One of the things I really enjoy about Spanish 2 (and also that is a hard step for the students) is the slow transition from materials created by me or other language educators for language learners, to sources from native speakers for native speakers. We use authentic resources in Spanish 1, but the task is heavily modified for their novice level selves. Beginning in Spanish 2, as we start pushing towards and into intermediate, I start introducing native speaker sources, though sometimes I modify them or use the embedded reading strategy to make them more comprehensible.
The first unit my students really start to see native-level work is in my disasters chapter. It’s very easy to find news reports for all sorts of disasters online, and their difficulty level tends to be pretty low. This year, I continued using a resource that’s a little old at this point but has so many vocabulary terms and cognates, plus the fact that the story is a little crazy (two hurricanes hit Mexico at the same time) makes it comprehensible and compelling. This year, I used my recently acquired close reading strategies to enhance the reading for my students.
- First, I gave my students the reading only, on paper. (You can find the article and accompanying comprehension questions here.) This can also be done digitally but for the ease of my visual ability to check on them and to discourage translator abuse, I printed them.
- Then, I asked my students to read it and draw a box around words or phrases they didn’t know.
- As they read, I also asked them to underline the 3 key points of the article.
- After the reading, I asked them to compare their underlined sections with their table partner to see if there were any differences. It was interesting for me to see that the majority of students tended to underline the same items, independent of the unknown words they boxed in, and even though they were working individually on this reading.
- After we did all THAT, I finally handed out the page with the comprehension questions on it, which they completed and then we went over it together. I pointed out that even if they didn’t know a lot of words in the reading, they were still able to comprehend enough to accurately get a basic understanding of the reading, which is really the most they’ll be able to do as novice-high/intermediate-low learners.
Close reading is a strategy that does take some time, but it’s time well spent. It forces students to re-read the passage multiple times and to actually think about and process what they read, rather than just glossing over the text and claiming they understood it. This way, if there actually is a break down of understanding, I can find it and address it.
I hope you find this example helpful and consider ways to use close reading strategies in your own classroom!