“Unidad Temática para un aprendizaje de por vida: La literatura Hispana como medio de expresión auto-biográfica y como reflexión escrita de la vida cotidiana.”

ANNUAL VALUES

The Survey

Do you doodle?

Do you like reading?

Do you Like being outside?

You are a ‘puter teachie?

Are you interested in animals?

Do you find hard to concentrate?

Are you interested in how other things work?

Would you like to travel?

Are you interested in health and fitness?

Do you have a good imagination?

Do you make things in your spare time?

Artistic

Language

Scientist

Sporty

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

No

No

No

No

No

No

No

No

No

No

No

No

No

No

Do you like learning about other countries?

Mathematical

Annotated Bibliography

This article discusses perspective on home-school literacy connection by presenting a rationale fro approaches to include popular culture resources in an issue of the “New Times” journal. Integrates culture and education, makes the students see their popular texts more critically. Maybe this helps to a person who reads to choose a book in a better way.

Fisher, B. (2000) Teaching Literacy for a lifelong learning: A new Look. In JCE. Vol. 52 Issue 2. Retrieved July 15, 2004 from Academic database.

This article presents a proposal about how should be teach any subject. It is based in a research made by Fisher, using COGNET method based in Cognitive Enrichment Advance CEA, a methodology applied in jail to increase a lifelong learning success. This article explains the method used from guided till free responsible readers.

Fulwiler, T. and Stephany, W. (1994). English Studies reading, writing, and interpreting texts. New York, NY: Mc Graw Hill.

Herbert, E. (2001). The power of portfolios: What children can teach us about learning and assessment. San Francisco: Jossey-Bass.

The author offers in a practical and imaginative way the using of portfolios in elementary level. Expresses that the portfolios are powerful tools to evaluate assess and identify student’s process in and outside the classrooms. The portfolios give the student the idea of own responsibility and chained to this the value itself. Doesn’t present the portfolio and its parts, instead present it as an opportunity to interact successfully with the student, giving a practical guide to follow, involves students, teachers and school.

Hyde, A., and Bizar, M. (1989). Thinking in context: Teaching cognitive processes across the elementary school curriculum. NY: Longman.

Organized in three parts. The first one observes the six major aspects of cognition that must be taught in classrooms; the second and the third part emphasize the four “big” areas in the curriculum: Mathematics, literary (reading, writing, listening, speaking), Science and Social Studies. Gives opinions and points of view about questions and issues based on teaching children, looking for strategies.

Paris, S., Ayres, L. (1994). Becoming reflective students and teachers: With portfolios and authentic assessment. Washington D.C.: American Psychological association.

Provides a model structured based on learning experiences, its goal is that the proposed features motivate and increase the interest of the students. Looks for construct an integrated language method meanwhile students reads, write and discuss in authentic contexts: student-centered classroom. Finally shows a sample of authentic assessment and the reflections made by the students.

Peregoy, S. & Boyle, O. (1999). Multiple embedded Scaffolds: Support for English speakers in a two-way Spanish immersion kindergarten. Retrieve on July 6, 2004, from http://brj.asu.edu/v2323/pdf/ar3.pdf

This research is focused in a bilingual Spanish immersion in a Kindergarten level in California. The students were half Spanish native speakers and half English native speakers, they were instructed only in Spanish. The research makes an analysis of different activities to show the students participation during the process. They used non-verbal cues, modeled language, and curriculum routines.

Wepner, S. (February 1993). Technology and thematic units: An elementary example on Japan. From The reading teacher in College of N.J. p442-445

Proclaims that the thematic unit is a way to grow across the curriculum and helped by the technology which would be the “vehicle” for helping the students. The thematic unit was based on Japan and from there, explores the different areas like Social Studies, Science, Language Arts and Art. Per each class she develops strategies and all of them are based in the same thematic unit, for example in Science students locate volcanoes in Japan, in Arts Construct a carp kite, in LA students write a diary about Hiroshima and for Social Studies, Understand the history through reading aloud and discussions about World War II.

Wood, K. & Tinajero, J. (2002, May). Using pictures to teach content second language learners. In Middle School Journal Research Articles. Retrieved June 25, 2004, romhttp://www.nmsa.org/research/articles/res_articles_may2002a.htm