Boscos LT2 Text in Spanish

SOUFFLÉS DE CALABAZA

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Tiempo de preparación: 20   minutos  Time for preparation: 20 minutes Tiempo de cocción: 15 a 20 minutos Time for cooking? Rinde: 4 porciones 4 portions

Lo Que Necesita This is what you need

	Azúcar para el plato
6	CLARAS DE HUEVO, a temperatura ambiente 6 large eggs, a mild? temperature
3/4	cucharadita de crema tártara cream?
1/2	taza de calabaza enlatada
6	YEMAS DE HUEVO 6 egg yolks?
1/2	taza de azúcar
1/2	cucharadita de especias para pie de calabaza

Cómo Prepararlo How you prepare

1. CALIENTE el horno a 375ºF. CUBRA completamente y con azúcar,  4 recipientes para soufflé ligeramente engrasados, de 8 onzas. COLOQUE en una sartén para hornear de 13 x 9 x 2 pulgadas. HOT at 375 degrees. 4 ? for suoffle 
2. BATA a alta velocidad las claras de huevo y la crema tártara en un tazón para mezclar, hasta crear una textura  esponjosa texture is spongy. Batir constantemente, AGREGUE1/2 taza de azúcar, 2 cucharadas al tiempo, batir cada adición hasta que el azúcar se disuelva, antes de agregar la siguiente. (Frote un poco a little de la mezcla con el dedo pulgar y el índice; se debe sentir completamente suave.) Continúe batiendo hasta que las claras estén brillantes y formen suaves picos.
3. BATA las yemas de huevo en un tazón aparte, a alta velocidad, hasta que espese y tome el color del limón. VIERTA la calabaza y las especias para pie. Lentamente, INCORPORE la mezcla de yemas en las claras, hasta que no se observen vetas blancas. VIERTA en los recipientes para soufflé, dividiendo uniformemente. Separate the egg yolk and wait until he color is like lemon. Add the yolks in with no white showing. 
4. COLOQUE la sartén con los recipientes de soufflé en el centro de la parrilla del horno a 375ºF. VIERTA agua bien caliente en la sartén, que sobrepase los recipientes en 1/2 pulgada. HORNEE hasta que los soufflés estén esponjados y delicadamente dorados, 15 a 20 minutos. SERVIR INMEDIATAMENTE. Put all of the ingredients in the middle of the oven at 375 degrees. It is very hot. When you take out the souffles, cool for 15 to 29 minutes. Serve immediately. 

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After looking up this recipe in Spanish, I realized how difficult and frustrating it can be to read a simple recipe without knowing any of the words. After scaling back the difficulty, I would say that reading this recipe was extremely difficult for me. Even with the very little spanish background that I have, I would not be able to successfully make this dessert. I felt tempted to look up the words in English and without doing that, I had to skip whole steps in the recipe. Especially in a recipe, it is important to know all of the steps. Knowing the ingredients and how to prepare the dessert was all very hard for me.

As I was reading the recipe I did use a few strategies that ELL students use in the classroom. I used cues, questions and advance organizers, which is stated in the text Classroom Instruction that Works. This strategy helped me organize and remember what I already knew in spanish. "In other words, these techniques help activate prior knowledge" (Hill and Flynn, 2006, p. 7). Another technique that I used while reading this recipe was generating and testing a hypothesis. As stated in Classroom Instruction that Works, "by explaining their thinking, students deepen their understanding of the principle they are applying" (Hill and Flynn, 2006, p. 12). As I was reading the recipe I was able to make a hypothesis of what the step meant by activating my background knowledge about recipes and as much spanish as I could remember. When I saw a word that I recognized I tried to figure out what that ingredient could be used for in the recipe and then I looked at where it was in the sequence. If it was toward the end, I guessed that it could be adding the ingredients together or mixing ingredients together. This was challenging most of the time because I did not recognize many ingredients in the first place.

After doing this assignment, I can understand how frustrating it can be to read in a second language. I especially know that it is important to scaffold lessons and support the students that need extra visuals and nonlinguistic representations while reading. 

BoscoS_Oral Language and the Reading Process_LT 1

There are many elements that must be taught in a literacy program for students to become successful readers and writers. Before students are able to read, they must learn phonemic awareness and regularly practice these skills in their early elementary years. Hearing the sounds and being able to repeat these sounds and blend the sounds together is the first step in phonemic awareness. After students understand that sounds make up words, they are taught phonics. Phonics is also important in the reading process. This is a skill that needs to be taught directly and practiced in the early elementary levels. This skill is important because it helps students understand how to decode words and will help them understand the relationship between letters and sounds to make words. Phonics can be used to help decode words, rhyming, substitution, deletion of sounds, etc. Phonics should be taught directly and explicitly for students in kindergarten and first grade. The next important element is fluency. Fluency is the ability to read a text accurately and quickly. Without the background knowledge and practice of phonemic awareness and phonics, fluency would be impossible for students. Just like the other skills, fluency needs to be taught and modeled over and over by teachers. It is important that students hear what fluent reading should sound like. Fluency takes practice and it helps with comprehension, which is the ultimate goal of reading. Comprehension is when a student can tell you what they read about. Without the other steps, comprehension would be a very hard skill for students.

Oral language starts with phonemic awareness and ends with comprehension, the ultimate goal of reading. Without understanding the oral language piece, it would be difficult for a student to be successful with comprehending a story. All of these elements are linked to each other and are necessary for success. 

BoscoS_Philosophy About Teaching LT 1

When I interviewed a kindergarten teacher about her philosophy of teaching, I realized that it was very similar to the way I feel about teaching literacy. As we talked, we both agreed that there are so many elements that are important in a balanced, effective literacy classroom. Joyce, the kindergarten teacher that I interviewed has strong opinions about this topic and has been teaching for over twenty years. She always tells me that in a Kindergarten classroom it is important to ensure students that writing is fun and is a way to be creative. She believes that students should be encouraged to think creatively and write about things that interest them. Students should be able to keep a journal about experiences and stories that they want to share. Journal writing should be what they want to write about and could be shared if the student has the desire. Joyce thinks this should be a time where the classroom is quite and students should be taught in Kindergarten that this is a time where they can be creative and write about anything they want. The teacher should share a piece of writing as well. This shows students that writing is important to the teacher and gives them more ideas of what to write about. She also mentioned that prompt writing can also be important but that students should carefully be corrected. She explained to me that especially in the primary graders, praise and excitement with student work should be done much more than correcting what the student did 'wrong.' The most important part of writing is to get students excited.

After talking with Joyce, I do agree with what she says about her writing philosophy. Even in first grade, I do think the most important goal with students is to get them excited about writing! I want students to get excited about writing and I always model writing in front of my class to show that I am a writer as well. As far as correcting student work, I feel the same way as Joyce. Of course it is important to conference with students and talk about their writing, but I always have positive feedback and suggestions for students. I also encourage students to phonetically sound out words when they are writing and stuck on a word. I do not want students to constantly worry about correct spelling, it takes the fun and fluency out of writing. I tell students to circle words that they are not sure about and we will discuss them together during conferences.

Joyce and I also have a very similar outlook on a reading philosophy. Just like in writing, she thinks that reading should be fun for all students. They should be able to read stories that they want, as well as books that are at their level. It is important for students to read at their level, but they also need time to explore books and just look at pictures. Joyce explains that not only is it important for students to be reading at their level and with books that interest them, but read alouds should be happening daily, more than once. She always says that teachers should teach 'thematically.' If we are learning about pumpkins, then you should have read alouds (fiction and nonfiction) about pumpkins, books should be out for students to look at during free time, etc. Again, the most important thing about reading and writing, is to get students excited about it.

After talking with Joyce about reading in the classroom, I felt the same way about a reading philosophy in the primary grades. I think that read alouds are so important and gets students excited about reading. My students love when I read a book that they are interested in. I also think it is important for students to have the opportunity to explore books and read what they are interested in, but it is also crucial that students are reading at their academic level. Reading should be fun for students and challenging.