaction was average in

kindergarten and rated goodin first grade. Kindergar-''

ten teacher was able to''

utilize most of the materi-al, and all of the materialwas used for instruction by')

first-grade teacher. Both

gave overall evaluation as'moderately effective.

bilingual class in New Bed-

.ford responded to a ques-

tionnaire after using the

above reader. The items

and combined responses areas given: 1. Voce gostoudas gravuras do material?

2. Vocg gostou dastistt°0;ias ou das lic6es?

3. Vocg foi capaz

.?Tleitentender o Portugues

usado neste material? Mais

ou menos. 4. Voce foi ca-paz de entender o material?Com a ajuda do professor.

5. Voce aprendeu alguma

.-r .coisa pelo use deste mate-'.7-**:)- rial? coisa.

6. Voce' poEcilegculiller o que selembra daquilo que apren-

.

&-11 deu? A televisao, o Pedro..... e a Rita, a pombinha e a

\ rosa, a historic da caro-\ chinha, o Dia da Mae, a la-

reira, as abelhas, ajudemosos pobres.

To the disappointment of

some teachers we have been:

informed that the book.

out of print. We are hope-ar";',,,ful that the publisher willreconsider and reprint the

book in the near future.

LIVRO DE LEITURA DA PRIMEI-

,LIVRO DA LEITURA DA SEGUNDA'CLASSE (LISBON: LIVRARIA

POPULAR DE FRANCISCO FRAN-tO, N.D.) BY JUDITE VIEIRA'ET AL. ($1.30). This read-ing text was field-tested

,With 11 second-grade stu-

'dents in New Bedford. Al-.

-though teacher points out

xcellent physical quali-

ties and attractiveness oftext, the reading level

"was found to be high, and

students reacted moderately--;to the lessons. Religious!references are found in a

'few lessons. Field -test-

,: .ng teacher reported that

_ of the material wasRA CLASSE (LISBON: LIVRARIARODRIGUES, N.D.) BY MARIALUISA TORRES PIRES ET AL.($ .95). Six third-grade

students in a Portuguese

utilized for instructionalpurposes. The recommendeduse is as a basic text.

Overall evaluation: moder-

ately effective.

*historias

Illustrations, organization of information,color, print were rated high.


SUGGESTED U.S. IASTIA121111-CIA CIF EDUCATIONALAAVITIAAILS IN SIDANISI-I AND IDCIAUCUIESIEED. NOTE: This index of distributors in Materiales en Marcha should in no way be in-terpreted as an official endorsement by Materials Acquisition Project.

Arhe, Inc.P.O. Box 11276Fernandez Juncos Station, Stop 23Santurce, Puerto Rico 00910

Bilingual Educational Services1508 Oxley StreetP.O. Box 669South Pasadena, California 91030(213) 441-1235

Continental Book Company, inc.89-25 130th StreetRichmond Hill, New York 11418

Cultural Puertorriqueaa (Puerto Rican)Avenida Fernandez Juncos 1406Parada 20Box 8863, Fernandez Juncos StationSanturce, Puerto Rico 00910724-5683

Blaine Ethridge (Portuguese)13977 Penrod StreetDetroit, Michigan 48223(313) 838-3363

European Book Company925 Larkin StreetSan Francisco, California 94109(415) 474-0626

Jesus Gonzalez Pita1540 S.W. 14th Terrace

-P.O. Box 211Miami, Florida 33101(305) 371-2049

Heffernan Supply Company, Inc.P.O. Box 5309San Antonio, Texas 78201(512) 732-1136

Hispano Books Distributor (Novaro)2825 "I" AVenueNational City, California 92050(714) 477-4466

Iaconi Book Imports300A Pennsylvania AvenueSan Francisco, California 94109(415) 285-7393

International Educational Materials (Spanish &P.O. Box 777 Portuguese)

Valley Center, California 92082(714) 746-4800

Las Amgricas Publishing Company (Anaya)Spanish Book Center40-22 23rd StreetLong Island City, New York 11101(212) 784-1174

Latin American Productions (Vasco klericana)P.O. Box 41017Los Angeles, California 90041

Pan American Book Company, Inc.4358 Melrose AvenueLos Angeles, California 90029(213) 665-8000

Santillana Publishing Company (Santillana)575 Lexington AvenueNew York, New York 10022(212) 371-4069

Al McClatchy, West Coast RepresentativeP.O. Box 467Placentia, California 92670(714) 993-4151

Spanish Book Corporation of America610 Fifth AvenueNew York, New York 10020(212) 247-7475

Spanish-Language Multimedia (CO-BO, Norma, Troque,P.O. Box 111 Fernandez, Marini, LaGlen Rock, New Jersey 07452 Escuela Nueva)

(201) 652-3774355 De Hostos AvenueSan Juan, Puerto Rico 00918(809) 765-0994

Stechert-Hafner31 East 10th StreetNew York, New York 10001

Eliseo Torres & Sons (Spanish & Portuguese)17 East 22nd StreetNew York, New York 10010(212) 477-0190P.O. Box 2 (Spanish)Eastchester, New York 10709

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