1973). institution spons agency aug 73 19p. - ed

ED 082 582

TITLE

INSTITUTIONSPONS AGENCYPUB DATENOTE

EDRS PRICEDESCRIPTORS

DOCUMENT RESUME

FL 004 776

Materiales en Marcha para el EsfuerzoBilingue- Bicultural (Materials on the March for thePromotion of Bilingualism/Biculturalism, August1973).San Diego City Schools, Calif.Office of Education (DHEW), Washington, D.C.Aug 7319p.

MF-$0.65 HC-$3.29*Biculturalism; *Bilingual Education; Bilingualism;Bulletins; Childrens Books; *English; InstructionalMaterials; Mexican Americans; Minority Groups;*Newsletters; Portuguese; Reading; *Spanish; SpanishSpeaking

ABSTRACTThis newsletter is designed to promote the concept of

bilingual-bicultural education. The following articles are includedin this issue: (1) Elementary Art in the Push-Button Era, (2) GamesPupils Play (and Teachers Too), (3) Field-Testing Favorites, (4)Sample Lesson on Mayan Culture, and (5) Using RAF Charts in Scienceand Reading. Included is a list of suggested U.S. distributors ofeducational materials in Spanish and Portuguese. (SK)

r

U 5 DEPARTMENT OF HEALTHEDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATIONDOC .JA.F .ito. fiFEN PE PRO

IMCFD ExAt7ir AS il-CI-WED C WA"

.`%C.F.4 OCIAC,AN(ZA7,0N OP,Olh

1 146 r eno,(7,07 V1FA OPN,ONS

,T Ali 00 7.101 NE. C SSAWR F4UPFOr

`,ENAToryr.L. se.o.1011- 07

( (),,c lr)n, C,F, 007 q-

rawPARA EL ESFUERZO

B1L1NGUE-BICULTURAL

FILMED FROM BEST AVAILABLE COPY

OBJECTIVE 1: to identify

and acquire sample copies

of educational materials inSpanish and Portuguese,

such as texts and supple-ments, posters, recordings,slides, and tapes, from

foreign countries whichcould be employed to imple-ment bilingual education inthis country

OBJECTIVE 2: to field testthese materials in elemen-tary and secondary bilin-

gual-bicultural educationclasses throughout the U.S.and elicit evaluations fromstudents and teachers whowork with them, as well as

sample lessons from these

same teachers

PURPOSE: to make availableto teachers of elementary

and secondary bilingual-bi-cultural education classes

in the United States infor-mation concerning instruc-

tional materials currentlypublished in Spanish- or

Portuguese-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 the

U.S. and to promote the

publication 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, suggestedU.S. distributors of mate-rials in Spanish and Portu-guese, and parallel texts

ESEA TITLE VII SAN DIEGO CITY SCHOOLS

STAFF

AA k A

Consuelo AicalgFrances L6pez BeckersRaquel CardosoGertrudis CesehaRamona CesehaRachel Flores ClossonHelen E. DiazRafael FerngndezSylvia GaineyIsabel GuardadoSandra Hinzo

About Our Authors 2

Readers Write 2

Bulletin Board 3

Cultural Hurdles for Portuguese Teenagers 4Mario Teixeira

iMiral 7

Becky Wilder

Elementary Art in the Push-button Era 8

Viola E. Varela

Games Pupils Play (and Teachers Too) 10

Maria H. Garcia

Field-Testing Favorites 13

Helen E. Diaz

Sample Lesson on Mayan Culture 15

Maria Elena Ybarra and Carmen Gonzgles

Using RAF Charts in Science and Reading 16

Josephine G. Concha

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 Education, San DiegoCity Schools, or the Materials Acquisition Project should beinferred.

A

Ann KernRobert Luna

Margaret PadillaMartha Pedroza

Herlinda RamirezDoris RiveraAmada Rocha

Claudine H. RuppRosario Ventura

Maxine VillarinoTeresa Zapign

IN THIS ISSUE

MAP/Materiales en Marcha/August 1973 1

r. kind

MARIO TE1XEIRA is Directorof E.S.E.A. Title III Proj-ect IMPACT in New Bedford,Massachusetts. A graduateof Providence College,Providence, Rhode Island,

with a B.A. and M.A. in

American history and minorsin European history and

Portuguese, he has also at-tended Coimbra Universityin Portugal, which awardedhim a diploma in Portugueseculture and language, and

the Brown University Portu-guese-English Bilingual In-

stitute, at which he stud-ied methods and materialsof bilingual education,linguistics, and Portugueselanguage, culture, and civ-ilization. He taught sev-enth and eighth grade at

B.F. Norton School for twoyears, first- througheighth-grade ESL at CentralSchool for two years, afterwhich he was appointed to aposition as curriculumwriter coordinato- at. Fox

Point. He has substitutedfor Antonio Felix as a Por-tuguese language instructorat Southern Methodist Uni-versity. A member of thePortuguese Ethnic HeritageCongress and President ofthe Fox Point Parent-Teach-er Association, he is cur-rently developing Portu-guese curriculum on thejunior high level. 'WNW

BECKY WILDER is a Facilita-tor on San Diego UnifiedSchool District's HumanRelations Team. A graduateof Arizona State Universi-ty, she taught a second-grade class in Orange, Cal-ifornia, for two yearsprior to moving south toSan Diego. Here she hastaught three years at David

Crockett Elementary Schooland one year at James Rus-sell Lowell ElementarySchool. She also producedcurricular materials for

two years as a Teacher-Writer for the ESL/Bilin-gual Project. *MOW

Estfmado Sr. Ferngndez:

Mucha mecomplace acusarrecfbpdet 61.timo nfiMero

"Materiales en Marcha.".

Despues de una" revisionrgpfda, pero aguda, me hefelicitadO,unavez-Mgs:deperteneter:i)a etforzadaraza hfspana,YCuyos lo-gros Muestranque'. todameta es alcanzable cuandojunto:a ella.hay toraz6n,dignidad,"-tareht0 y buernas intenciones.

"Materlales en :.Marcha"

constit6*9tr*leteHlot.gradaAuaf-a41100agq7:fl-ca,.*attq'aegOa'06:406podri'jligai. a .5ar. a"mejor.:-

Espero,--Dios--medlante!

favor. de. cont,inuarel

recitbindo la rivi,sta 'en -el

futuro..

.

Un menSaje-ftatern61

Cdirtba,COns eeadi

or,

k[).i'rect'ora cgs cigrqnlos"

VIOLA E. VARELA's article,"Two Eye-Catching Third-Grade Science Texts/DosTextos de Ciencias para elTercer Grado," appeared inthe May-June 1972 issue ofMateriales en Marcha. Shecontinues to teach in theLas Vegas, New Mexico, Bi-lingual-Bicultural Program.This summer she was in-

volved in teaching a col-lege workshop. IOW

MARIA H. GARCIA's article,"Rich Resources for Read-

ing," appeared in the Au-

gust 1972 issue of Materia-les en Marcha. She earneda B.A. and a CaliforniaTeaching Credential from

California State Universi-ty, San Diego, and a cer-tificate for community-based education from Teach-er Corps. Extensively ex-perienced as a teacheraide, curriculum writer,and teacher, she is alsoactive in such communityareas as the AB 2284 Plan-ning Committee, the Chica-no Federation EducationCommittee, and advisorycommittees for the ChicanoEducation Complex, KGTV, LaRaza Consortium, MAP, andProject CANBBE's Far WestRegional Center. 4111MW

MARIA ELENA YBARRA, CARMENGONZALES, and JOSEPHINE G.CONCHA are teacher aidesfor Project BUENO at Las-salette School in HaciendaLa Puente Unified SchoolDistrict, California.Their combined years ofservice in education are15, and their combinedyears of service in bilin-gual education are five.101.

2 MAP/Materiales en Marcha/August 1973

The OFFICE OF BILINGUAL ED-UCATION of the BOARD OF ED-UCATION OF THE CITY OF NEWYORK is in the process of

planning the INTERNATIONALCONFERENCE ON BILINGUAL/BI-CULTURAL EDUCATION to be

held at the Waldorf-Astoriain New York City on May 15-18, 1974. According to

HERNAN LAFONTAINE, EXECU-

TIVE ADMINISTRATOR, this

conference is intended tocontinue the efforts of theprevious conferences at

Austin, Texas, and San Die-go, California. An adviso-ry

coming from across the na-tion

committee with members

tion is being organized.

The CALIFORNIA STATE BOARDOF EDUCATION has issued a

CALL FOR BIDS FOR INSTRUC-TIONAL MATERIALS IN THESUBJECTS OF BILINGUAL-BI-CULTURAL EDUCATION AND ENG-LISH AS A SECOND LANGUAGE.They have invited the sub-

mission of instructional

materials, including text-books and accompanyingteacher manuals, teacherguides, or teacher editionsof such textbooks; and edu-cational materials, for

adoption and use in the

public elementary schools

of California for a periodof two years beginning Ju-

ly 1, 1975. They have alsoinvited the submission ofsealed bids with respect tothe furnishing of such ma-terials to the Board or to

the printing and publica-tion, distribution, use,

and sale of printed materi-als to the Board. For in-formation on criteria andall other conditions of

submission write the Cali-fornia State Board of Edu-cation, 721 Capitol Mail,

Sacramento, California

95814.

"4.% \ 1/4 1/4 1/4- \. AA% \dir.

MAILING LIST MLAIf 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


Cultural Hurdles ForPortuguese TeenagersBy Mario Teixeira Educators, sociologists, and psychologists from all over the

United States have become increasingly aware in recent yearsof the grave emotional and psychological damage that is done

through enforced assimilation and cultural assault with re-gard to the integration of children from different culturesinto typical American schools with standard educational ap-proaches. It is now apparent that for a junior high studentthe transition from one culture to another can indeed be a

traumatic experience if caution is not taken to avoid theintentional or unintentional destruction of the student'scultural pride and life style and facilitate his adjustmentand adaptation into the new culture through a structural andacceptable introduction to the social patterns, customs, andmores of the new culture.

Therefore, all professionals and nonprofessionals directlyinvolved with the Portuguese junior high student should be-come more familiar with Portuguese _social patterns and cul-tural, socioeconomic, and academic problems. The teenager'smajor cultural hurdle, in addition to language proficiencyin English, is social adaptation. Tradition and religiongovern attitudes and behavior.

In rural Portugal the boys are expected to help their fa-thers in the fields, before and at the completion of theschool day. The girls are expected to help with the house-hold chores. The children help because they are obligatedto their parents. Meanwhile, the American counterpart fre-quently finds part-time and summer employment. Most Ameri-can students retain some of the money they earn, whereas thePortuguese student relies mainly on his parents for finan-cial support.

Liberality Vs. Autonomy

Another factor to be considered is the liberality of our so-ciety as opposed to the traditional autonomous life style ofPortugal. As an example, the Portuguese girl leads a sociallife that is generally restrained. Dating alone is nonex-istent, and a chaperone accompanies the couple at all infre-quent social events. The social freedom extended to boththe male and female Portuguese student is limited.

The immigrant student realizes that for the first time he

has the opportunity to earn money and purchase those person-al luxury items his American counterpart already enjoys.Such things as an automobile, fashionable clothing, and oth-er luxuries, which were unattainable in Portugal, become re-alities. Unfortunately, most Portuguese parents, alreadyburdened with other expenses, are unable to help these stu-dents economically. Therefore, the student sacrifices hislong-range educational goals for these immediate needs.

4 MAP/Materiales en Marchafialgust 1973

In addition, the Portuguese parents tend to be domineeringwith their children. Many fear the permissiveness of theirnew society. Others must adapt instantly from a rural

agrarian environment to one of an urban industrial economy.In the home the student speaks little English, listens to

Portuguese programs, and reads Portuguese newspapers. When

it is time for the student to participate in a total Englishclassroom, his interests are quite different from the Ameri-can student. As a result, the Portuguese student feels neg-lected, isolated, and discouraged to the extent that he

leaves school.

Educational Conditions

Having discussed some of the socioeconomic differences, one

must also consider the educational conditions in Portugal.If our purpose is to provide a gradual assimilation, preventcultural shock, and decrease the dropout rate, it is impera-tive that we have an understanding of the academic domain heleft behind.

The junior high student comes from a teacher-centered class-room where the teacher is in absolute control. Respect forthe teacher is maintained occasionally by the threat of someparental reprisal, such as curtailment of certain liberties.Little, if anything, is done in the classroom without firstseeking permission from the teacher.

The method of instruction most common on the junior highlevel is the lecturing method. The teacher Yorks with alarge group, and the instruction is centered around a black-board: He organizes the class into groups. The intelligentor average student will learn. The slower student will find_himself repeating the grade. The student in the high schoolpreparatory course generally has tutorial help Ifter school,paid for by the student's parents, because the courses areso demanding.

One Authority

All Portuguese classrooms have only one authoritative per-son. There are no supportive personnel such as teacheraides. This is worth mentioning, particularly when the Por-tuguese student is accustomed to one person who has all theauthority. Now the student is asked to obey two authori-ties, not understanding well the role of the teacher aide.

There is no mass transportation of pupils in Portugal. Most

students either walk or pay for bus services. One can bet-

ter understand why both student and parent are apprehensiveabout transportation services. Neighborhood schools are themost common in Portugal.

The method of instructionis the lecturing method.

MAP/Materiales en Marcha /August: 1973 5

In the areaof testing

the methods arequite different.

Most newly arrived students have a great deal of respect forthe teacher. The Portuguese society places the teacher veryhigh among professional leaders. In most communities theteacher is second to the parish priest.

Disciplinary Consequences

In addition, the student knows very well the consequences instore for him should the parent be requested to visit theschool or informed about his child's misbehavior. Most par-ents visit the neighborhood school only when summoned by theteacher for disciplinary reasons.

In the area of testing the methods are quite different.There are no standardized tests as we know them. Some testsare administered orally and written, while others are oralor simply written exams. For example, the mathematics andlanguage exams at the completion of the fourth grade are

both oral and written, but the science and social studiesexams are oral tests. The Portuguese student is not famil-iar with multiple-choice tests. Tests administered in Por-

tugal are principally free response or alternative cype.Therefore, when administering any multiple-choice test anorientation period explaining the mechanics of the test ismost important to insure validity and practicality.

One cannot ignore the preceding information. Life can be-come more comfortable for the Portuguese, youngster if schooladministrators and professional personnel familiarize them-selves with his cultural, socioeconomic, and academic prob-lems. This will not only help in better understanding thePortuguese student but also give insight into specific prob-lems facing the immigrant student. Hopefully this insightwill facilitate the student's social, cultural, and academicadaptation. VOW


"iMira!" said my four-year-old as she picked up the

reading readiness book fromthe coffee table.

"ITe gusta ese libro?" I

asked.

"Yes," she replied. "It

has lots of colors."

"Oh, mira the funny gatoI. ft

From then on we spent 10

minutes a day going throughthe book entitled Mira,

which is the reading readi-ness book of :he SantillanaBilingual Series Programade Lengua Espanola. Mirais followed by the first

book of level 1, Mira y

Lee. The second book of

level 1 is Lee y Trabaja,and the third is Trabaja y

Aprende. Each is accom-panied by a workbook.There is also a teacherguide available. It has a

complete explanation of theprogram, and the format ofthe lesson plans is simpleand easy-to-follow.

Challenging Exercises

I thought the exercises forvisual discrimination in

Mira were unusual, and morechallenging than those I

usually see in readinessbooks. The exercises con-

sisted of varied designswhich seemed to fascinatemy daughter. It was a

task, as each page became

IlY MATBy Becky Wilder

more challenging than theone before, possibly morechallenging to me than tomy daughter, because I

would say, "Let's quitnow," and she would say,"No, let's do this page."After we completed the dia-logue inspired by the read-iness book, I read thestories in the other booksto her--it stands to reasonthat at four she could notread the stories! The ani-mal stories were her favor-ites.

The books are very colorfuland the figures interest-ingly depicted. The styleof the art sort of remindelme of potato printing.

Content, Language

The content of the units issimilar to other basalreaders. Units in Mira yLee deal with the family;units in Lee y Trabaja dealwith school and animals;units in Trabaja y Aprendedeal with friends and com-munity helpers.

It seemed to me that the

Spanish used in the storieswas a little more common tothe Southwest than the

Spanish found in otherSpanish basal readers withwhich I am familiar. For

MAP/Materiales en Marcha/August 1973

instance, one story is en-titled "Mis Amigos del Ba-rrio."

The workbooks contain manyexercises to choose from,but I think that childrenin the first grade needmore writing space than isprovided. It is also myopinion that children inthe first grade need a lotof practice in readingSpanish letter combinations(i.e., ma-me-mi-mo-mu-mama-me-mima). The series doesnot provide for that kindof practice, although thepresentation of the phonicsseems to be much the sameas found in other basalreaders.

Digestibility

I found the hooks to bemore digestible than otherSpanish readers that I haveseen or used. I myselfwould want them in a class-room to use with first- and.second-graders.

Level 1 of the SantillanaBilingual Series Programade Lengua Espanola was pro-duced in 1972 by the San-tillana Publishing Company,575 Lexington Avenue, NewYork, New York 10022. Its

prices are as follows:teacher guide, $9.50; Mira,$1.50; Mira y Lee, $2.95;

Lee y Trabaja, $3.95; Tra-baja y Aprende, $3.95; 3

workbooks, $2.25 each. 1110*

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a

provide a very good art

program if the book for

each particular grade is

followed throughout the el-ementary grades. Anaya al-

so has separate books for

each particular craft.

Each book contains its ownmaterials for each lesson.

I would prefer that the

children make their own

rather than work withready-made materials.

El Pequeio Artista (Cali:

Norma, 1970; 4 vols.,$1.50-1.85) by Gonzalo Her-ngndez V. gives a child the


chance to observe, learn,and then "do his ownthing." Starting from thefirst grade, these bookscontain every art aspectconsidered in a child'sworld. I particularlyliked these books becausethey not only contain les-sons in the fine arts and

crafts, but they also in-corporate other subjectssuch as science, whichgives the lesson a dualpurpose. Children learnbest when they are enjoy-ing what they are doing.

cuppiemeittaty hetFor a beautiful collectionof art books to keep as asupplement to any art pro-gram I would most certainlychoose El Trebol de Papel(Madrid: Santillana, 1969;5 vols., $8.00 ea.). Eachbook has one type of art

lesson, such as paper crea-tions. This book containseverything that can be cre-ated with paper. They havebeautiful illustrations,durable hardback covers,

and well-written directionsin each lesson. They cer-tainly provide the teacherand pupils with a rich sup-ply of art ideas for anysubject, art centers/cen-ters, gifts, etc. Thesebooks may also be used forpreschoolers, as they havelessons for children fromfour years of age to 14

years.

So, teachers, what do youwant your pupils' world tomean to them? Choose wise-ly, and you will find thatfree expression is one of

the most beautiful chal-lenges of everyday life,

and children express them-selves naturally. Whyshould we take it away bygiving them kits or store-bought materials? Let'sgive them the chance to

create. INOW

het e yiee them the

chance to create.

triffitt PUPPIS)! PLAY(VAS' 118.41MEIRE TV)

Printed on the instructionsof games from every countryof the world are the words"easy enough for a four-year-old." Every parent onChristmas morning knowsgames may be easy enough

for four-year-olds, but

they're never easy enoughfor parents. For teachers,in case they're not lucky

enough to be parents, the

educational game was in-

vented. Like a parentwatching his child build anerector set on Christmasmorning while he reads the

instructions, the teacher

can stand in front of the

classroom and explain therules of the game she

does not understand, whilethe students proceed to

play the game with littleor no problems.

EDUCA

By Maria H. Garcia

The following games offer

some degree of frustrationto teachers, along withvarious degrees of fun to

children. So that this ar-ticle will not frustrate

anyone, I will start witha game that is easy enoughfor four-year-olds, par-

ents, and teachers. Locode Asociaciiin (Spain: Sa-

lient Hermanos, n.d.;

$4.95) is easy enough for

four-year-olds or even

three-year-olds. This gameis matching pictures to theidentical pictures on the

individual gameboard. Up

to six children can play,

and it would be very bene-ficial to the preschool

child. The game picturesoffer a variety of sub-

jects, such as farm ani-

mals, vegetables, and

household objects.

Matching Objects

Loto de Parejas (Spain: Sa-lient Hermanos, n.d.;$4.95) is matching objectsthat go together, such as achicken and an egg. Thisgame is good for childrenin first through thirdgrade. There are six gamecards with six pictures oneach card. The picturesoffer the student the op-portunity to associate var-ious things and experiencesas belonging to one anoth-er. There is a picture of

a funny fat man in a blueuniform who looks like a

doorman holding a waterhose. It turns out to go

with a picture of a burninghouse. This is determined

scNco,EpvcA


There is avariety . . .

by the background. The'.ackground color of eachpicture matches the back-ground color of the pictureon the game card. The pic-tures are very colorful andshould be enjoyable in

every primary classroom.

Loto de las Horas (Spain:

Sallent Hermanos, n.d.;

$4.95) is definitely the

most difficult of the threeloto games and cannot be

played until the child canread Roman numerals. The

game has six gamecards and12 clocks on each card.

The clocks have Roman nu-merals, Arabic numerals,and dots that are used to

represent numbers. A de-

gree of familiarity withthe clock is needed. The

child matches the card

clock with the clock foundon his/her gameboard. This

game is good for intermedi-ate elementary, especiallythird and fourth grade. If

purchase of all three gamesis possible, they would of-

fer a game for kindergartenand preschool, lower prima-ry, and intermediate ele-mentary for less than 20dollars.

Disney Diversity

To offer variety to the

classroom Walt Disney has

20 Juegos Linea Walt Disney(Mgxico: Fotorama de Mexi-co, n.d.; $3.75). Althoughthis game cannot be listedas educational according tothe criteria usually givento educational games, it

offers a minimum of frus-tration to adults and a

w

maximum of pleasure to

children. Children shouldbe at least six or sevenyears old and able to countthe numbers found on a diceor read simple instructionssuch as "Avance tres espa-cios," or "Regresa tres es-pacios." There is a varie-ty (20) of games. This

would be ideal for a game

corner or a rainy day ac-tivity. There is a game inthis book for first throughsixth grade. The charac-ters in these games are theold familiar Walt Disneyfriends enjoyed by childrenof all ages.

c


Social studies games

are often

dOcult to find

To answer the preschoolteacher's dream Spain hassent us Colorama (Spain;Salient Hermanos, n.d.;$6.50). This box of gamesoffers four, "Reglas de lasFlores," "Juego de los Pg-jaros," "Juego de Jardin,"and "Juego de la Salchi-cha." Space allows onlyfor discussion of two.

"Juego de los Pgjaros" maybe played by up to eightchildren. There is a dice

moves to the square desig-nated by the picture on thecard. For example, if thecard has a picture of a

bird, the player moves tothe square with the pictureof the bird. Colorama is amust in a preschool class.Again, the frustration lev-el for teachers is at a

minimum, and the enjoymentlevel for the student willbe at a maximum.

with colored squares in-stead of dots. The childmoves his marker to thedesignated space repre-sented by the color. Thepurpose is to reach thenest in the middle of thegameboard. The secondgame, "Juego del Jardin,"is more complicated. Thechild moves around thegameboard by the color onthe dice unless white turnsup. If white shows up, theplayer draws a card and

They . . . are aneducational asset

to any classroom.

12

World As Gameboard

Social studies games areoften difficult to find.La Vuelta al Mundo (Spain:Sallent Hermanos, n.d.;$9.50) is not only a socialstudies game but also anexcellent activity for stu-dents from sixth gradethrough junior high. It

offers the entire world asyour gameboard. The play-ers move along the board,

landing in such interestingplaces as New Orleans, Chi-aahua, Montreal, Caracas,

and Cairo. Besides allthese interesting placesthe game board is borderedby pictures of Mexico City,Washington, D.C., and Ber-lin, to name only a few.

At a time when economy is

foremost in everyone's mindthese games can be said to

. . . these games can

be said to be

very economical.

be very economical. Noneis over $10.00, with theaverage price being around$7.50. Unlike the erectorset, these games are not aneducational or Christmasmorning nightmare. Theyare enjoyable to the stu-dent, offer little frustra-tion to the teacher or par-ent, and, best of all, arean educational asset to anyclassroom. ,


Field -Testing FavoritesBy Helen E. DiazMANUALIDADES ANAYA (MADRID:ANAYA, N.D.), $ .75 EA.

The activitics in these pa-perback booklets were usedfor supplemental art centerexperiences in two Bay AreaBilingual Education League(BABEL) elementary schoolsin Oakland and San Pablo,California. Although notall of the activities wereperformed, the two field-testing teachers for grade1 reported very effectiveuse of the materials and

excellent to good responseby the students. Physicalqualities were consideredoutstanding.

Teachers remarked, "Direc-tions are in Spanish, butillustrations are easy to

follow without depending onlanguage usage. Illustra-tions are universal and ap-pealing to children of allcultures. Construction ma=terials are included in thebooklets."

ABECEDARIO DISNEY (MADRID:SUSAETA, N.D.), $1.95. Sev-en field-testing teachersresponded with evaluationsof this ABC reading book-let. Physical qualitieswere shown as excellent bymost of the teachers. One

teacher rated the physicalqualities as moderate.Better binding was recom-mended.

Some of the remarks elic-ited by the evaluation formfollow. "Fun book!" "Stu-dents like very much the

Disney characters, whichgave them a feeling of suc-cess." "Very colorful andmotivating."

The book was suggested forsupplemental student use bymost of the teachers. Oneteacher informed us thatcopies of these bookletswere used as part of makinga pictionary. The studentscut out the pictures and

letters and pasted them in-to their pictionary. Thisproved, helpful for rein-forcing alphabet sounds andwas very appealing to thechildren. It was also sug-gested that the materialcould be used to intro:hire

dictionary skills. tine

teacher observed the .leeel

for a bigger abecedariowith more words for everyletter of the alphabet. It

was recommended that the

words should be related tothe Silabario Disney.

The grade levels of thefield-testing classes ex-tended from K-4. The Cali-fornia schools includedRadcliff in Watsonville,Franklin and Jefferson in

Berkeley, Lazear in Oak-land, and General Pershingin Daly City.

SILABARIO DISNEY (MADRID:

SUSAETA, N.D.) BY EVERARDO

ZAPATA SANTILLANA ($1.95).Seven California teachers,three from Watsonville,three from Berkeley, andone from Daly City, field-tested Silabario Disney intheir classes, which rangedfrom K-4. As with Abeceda-rio Disney, physical at-tractiveness was ratedhigh. However, the paper-back cover was a factor insome teachers' rating its

durability a little lower.

The recommended use of thematerial varied from basictext to supplemental usage.Teachers reported that stu-dents should have someknowledge of the Spanishlanguage--at least be ableto speak the language--inorder to use the book.Most teachers were able toutilize most or all of theexercises and rated the ma-terial as "very effectiveuse" for overall evalua-tion. Two teachers ratedthe material as average andfound that the students haddifficulty in understandinganc responding favorably tothe lessons. Other evalua-tions howed high studentresponse to the material.

Teachers were quoted as

follows. "Makes learningmore enjoyable!" "Using

"Makes learning more enjoyable."MAP/Materiales en Marcha/August 1973 13

Disney characters-tootrite." "Need more pic-tures for vocabulary devel-opment." "One page notsufficient for syllables.""Can be used for supple-mental works and reinforce-ment once child has pickedup reading techniques." "I

think the book is excellentfor the teaching of readingwith the phonetic ap-proach." "Children enjoythese books very much.""More purchase of thesebooklets recommended.""Colorful and helpful to

introduce sounds." "Thestudents accomplished suc-cessful reading of thebooks with relative ease.""I liked the book velymuch, and it is very effec-tive for the learning of

basic sounds, especially ifused by a tutor."

COLECCION BUENAS NOCHES(BARCELONA: SUSAETA, N.D.),$ .45 EA. These storytel-ling books were fieldtested in K-1 classrooms at

Woodrow Wilson in Daly Cityand Jefferson in Berkeley,California. Physical qual-ities were rated outstand-ing, though the paperbackcover was noted.

The children in the field-testing classes encounteredsome difficul..-y with thehigh-level vocabulary, andit was necessary to trans-late the material to somegroups of combined English-and Spanish-speaking chil-dren. Student reaction wasvery favorable to the les-sons and the colorful il-lustrations. Stories wereread to the children.These books are recommendedfor K-3 levels.

ARDILLA I, METODO DE LECTU-RA (BARCELONA: TEIDE, N.D.)BY A. GARRIGA ($1.95).Four teachers at RadcliffSchool, Watsonville, Cali-fornia, evaluated ArdillaI in respect to theirfirst- through third-gradelanguage arts classes.

Organization of informa-tion, use of illustrations,and attractiveness to stu-dents were reported to bevery effective to moderate-ly effective. Print anduse of color were ratedhigh. Three teachers wereconcerned with durabilityof paperback cover. Stu-dent reaction to the mate-rial was shown as excellentto average.

Recommended use of the bookvaried from basic text tosupplement to basic text toreference and for use byeither teacher or students.All of the teachers indi-cated that the reader ofArdilla should have moder-ate knowledge of the lan-guage used in the text.One teacher was able to useall of the lessons for in-structional purposes, tworeported about half, andone showed none. Overallevaluation was given by oneteacher as very effective,by two as moderately effec-tive, and by one as not ef-fective.

Comments received from thefield-testing teachers areas follows. "I used thisbook as a reader for twoSpanish speakers while theywere working on individualprograms for part of theday." "Great aid!" "Adaptsome of the vocabulary forlocal usage." "The textwould probably be bettersuited to a group of stu-dents in Spain since theidiomatic structure of theSpanish is that used inSpain."

Vocabulary cards accompanythe text. VOW

Print and use of color were rated high.14 MAP/Materiales en Marcha/August 1973

Field-Testing Favorites

Sample Lesson On Maya: CultureBy Maria Elena Ybarra and Carmen Gonzales

MATERIALS - Laminas Cultura-les: Los Mayas (ggxico:

RAF, n.d.; $4.75)

PURPOSE OF LESSON-to devel-op understanding of the an-cient Mayan culture and tocompare it with modern Mex-ican American culture

PERFORMANCE OBJECTIVES

Process-At the and of the

four-week unit on new viewsof cultures 80% of the

fifth-gcade students willsuccessfully complete 80%of the criterion measureon the Mayan culture.

Product-Eighty percent of

the students will demon-strate a significant aware-ness of similarities anddifferences of the ancientMayas and the modern de-

scendants of the Mayas.

Description of Lesson andPresentation-This lesson ispart of the development ofMexico's cultural heritage.A color 11-minute film en-titled The Mayas was usedto introduce the unit andprovide motivation. A dis-cussion followed, and thestudents listed words de-scribing the Mayas. A listof six of the best descrip-

tive words were placed on

cards. A bulletin boardusing the RAF chart of theMayas was made. The cardsdescribing the Mayas wereplaced around the RAFchart. As the unit pro-gressed and more waslearned about the Mayas,the cards describing themwere increased. These de-scriptive words were taken

MAP/Materiales en Marcha/August 1_973

off the bulletin board, andstatements about the Mayaswere written on 3" X 18"pieces of tag. These werethen arranged with the RAFchart to accompany studentpictures.

Activities-Word cards,statements about the Mayason 3" X 18" cards, pic-tures (crayon), storiesabout Mayan culture thatimpressed them, a combinedbooklet of all the studentpictures (after these weretaken off the bulletinboard) accompanied by theirstories (These stories werewritten in the language thechild preferred.)

Relationship of Lesson to

Unit or Course of Study-Thelesson was related to theunit in the fifth-grade so-cial science text on "TheSocial Science Concepts andValues."

MATERIALS DEVELOPED AS RE-SULT OF LESSON PRESENTA-TION-recordings (childrenreciting poems); poem byGloria Rodriguez, "The Ma-jestic Pyramids"

MATERIALS USED BY TEACHER -Laminas Culturales: Los Ma-yas; 11-minute coloredfilm, The Mayas; story,"They Lived Like This-TheAncient Mayas"

MATERIALS USED BY STVTIENTS-Mexico's Indian Heritage;sound filmstrip stories byDolch entitled "Stc-ries

from Mexico" and "AmJng theMayan Ruins" by Sutton

USAGE OF MATERIALS-periodof use, 20 minutes a dayfor three weeks; basic or

supplementary use, supple-mentary; subject area, so-cial studies

STUDENTS MATERIALS-grade level, fifth grade;number involved in lessonactivity (grouping), six;type of classroom or learn-ing area used, self-con-tained; socioeconomic lev-el, low; ethnic and lan-guage background, MexicanAmerican, Spanish; growthin subject area, socialstudies

STUDENT REACTIONS TO MATE-RIALS-Children were im-

pressed with quality of ma-terials and the beautifuland colorful charts.

TEACHER OBSERVATIONS ,,ND

COMMENTS-The teacher is Im-pressed VERY MUCH.

SUGGESTED POSSIBILITIES FORFURTHER UTILIZATION OF MA-TERIALS-Similar pictures inbook form could be createdto be used by the students.

ilOW

15

Field-Testing Favorites

Using RAF Charts InScience And Reading

ED. NOTE: Bilingual teacheraides have contributed sig-nificantly to the bilingualinstructional program of

Proiect BUENO, LassaletteSchool, La Puente, Califor-nia. The following articleby a teacher aide is a sam-ple science and languagelesson plan in which chartson birds were used.

PURPOSE OF THE LESSON-todevelop oral language ex-periences in Spanish

PERFORMANCE OBJECTIVE-Atthe end of a two-week studyon birds the students willname five out of eight dif-ferent kinds of birds anddiscuss at least threecharacteristics of eachbird.

DESCRIPTION OF LESSON

Motivation-Students wereshown a hummingbird feederto introduce unit and elic-it personal experiences.

Lesson-The RAF bird chartwas placed on a bulletinboard the following day,

and a study of individualbirds followed.

I taught the song:

Pajarito, pajarito,Pajarito barranqueno.Qug bonitos ojos tie-nes,

Lgstima que tengandueno.

I taught the poem:

Pajarito, pajarito,

16

By Josephine G. ConchaQue cantes en to ni-

dito.gorqug cantas paja-rito?Porqug canto muy bo-nito.

Follow-up-We played game"Estoy Pensando." Thechildren gave as many cluesas possible. The group

tried to guess the name ofthe bird.

We made bird houses or birdmobiles during art lessons.We also made a booklrA withthe children's bird pic-tures and original stories.

MATERIALS USED Lf STUDENTS-chart, game, flash cards,art materials

RELATIONSHIP OF LESSON TOUNIT-related to scienceunit in Concepts in Sci-

ence, Book One

Lesson activities centeredaround groups of six to 10

children in a self-con-tained first-grade class-room. The children were ofMexican American Spanish-

speaking background andcame from a low socioeco-nomic level. Growth inEnglish language proficien-cy as a result of bilingualinstruction was rated good,and growth in the subjectarea was shown as adequatefor the children.

Students reacted in thefollowing ways: to materi-als-"Oh, the pictures, arecute"; to use in the class-room-"The children listenedto the stories. When par-ents came to visit, thechildren talked to themabout the bird pictures";to outcome of lesson-"Mostwere very happy becausethey could sing a bird songand recite a poem."

Teacher aide's reactionswere as follows: "The chartis very colorful. Excel-lent reproductions of

birds. Children like to

copy pictures as examples.Used as reference."

It was suggested that twocharts be utilized, one asstated above and the otherto cut up. There are gamessuch as "Carreras" whichchildren could play andcould use for vocabularydevelopment.

Similar lessons were devel-oped for other RAF chartson flowers, vegetables, andfruits. These 18" X 27"charts of RAF of Mgxico maybe ordered through the var-ious U.S. distributors.Each one is priced at$. .85. 1WMW


SUGGESTED U. S. DISTIAMICIRS or EDUCATIONALMATERIALS IN SIDANISI-1 AND IDOUTUGUESE

Arhe, Inc.Suite 3.402

505 Fifth AvenueNew York, New York 10017

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 Puertorriquena (Puerto Rican*)Avenida Ferngndez Juncos 1406Parada 20Box 8863, Ferngndez Juncos StationSanturce, Puerto Rico 00910724-5683

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

Eliseo Torres & Sons (Spanish17 East 22nd StreetNew York, New York 10010(212) 477-0190P.O. Box 2 (Spanish*)Eastchester, New York 10709

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 Americana*)P.O. Box 41017Los Angeles, California 90041

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

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

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

Jesus Gonzglcz Pita1540 S.W. 14th TerraceP.O. Box 211 .

Miami, Florida 33101(305) 371-2049

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

*specialist

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

Spanish-Language Multimedia (CO-BO, Norma, TroquelP.O. Box 111 Ferngndez, 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

1973). institution spons agency aug 73 19p. - ed

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