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.