Ms. Sabrina’s Learn Spanish and English with Ray and Ana: A Bilingual Book Series, Videos, and Learning Resources

Posted on by Sabrina Sanchez
book

by Sabrina Sanchez (LTL Contributor)

Ms. Sabrina’s Learn Spanish and English with Ray and Ana: A Bilingual Book Series, Videos, and Learning Resources
I’m delighted to join Language Teaching Lab.

My name is Sabrina Sánchez, also known as Ms.Sabrina. I am a bilingual educator, children’s author, and content creator dedicated to helping young children learn English and Spanish in a fun, interactive, and practical way.

Through my educational platform, Ms. Sabrina’s Bilingual Playtime, I write bilingual books that inspire YouTube videos and play-based learning resources. My approach, “Bilingual Education with Heart,” emphasizes social-emotional learning alongside language development. Rather than focusing solely on vocabulary memorization, I encourage children to use language as a tool for communication, connection, and kindness.

The Book Series

In April 2024, I published the first book in my series, Ms. Sabrina’s Learn Spanish and English
with Ray and Ana, a growing collection of bilingual children’s books designed to help young
learners build practical communication skills through everyday language. The books are written by me, illustrated by my nephew Jairo Puelles Pola, and developed under the mentorship of my teacher, Ms. Elizabeth Flores.

The collection currently includes four core books and one companion coloring book, each
focused on a key communication concept:
– Book 1: Greetings / Saludos
Introduces greetings, manners, times of day, days of the week, weather, and everyday
expressions.
– Book 2: I Can / Puedo
Focuses on abilities using high-frequency questions and answers such as Can you? Can
I? I can / I can’t.
– Book 3: I Want / Quiero – A Typical Day
Helps children express wants and needs throughout a typical day, from morning to night.
– Book 4: I Am / Estoy
Explores emotions and self-expression using Are you…? I am / I am not…, while
introducing estoy as a way to describe temporary feelings in Spanish.
– Companion Coloring Book: Soy + Affirmations
Builds on Book 4 by introducing soy to describe more permanent traits and identity
through positive “I am / Soy” + bilingual affirmations and animal mandalas.

Each book uses a colorful, comic-style format and includes color-coded flashcards, puppet
cutouts for role-play, and practice pages to reinforce learning and encourage hands-on
language use.

From Books to Videos and a Free Course

The book series inspired a YouTube video series, with each season corresponding to one book. Each episode runs approximately 10–15 minutes and follows a predictable, child-centered structure: a greeting song, a seasonal song that builds cumulatively over time, a word of the day, a guided activity, interactive flashcard review, and a short puppet show that reinforces the key language. Episodes close with a calming breathing and counting moment in both languages, a brief gratitude reflection, and a positive farewell, supporting consistency, emotional safety, and joyful repetition.

While rooted in the language concepts from the books, the videos intentionally expand beyond the page to explore cross-curricular themes. Through hands-on activities and guided play, children engage with early language arts, science, environmental literacy, movement, creativity, and imagination. Social-emotional learning is woven throughout, with themes such as identifying feelings, learning to apologize, practicing gratitude, building routines, responsibility, and teamwork. These elements allow children to apply language in meaningful, real-life contexts.

After participating in a YouTube Learning Launchpad for Educators in the EU this fall, I had the opportunity to transform these seasonal playlists into a free, structured YouTube course. Families and educators now have access to all four seasons, along with an additional course featuring hands-on crafts, activities, and games. All accompanying PDFs and downloadable materials are available at no cost on mssabrina.com.

Each season concludes with a playful, low-pressure “assessment” through games such as a
scavenger hunt, bingo, a board game, and charades, allowing children to apply what they have learned in an engaging and supportive way.

Why This Approach Works

These resources center on high-frequency phrases rather than isolated vocabulary, allowing
children to communicate meaningfully from the start. A key component of the series is the use of simple, accessible puppets. They play a crucial role in building children’s confidence and imagination, while making it more playful for children to practice speaking.
The books are available on Amazon and provide a strong foundation for the videos and course, offering a complete bilingual learning experience rooted in play, connection, and real-life communication. Thank you for the opportunity to share my work. I hope these resources support bilingual learning in your classrooms and homes.

Ms. Sabrina’s Learn Spanish and English with Ray and Ana: Una serie de libros bilingües, vídeos y recursos de aprendizaj

Estoy encantada de unirme a Language Teaching Lab. Mi nombre es Sabrina Sánchez, también conocida como Ms. Sabrina. Soy educadora bilingüe, autora de libros infantiles y creadora de contenido educativo, dedicada a ayudar a niños y niñas a aprender inglés y español de manera divertida, interactiva y práctica. 

A través de mi plataforma educativa, Ms. Sabrina’s Bilingual Playtime, escribo libros bilingües
que dan lugar a vídeos en YouTube y a recursos de aprendizaje basados en el juego. Mi enfoque, “Educación bilingüe con el corazón por delante,” pone énfasis en el aprendizaje socioemocional junto con el desarrollo del lenguaje. En lugar de centrarme únicamente en la memorización de vocabulario, animo a los niños a utilizar el idioma como una herramienta para la comunicación, la conexión y la amabilidad.

La serie de libros

En abril de 2024 publiqué el primer libro de mi serie, Ms. Sabrina’s Learn Spanish and English with Ray and Ana, una colección de libros infantiles bilingües diseñada para ayudar a los niños y niñas a desarrollar habilidades prácticas de comunicación a través del lenguaje cotidiano. Los libros están escritos por mí, ilustrados por mi sobrino Jairo Puelles Pola, y desarrollados bajo la mentoría de mi maestra, Ms. Elizabeth Flores.

La colección incluye cuatro libros principales y un libro complementario para colorear, cada uno centrado en un concepto clave de comunicación:
– Libro 1: Greetings / Saludos
Introduce saludos, modales, momentos del día, días de la semana, el clima y expresiones
cotidianas.
– Libro 2: I Can / Puedo
Se centra en las habilidades utilizando preguntas y respuestas de alta frecuencia como
¿Puedes? ¿Puedo? Puedo / No puedo.
– Libro 3: I Want / Quiero – Un día típico
Ayuda a los niños a expresar deseos y necesidades a lo largo de un día típico, desde la
mañana hasta la noche.
– Libro 4: I Am / Estoy – Sentimientos
Explora las emociones y la autoexpresión, ayudando a los niños a hablar sobre cómo se
sienten en cada momento mediante el uso de estoy para describir estados temporales en
español.
– Libro complementario para colorear: Soy + Afirmaciones
Complementa el Libro 4 introduciendo soy para describir rasgos personales e identidad, a través de afirmaciones positivas bilingües “I am / Soy” y mandalas de animales,
ayudando a comprender la diferencia entre cómo nos sentimos y quiénes somos.

Cada libro utiliza un formato colorido tipo cómic e incluye tarjetas didácticas, marionetas
recortables y páginas de práctica que refuerzan el aprendizaje y fomentan el uso significativo del lenguaje.

De libros a videos y a un curso gratuito

La serie de libros dio lugar a una serie de vídeos en YouTube, donde cada temporada
corresponde a un libro. Cada episodio dura aproximadamente 10–15 minutos y sigue u
estructura predecible y centrada en el niño: canción de saludo, canción de la temporada que se va ampliando progresivamente, “palabra del día”, actividad guiada, repaso interactivo con tarjetas didácticas y un breve espectáculo de marionetas que refuerza el lenguaje trabajado. Los episodios finalizan con un momento tranquilo de respiración, una breve reflexión sobre la gratitud y una despedida positiva, fomentando la consistencia, la seguridad emocional y la
repetición alegre.

Aunque los vídeos parten de los conceptos lingüísticos presentados en los libros, se expanden intencionadamente más allá de la página para explorar temas transversales. A través de actividades prácticas y juego guiado, los niños trabajan lenguaje, ciencias, alfabetización ambiental, movimiento, creatividad e imaginación. El aprendizaje socioemocional está presente en todo momento, con temas como identificar emociones, aprender a pedir perdón, practicar la gratitud, crear rutinas, asumir responsabilidades y trabajar en equipo. Estos elementos permiten aplicar el idioma en contextos reales y significativos.

Tras participar este otoño en un YouTube Learning Launchpad para educadores en la Unión
Europea, tuve la oportunidad de transformar estas listas de reproducción por temporadas en un curso estructurado y gratuito en YouTube. Las familias y los educadores tienen ahora acceso a las cuatro temporadas, además de un curso adicional con manualidades, actividades y juegos prácticos. Todos los PDF y materiales descargables están disponibles de forma gratuita en mssabrina.com.
Cada temporada finaliza con una “evaluación” lúdica y sin presión mediante juegos como una yincana, un bingo, un juego de mesa y una mímica, que permiten a los niños aplicar lo aprendido de forma divertida y significativa.

Por qué este enfoque funciona

Estos recursos se centran en frases de alta frecuencia en lugar de vocabulario aislado, lo que permite a los niños comunicarse de manera significativa desde el inicio. Un componente clave de la serie es el uso de marionetas sencillas y accesibles, que desempeñan un papel fundamental en el desarrollo de la confianza y la imaginación, haciendo que la práctica oral resulte más natural y divertida, especialmente para los niños que están aprendiendo un segundo idioma.

Los libros, disponibles en Amazon, proporcionan una base sólida para los vídeos y el curso,
ofreciendo una experiencia completa de aprendizaje bilingüe basada en el juego, la conexión y la comunicación en contextos reales. Gracias por la oportunidad de compartir mi trabajo. Espero que estos recursos apoyen el aprendizaje bilingüe en sus aulas y hogares.

Unlocking Fluency: Exploring SDG 16 Through Children’s Literature

Posted on by Vicky Masson
unity

by Carmen Reyes (LTL Contributor)

World language teachers can bring the United Nations Sustainable Development Goal (SDG) 16—Peace, Justice & Strong Institutions—to life in their classrooms through engaging literature. One powerful way to achieve this is by incorporating Marta Carrasco’s book La Otra Orilla, designed for Heritage Elementary students at an Intermediate Mid proficiency level.

La Otra Orilla fosters discussions on inclusivity, justice, and understanding across diverse communities. This work is based on my presentation during the ACTFL conference in Philadelphia, co-presented with NELL member Larissa Giacoman.

Interactive Activities for Various Proficiency Levels:

1. Novice Low: Building a Unity Bridge

Students are divided into two large groups, each representing a different community. They pair up and identify at least five commonalities from suggested categories such as family, school, sports, food, colors, or pets. They then illustrate these similarities on paper.

Each pair receives a LEGO brick for each similarity they find, using them to construct a “unity bridge” that symbolizes their shared connections.

If physical bricks are unavailable or as an alternative, students can use paper cutouts. In this case, they will write each similarity on a paper brick before assembling their bridge.

2. Novice Low-Mid: Cultural Expressions Unity Bridge

Students identify ten cultural expressions they share and write each one on an index card. These cards are then used to build a “unity bridge.” For added complexity, students can write full sentences. To present their work, students will read each card aloud while walking along their bridge, reinforcing cultural awareness by highlighting practices that reflect identity, values, and traditions.

As an alternative, students can physically construct a bridge using the index cards, as shown in the reference image. They will then place the cards with their shared cultural aspects on top of the bridge.

3. Novice Mid-High: Comparative Venn Diagram

Students analyze similarities and differences between their own community and a Spanish-speaking country, comparing aspects like traditions, food, and daily life. They create a Venn diagram to visually represent these cultural elements, encouraging a deeper understanding of global perspectives.

By incorporating these activities, language teachers create meaningful learning experiences that promote fluency, cultural understanding, and global citizenship while fostering inclusivity and reflection on diverse cultural experiences.

Bilingual Book Walks: A Dynamic Tool for Multilingual Learning and Curriculum Enrichment

Posted on by Vicky Masson
book walk

by Enrique Moras (LTL Affiliate Corner)

In an era where education thrives on creativity, inclusivity, and hands-on engagement, Bilingual Book Walks are emerging as a powerful resource for schools. These immersive installations transform children’s stories into larger-than-life learning experiences, blending literacy, art, and curriculum-based themes into a single, interactive journey. Let’s dive into how these innovative displays captivate students, support teachers, and unite communities.

What Exactly are Bilingual Book Walks?

A Bilingual Book Walk is a curated installation that breaks a children’s book into 16 vibrant panels (each 24”x18”), displayed sequentially on durable wooden or metal stands outdoors or mounted on wall frames indoors. Each panel features:

  • A section of the story in two languages (default: English and Spanish, though they are customizable to any language).
  • Eye-catching illustrations that bring the narrative to life.
  • Optional prompts or questions to spark discussion, critical thinking, or ties to classroom subjects.

Designed for flexibility, these walks can be set up in school gardens, hallways, libraries, or community spaces, creating a “story trail” that families and students explore together.

Why Schools Love Bilingual Book Walks

1. Curriculum Connections Made Easy

Teachers use Book Walks to reinforce lessons in:

  • Environmental Science: Pair with books about ecosystems or conservation (e.g., bees, habitats, tree ecosystems, recycling, etc.).
  • Social-Emotional Learning (SEL): Choose stories about empathy, resilience, self- awareness, etc.
  • Art & Storytelling: Analyze illustrations or inspire students to create their own bilingual story panels.

2. Supports Multilingual Learners

  • English Language Learners (ELLs) gain confidence by reading in their native language while practicing English.
  • Native English speakers explore new languages in a low-pressure, visual context.

3. Engages All Learning Styles

  • Visual learners connect with bold illustrations.
  • Kinesthetic learners thrive while moving between panels.
  • Social learners discuss themes with peers or family.

4. Fosters Family and Community Involvement

  • Families bond over stories in their home language, breaking down barriers to school engagement.
  • Schools can partner with local artists to design panels or host cultural storytelling events.

5. Durable and Adaptable

  • Weather-resistant outdoor stands or indoor frames ensure year-round use.
  • Themes and languages rotate to reflect curriculum needs or community diversity.
book walks
book walks
book walks
book walks
book walks

Real-World Applications in Schools

  • Science Class: After reading a Book Walk about pollinators, students explore the school garden to spot real-life bees and butterflies.
  • Art Project: Kids create their own bilingual story panels inspired by the walk, displayed in a school-wide exhibit.
  • Family Literacy Night: Parents and children follow the Book Walk together, with teachers providing discussion guides in multiple languages.

Ready to Launch Your Own Book Walks?

Bilingual Book Walks are more than just stories—they’re gateways to curiosity, inclusion, and academic growth. Whether you’re highlighting STEM themes, SEL, or cultural heritage, these installations turn school spaces into dynamic, interactive classrooms.

Next Steps:

Schedule a meeting with a Book Walk specialist at Syncretic Press. Use the code LTL5% for a 5% discount on a purchase for your school or institution. Agenda items will include:

  • Displays that best adapt to your goals and budget
  • Review purchase and rental options for stories
  • Explore grant opportunities for funding the project

Transform your school’s corridors, courtyards, and classrooms into bilingual learning adventures. Let’s walk the talk—one panel at a time! 🌟📖🌍

Curso de perfeccionamiento del Español con el teatro

Posted on by Vicky Masson
teatro

by Mercedes Pellitero (LTL Contributor)

Este Curso, “Practicar el español con el teatro: doce autores del teatro clásico,” nace de la experiencia de muchos años de enseñanza de la lengua española en institutos y universidades.

Seleccionar material útil para los profesores y atractivo para captar la atención y el interés de los alumnos ha sido siempre el objetivo principal que me he propuesto a la hora de escribir un texto para la enseñanza del español. El teatro me ha interesado siempre.

En realidad son muchas las instituciones que aconsejan utilizar el teatro para enseñar el español, pero son muy pocos los libros que ponen en práctica este consejo, y por esta razón he realizado este Curso.

Mi primera experiencia en la enseñanza del español con un texto teatral fue con mis alumnos del Instituto Sthendal de Roma, leyendo “Pic Nic” de Fernando Arrabal. Recuerdo todavía con placer la atención con la cual los alumnos participaban en la lectura y después repetían las frases del texto. Continué el experimento con “La vida es sueño” de Calderón de la Barca y a pesar de ser un texto de difícil comprensión lingüística resultó fácil subsanar el problema con alguna aclaración previa. El diálogo entre el padre -el rey Basilio- y su hijo Segismundo dio pie para muchos otros diálogos.

Los autores y obras elegidas son:

Cada uno de los capítulos del libro impreso o cada ebooks contiene los siguientes apartados: breve biografía del autor, características de su obra dramática, presentación de la obra elegida y un fragmento antológico precedido de un glosario.

Sobre cada uno de dichos apartados se realizan ejercicios de comprensión, expresión y elaboración,

Se puede iniciar el estudio de los autores independientemente del orden cronológico, porque no existe una dificultad creciente desde el punto de vista gramatical y su elección está dictada únicamente por las preferencias individuales.

El Curso está disponible como libro impreso, conteniendo los doce autores, en Amazon y como ebooks, conteniendo un solo autor, en Amazon, Google y Apple:

– va dirigido principalmente a los estudiantes de idiomas de las clases superiores y de la Universidad,

– utiliza textos del teatro clásico español de los siglos XVII-XX.

– su objetivo es mejorar la pronunciación, ejercitar la memoria, facilitar la comprensión, buscar el equilibrio entre la regla establecida y la naturalidad expresiva, dando prioridad a la comunicación y mostrar la realidad socio-cultural.

Con este curso se logra el objetivo principal de captar la atención y el interés de los alumnos para aprender el idioma español.

The Important Role of Reading in Language Acquisition

Posted on by Vicky Masson

by María Martinez

Having passion for reading is something that should be instilled in our students at a very early age. Today it is not so easy. Previous generations had fewer ‘distractions.’ There were not as many channels with such a variety of programs; there was no Internet or social media and video games were more limited. Sadly, that passion for reading that previous generations had, is being lost today due to competing with all these other media. 

It is our job, as parents, teachers and educators, to do something about it. Reading must be a vital part of students’ daily lives and we must find ways to promote it, motivate our students and make reading exciting again for the new generations.

In my lessons, both with my students who study Spanish as a foreign language, and with those students who are heritage Spanish speakers, reading stories is very important. Reading opens a door to imagination and creativity. In addition, it helps students reinforce grammar and spelling patterns without needing to use boring and repetitive grammar exercises. Furthermore, reading expands their vocabulary by finding synonyms and gaining vocabulary richness without even realizing it as it models language in a subtle way.

In my channel BILINGUAL CEREBROS, you can find a section in the Playlists where there are already 27 short stories and fables with morals to reflect on. Many activities can be done with them. These are some ideas on how to use the short stories, tales and fables on my channel:

1. Summarize the story using your own words.

2. In small groups, role-play the story.

3. Explain the moral of the story. Give your point of view about what is learned from this story. What value/values ​​does it teach us?

4. Practice your verbal fluency and pronunciation by reading the story aloud.

5. Who is the main character in this story? / Who are the characters in this story?

6. Describe the characters in this story. What is their personality like?

7. Find the verbs in the past tense (Pretétito indefinido & Pretérito imperfecto) and analyze their uses.

8. Compare the English version with the Spanish version. What new words or expressions have you learned with this story/fable?

In addition, students can review these stories at home and listen to the pronunciation again since they are all published on the channel and they can access them for free.

If you need the bilingual version of these stories for your lessons, I can also send them to you for free in PDF or PowerPoint versions. You can email me at: bilingualcerebros@gmail.com to request your copy. Students can use these bilingual versions to compare vocabulary and structures in Spanish and English. 

Here are the direct links to the 27 stories that are on the channel so far, and I will continue uploading new stories. I hope they are useful.

  1. El león y la liebre: https://www.youtube.com/watch?v=DBm6ZPEi9dI&t=4s 
  2. La zorra y la cigüeña: https://www.youtube.com/watch?v=Shi497XqhuU&t=12s 
  3. El león y el ratón: https://www.youtube.com/watch?v=Ycr5WGcye2I&t=17s 
  4. Tres historias espeluznantes de Halloween: https://www.youtube.com/watch?v=skfmvKkUjUk 
  5. El monje y el escorpión: https://www.youtube.com/watch?v=fubufPhvn0s&t=8s 
  6. Fábula de la rana y el ánimo: https://www.youtube.com/watch?v=KDW7Jkv2wwQ 
  7. El paquete de galletas: https://www.youtube.com/watch?v=RNRt2qYEN4E&list=PL5TlFjB4h2gXEG7xuagyRjMJV97TMKqRe&index=12 
  8. El elefante y la cuerda: https://www.youtube.com/watch?v=GUhTd8XYY2U&list=PL5TlFjB4h2gXEG7xuagyRjMJV97TMKqRe&index=13 
  9. El mejor regalo: https://www.youtube.com/watch?v=1THweV4udkg&list=PL5TlFjB4h2gW6D5mUIR8voZ3PgvhSjhBt&index=9 
  10.  La mariposa y las dificultades: https://www.youtube.com/watch?v=H2I_02gNh8U&t=27s
  11.  Suelta el vaso – Reflexión: https://www.youtube.com/watch?v=nfieH-RU4N8&t=65s 
  12.  El anciano malhumorado: https://www.youtube.com/watch?v=UZvB7gQ_lPc&t=20s
  13.  El obstáculo en el camino: https://www.youtube.com/watch?v=B0DHeFPfQq0&t=72s 
  14.  El sabio de la montaña: https://www.youtube.com/watch?v=KrEqLLYqtO4 
  15.  B1/B2 – EL CARACOL CARLOS – Una historia para practicar los distintos sonidos de la letra c: https://www.youtube.com/watch?v=QE5wRBcAbss 
  16. B1/B2 – EL GUSANO GONZALO – Una historia para practicar la g suave y la g fuerte: https://www.youtube.com/watch?v=k3GlOKVgcZc&t=11s 
  17.  B2/C1 – CÓMO ARREGLAR EL MUNDO: https://www.youtube.com/watch?v=ZY-XE6bGhp0&t=33s
  18.  B2/C1 – LA LUCHA INTERIOR: https://www.youtube.com/watch?v=nDfcyTV1KRY&t=14s
  19.  B2/C1 – LOS SEIS SABIOS CIEGOS Y EL ELEFANTE: https://www.youtube.com/watch?v=Gcl7LBso80w&t=18s 
  20.  B2/C1 – LA JOVEN CIEGA: https://www.youtube.com/watch?v=mLbJelavV7U&t=2s 
  21.  B2/C1 – LA ROSA Y EL SAPO: https://www.youtube.com/watch?v=eGDGUvge1aI&t=9s
  22.  B2/C1 – LOS ERIZOS Y EL INVIERNO: https://www.youtube.com/watch?v=45Xruk1yETo 
  23.  B2/C1 – EL CACHORRO COJO: https://www.youtube.com/watch?v=L6nGUbWwrxw
  24.  B1/B2 – DISCUTIR CON UN BURRO: https://www.youtube.com/watch?v=Y7x8JZXDjfY&t=5s 
  25. B1/B2 – EL CABALLO Y EL ASNO: https://www.youtube.com/watch?v=4gE6cHM0mek 
  26. B1/B2 – EL VERDADERO VALOR DE LA NAVIDAD: https://www.youtube.com/watch?v=RHFovoDwL58&list=PL5TlFjB4h2gW6D5mUIR8voZ3PgvhSjhBt&index=25 
  27. B1/B2 – LA PARÁBOLA DEL COLIBRÍ: https://www.youtube.com/watch?v=9PL_oIqur8k 

Enjoy!

I would also like to invite your students to participate in the Poetry Competition organized by my channel. Here are the details about it:

Do not hesitate to contact me! 

♡ YouTube: https://www.youtube.com/@bilingualcerebros 

♡ instagram: https://www.instagram.com/languages_sra_martinez/ 

♡ tiktok: https://www.tiktok.com/@bilingualcerebros 

♡ facebook: https://www.facebook.com/LanguagesResourcesSraMartinez 

♡ twitter: https://twitter.com/LanguagesSra 

♡ linkedin: https://www.linkedin.com/in/maria-martinez-5bb94a1a5/

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Reading and Writing Teaching with Novellas

Ideas for Teaching Poetry in World Languages

Reading and Writing Teaching with Novellas

Posted on by Vicky Masson

by Marcela Velikovsky

“Novels in the Centre” is a column of Language Teaching Lab where you will read about why, how and what novellas become meaningful resources for teaching a language

If we learn to walk by walking and to talk by talking, we can also learn to read and write in another language by reading and writing in that language. 

That is why I love teaching Spanish and I love teaching with novellas! 

How is Reading and Writing Teaching with Novellas for me

I start by building the necessary background knowledge to facilitate students’ understanding of the story. Depending on the novella, I focus on the social-economic, historical or geographical aspect. For example, before reading “Patricia va a California” students research about Guatemala.

When we read it is important to check students’ comprehension often to avoid misinterpretation and help them construct meaning beyond unknown words.

When we read it is important to check students’ comprehension often to avoid misinterpretation and help them construct meaning beyond unknown words. I ask them comprehension questions sometimes in English and sometimes in Spanish. I explain new vocabulary and phrases in context and when I model reading aloud, I verbalize my thinking and ask for their opinion. “Hmmm, I wonder if Patricia…” What do you think?” Do you think she will… or…?

When I’m sure they grasp the story in a chapter, we analyze, explain, compare and contrast characters and places. For example, Patricia’s house has only one bathroom for seven family members living there. This is something common in Latin America that shocks most students who are used to bigger houses with multiple bathrooms. 

Go deeper when re-reading chapters

We annotate, represent, and talk and write about the topics and themes in the novella. For example, Patricia, the main character, is being discriminated against for being Latina. While she’s Guatemaltecan, Debbie, one of the characters, calls her “Mexican.” This leads us to talk about identity, immigration and discrimination. Students make personal connections and read current events articles and watch short videos in Spanish related to the topic and theme.

Assessment Tasks

The novella becomes the center from which I derive multiple communicative tasks related to each chapter. For example, I’ve used the following task as an assessment:

Pick ONE of the following points and write a paragraph in Spanish based on the information given in  Chapter 8:

Point  A  –  When Patricia talks with Debbie at the party, she says that while many people think being poor is a terrible thing, she has “everything” and “she does not need anything else.” What does Patricia consider the most important things in her life? 

Point B  – What do you think are the most important things in your life? Why?

Point C – Imagine you’re Patricia. Write a letter to a friend in Guatemala telling her/him all about the robbery.

This way, students empathize with the characters in the novella and see the world from different perspectives.

Novellas are Key for Language and Culture Learning

Students focus so much on the characters and the plot that don’t realize how much language they are absorbing. Novellas are great not only from the point of view of language acquisition, but also to immerse students in the culture and other people’s realities through the life experiences of the characters. I also use novellas as a springboard for class discussions of current events that relate to the topics and themes developed in the novellas.

Resources

Patricia va a California (Spanish Edition) – As an Amazon Associate LTL earns from qualifying purchases