Undergraduate Learning Outcomes Final Teaching Essay

Improving Oral Reading Skills Through Topic Engagement Mabel Bowser World Cultures - University of California, Merced Abstract Oral reading is an activity that aids to accomplish the Intermediate Spanish II’s course learning outcomes, where the production of oral and writing text is emphasized. The accomplishment of these CLOs contributes to achieving a higher-level outcome: the Spanish program learning outcomes, which expects students to develop supporting skills in critical thinking, written expression, reading, listening and oral proficiency in Spanish. Following the students’ suggestions from the last semester’s class, the current class and the instructor developed a signature assignment to enhance this activity, with the purpose of improving the students’ oral reading skills in Spanish. This signature assignment concentrates in oral reading, plus broadens its benefits of other skills, such as reading, understanding, speaking, analyzing and writing. In a student centered learning environment, the Intermediate Spanish II’s students took ownership of their learning process in this activity. They decided the topic and the text they worked with, helped to create rubrics and guidelines, gave and received feedback in work-groups. The role of the instructor was to guiding and supporting the students’ activities. The instructor collected data through audios, writing analysis and reflections. The results of the assignments show that the students felt they were in control of their learning process through this activity, and they took pride of their work. Recording their own analysis of an article helped them to improve the oral reading skills, which is the main goal of this assignment. However, it's important to say that the assignment extended its benefits to other skills as mentioned in the first paragraph. This signature assignment helped students to achieve a more expressive oral reading as a result of giving the students the ownership of the activity and engaging them with the topic, and offers them the opportunity to read aloud in private with a minimum of anxiety.

Intermediate Spanish II is a lower division course that follows the communicative learning approach and embraces the vision of the National Standards in Foreign Language Education which is organized into five goal areas: Communication, Cultures, Connections, Comparisons, and Communities. The Intermediate Spanish II main goals are to help students develop listening comprehension, speaking, reading and writing skills in Spanish, while in a permanent contact with the culture. These goals are expressed in the Intermediate Spanish II’s course learning outcomes (CLOs) (Appendix 1), where the production of oral and writing text is emphasized. The accomplishment of these CLOs contributes to achieving a higher-level outcome: the Spanish program learning outcomes, which expects students to develop supporting skills in critical thinking, written expression, reading, listening and oral proficiency in Spanish. Since learning a foreign language requires a lot of practice and feedback, the class meets four times a week and the students are expected to work inside and outside class on a variety of activities: homework, participation, labs, projects in the community, compositions, quizzes, exams, portfolio and readings. Twice in the semester the students are supposed to record their oral reading of an assigned text and place it in an online resource folder for the instructor to evaluate fluency and pronunciation of the reading. Following the students’ suggestions from the last semester’s class, the current class and the instructor have developed a signature assignment to enhance this activity, with the purpose of improving their oral reading skills in Spanish, which is one of the goals implied in the CLO’s and is a specific PLO. This signature assignment concentrates in oral reading, plus broadens its benefits for other skills, such as reading, understanding, speaking, analyzing and writing. This signature assignment encourages the students’ participation in a student centered classroom environment, where they are part of the decisions. They decide the topic and the text to work with. They help to create the rubric for evaluating oral reading skills, the guideline and rubric for analyzing the selected text; they also give and received feedback in work-groups. This signature assignment looks for a more expressive oral reading as a result of giving the students the ownership of the activity and engaging them with the topic, and offers them the opportunity to read aloud in private with a minimum of anxiety. The instructor’s role is in guiding and supporting the students' activity. The activities we developed for the signature assignment are: 1- The students were required to suggest a topic to research for the “Improving reading skills through engagement with the topic” signature assignment. The topic had to be related to the themes we reviewed in this course: Latin American and Spanish history, bilingualism, immigration, national identity, environment, economy, and/or human rights. The instructor gave them a few examples: the importance of raising bilingual children, the crucial of recycling, and the imperative of an immigration reform. The students suggested other topics and voted for “the death penalty in the USA,” a topic they care about because it is related to the human rights. 2- The students were required to suggest an opinion article (in Spanish) about the death penalty in the USA. The instructor recommended a few Google web pages where the students could find articles in Spanish: google.es (Spain), google.com.mx (Mexico), google.com.ar, (Argentina) and google.com.cu (Cuba). 3- After commenting on their findings, students read in groups a couple of articles, and selected “Pena de muerte; pena inútil” (Death penalty, worthless penalty) by journalist Jorge Ramos.

The students found it rich in information and well structured. In addition, the article uses language appropriate for the students’ level of comprehension. 4- Students and instructor practiced in class to read aloud the article, and corrected some problems with the diction. 5- Students and instructor designed a rubric to evaluate the students’ oral reading skills (appendix 2). 6- Students recorded their oral reading of a selected paragraph of the text and placed it in an online resource folder, assigned for this purpose. 7- Students and instructor designed a guideline to analyze “Pena de muerte; pena inútil” (Death penalty, worthless penalty) by journalist Jorge Ramos (appendix 4). 8- Students wrote some comments about Ramo’s article and shared them with the class to get feedback. 9- Students wrote their final analysis of the article. Then they recorded its conclusions paragraph and placed the recording in an online resource folder, assigned for this purpose. 10- Students listened to both oral reading recordings and write a reflection about any change they noticed between them. To assess the results: 1- The instructor listened the first recording and evaluated vocalization, intonation, fluidity and volume of the oral reading of the assigned text. For this evaluation, the instructor used the “Rubric to evaluate oral reading skills” (Appendix 2). 2- Based on this rubric, the instructor wrote a report to provide general and individual oral feedback to the students, answered questions, made suggestions and adjustments (Appendix 3). 3- In the second part of the activity, the instructor used a rubric designed for the students (Appendix 5) to assess their own analysis of Ramos’ article. 4- For the second oral reading recording, the instructor used again the “Rubric to evaluate oral reading skills” (Appendix 2) to appraise the oral reading of the conclusions paragraph of the students’ analysis of “Pena de muerte; pena inútil” (Death penalty, worthless penalty). 5- The instructor wrote a final report (Appendix 3) to provide general and individual oral feedback to the students, answered questions, and made some reflections. 6- At the end of the activity, the instructor assessed the change between the two oral reading activities. The instructor quantified the result of both oral readings, using a comparative table with data about the scores for every category (vocalization, intonation, fluidity and volume) evaluated in both oral readings.

7- Students listened to both recordings, and wrote a paragraph in which they reflected on their progress in pronunciation, comprehension, writing and analysis. Reflections: Based on the students reflections, we found that most of these learners felt more comfortable orally reading a paragraph that they wrote. In their own words: “Recording my own oral reading helps me because I can listen to myself,” “Using a rubric helps me to focus in the aspects I need to work with,” “Even though I don’t find difficult to read a paragraph from a professional text, I really enjoyed recording my own opinions,” “I found it easy to read a paragraph I wrote, because I know the language I used,” “I feel more comfortable and enjoyed more the second recording because I record what is in my mind,” “This project not only helped me to grow in oral skills but also engaged me with relevant topics for our society,” “I think that there is a big difference between the two recording exercises because the first one was reading about somebody’s opinions while the second recording made more sense, because there is a connection with our thoughts and feelings.” Allowing the students to record their oral reading in private, as many times as the want, until they feel comfortable with the final product reduces their level of anxiety. Comparing the two recordings and writing a reflection about the changes between them help the students to realize their own progress, if any. It is important to keep in mind that even though the final product of the second part of the activity is an audio with the student’s analysis of Ramos’s article (“Pena de muerte; pena inútil”), it is the result of a combination of many other skills, that are being reinforced by this assignment. This signature assignment puts students at the kernel of their learning process, to empower them to achieve their potential. To engage students to be part of the decisions, give them the ownership of the activity, and creates a student centered classroom environment. As a result of this context, the students achieve a refinement of vocalization, intonation (and pronunciation), fluidity and volume. The table with the data and the chart attached to this document (Appendixes 6 and 7 respectively) show an improvement in every category assessed for the oral reading activity. Thus, we can perceive that it is possible to improve oral reading skills through the learner’s engagement with the topic; and that the students create knowledge in an active way, through their own experiences and practice (MacLellan 254).

Appendix 1 Course Outcomes for Intermediate Spanish II By the end of this course, the student will be able to: 1. Recognize and reproduce accurately the Spanish sound system. 2. Identify and reproduce in writing and orally vocabulary related to: bilingualism, immigration, national identity, environment, economy, human rights, Latin American and Spanish history. 3. Communicate and understand, in writing and orally, influence, emotion, doubt, contingency, purpose, and non existence, using the subjunctive mood (present, past, present perfect and pluperfect of subjunctive). 4. Communicate and understand, in writing and orally, actions in the future using the future and the future perfect tenses. 5. Express and understand, in writing and orally, likely, unlikely and impossible actions (hypothetical situations) using present and future indicative, conditional, conditional perfect, past and pluperfect subjunctive. 6. Produce organized writing and oral texts rich in content, grammar, and vocabulary on individual experiences as well as on Hispanic individuals and communities. Write a research paper. 7. Describe and compare people, things and social groups, including aspects of the culture of several Spanish speaking countries and communities. Student also compares his/her values, behaviors and worldviews with those of Spanish-speakers. 8. Analyze by applying reading strategies literary and non literary works by Hispanic authors.

Appendix 2 University of California Merced Rubric to evaluate oral reading skills Excellent 25 Points

Good 20 Points

Basic 15 Points

Poor 10 Points

Volume

It can be heard by all in the audience

Speaks softly, it's difficult to be heard

Fluidity

Reads without hesitation

It is completed hard to understand what is being read. Lacks expression and fluency. Constant Stuttering

Intonation

Voice tone to emphasize important content.

Vocalization

Articulates words clearly. Exceeds pronunciation. Makes distinction between vowels, consonants and syllables.

Volume gets lower with difficult to pronounce words Hesitates in no more than four difficult to pronounce or unknown words Follow text punctuation fairly well, but lacks intonation. Articulates most words clearly. Makes distinction between most vowels, consonants and syllables. 1 to 5 wrong

Omission of more than four syllables or words.

Speaks in a monotone way.

Do no change tone where appropriate

Makes mistakes in pronunciation of vowels, consonants and syllables

Mumbles words. It is difficult to understand

6 to 10 wrong

More than 10 wrong.

Appendix 3 REPORT University of California Merced Rubric to give feedback on the performance of the oral reading skills Excellent 25 Points

Good 20 Points

Basic 15 Points

Poor 10 Points

Volume

It can be heard by all in the audience.

Volume gets lower with difficult to pronounce words _____________ _____________ _____________ _____________

Speaks softly, it's difficult to be heard

It is completed hard to understand what is being read.

Fluidity

Reads without hesitation

Omission of more than four syllables or words. ______________ ______________ ______________ ______________ ______________

Lacks expression and fluency. Constant Stuttering ______________ ______________ ______________ ______________

Intonation

Voice tone to emphasize important content.

Speaks in a monotone way.

Do no change tone where appropriate

Vocalization

Articulates words clearly. Exceeds pronunciation. Makes distinction between vowels, consonants and syllables.

Hesitates in no more than four difficult to pronounce or unknown words _____________ _____________ _____________ _____________ Follow text punctuation fairly well, but lacks intonation. Articulates most words clearly. Makes distinction between most vowels, consonants and syllables. 1 to 5 wrong ______________ ______________ ______________ ______________

Makes mistakes in pronunciation of vowels, consonants and syllables

Mumbles words. It is difficult to understand

6 to 10 wrong ______________ ______________ ______________ ______________ ______________ ______________ ______________

More than 10 wrong. ______________ ______________ ______________ ______________ ______________ ______________ ______________

Comments

Appendix 4 Guideline to analyze the article “Pena de muerte, pena inútil” by Jorge Ramos 1- What is the thesis of this article? What is Ramos trying to convince us of? 2- Make a list of facts and another one of opinions presented by Ramos in this article. 3- What are the supporting arguments presented for Ramos in the article? 4- To learn about the origins, history, and different opinions about the death penalty in the USA, research articles that provides you with basic information about this topic, and/or read the articles provided by the instructor: “U.S. Death Penalty facts” www.amnestyusa.org/our-work/issues/death-penalty/us-deathpenalty-facts “Religious Characteristics and the Death Penalty” by Monica K. Miller and R. David Hayward “Racial Differences in Death Penalty Support and Opposition: A Preliminary Study of White and Black College Students” by David N. Baker, Eric G. Lambert and Morris Jenkins “Persuasion and Resistance: Race and the Death Penalty in America” by Mark Peffley and Jon Hurwitz,” “La última palabra: ¿PENA DE MUERTE?” by Martín Anglada. 5- To develop your own opinion, analyze the arguments you have read, think about the different perspectives. Look for strengths and weakness in them. 6- Try to answer questions like: What is the origin of the death penalty? What are the objectives of the death penalty? Is this penalty achieving its goals? What are the death penalty methods in the United States? What countries and what USA States apply this measure? What is the relationship between religion and death penalty? What is the relationship between “race” and death penalty? Do you agree or disagree with Ramos’ main idea presented in the article in question? Why yes or why not? 7- Write your own conclusions about this topic and evaluate Ramos’ article.

Appendix 5

Excellent 25 Points Expressing  a   personal   opinion  

Clarity  and   coherence  

Conclusions    

University of California Merced Rubric to evaluate written analysis skills Basic 20 Points

Expresses  a  personal   opinion  about  the  main   topic  of  the  article.   Presents  strong  arguments   to  support  the  personal   opinion.   Writes  clear,  concrete  and   coherent.  

Expresses  a  personal   opinion  about  the  main   topic  of  the  article.   Presents  vague   arguments  to  support   the  personal  opinion.   Writes  coherent  with   basic,  and  some  times   redundant  sentences.  

Summarises  the  main  ideas   and  arguments  presented.   Makes  sugestions  and  asks   questions  to  encourage  a   further  discussion.  

Only  summarises  the   main  ideas  and   arguments.      

Poor 10 Points Expresses  a  personal   opinion  without   stablishing  a   relationship  with  the   main  topic  of  the   article.   Writes  incoherent   because  of  the   incorrect  use  of   words  and   expressions.   Repeats  the  main   idea  without   providing  any  support    

Appendix 6 Span 04 - Oral reading skills Oral reading 1 Student 01 Student 02 Student 03 Student 04 Student 05 Student 06 Student 07 Student 08 Student 09 Student 10 Student 11

Oral reading 2 Student 01 Student 02 Student 03 Student 04 Student 05 Student 06 Student 07 Student 08 Student 09 Student 10 Student 11

Volume Intonation Vocalization Fluency

Volume

Intonation 23 22 20 24 23 24 24 22 25 20 22 249

Volume

23 21 21 23 21 24 23 23 23 21 23 246 Intonation

24 24 23 25 24 25 24 25 25 22 25 266

25 23 23 24 23 24 25 25 24 23 25 264

Oral Reading Oral Reading 1 2 249 266 246 264 240 257 237 256

Vocalization Fluency 22 20 22 22 23 23 23 23 18 19 23 23 24 23 24 23 22 22 19 19 20 20 240 237 Vocalization Fluency 24 23 25 24 24 23 23 23 21 21 24 24 24 24 25 25 23 24 21 21 23 24 257 256

Increase % 6.83 7.32 7.08 8.02

Appendix 7

Two Oral Reading Activities 270

265

260

255

250 Oral Reading 1 Oral Reading 2

245

240

235

230

225

220 Volume

Intonation

Vocalization

Fluency

Work cited La última palabra: ¿PENA DE MUERTE? MARTIN ANGLADA El Ciervo , Año 24, No. 260 (SEGUNDA QUINCENA DE MAYO DE 1975) , pp. 12-14 Published by: El Ciervo 96, S.A. Article Stable URL: http://www.jstor.org/stable/40808513 Persuasion and Resistance: Race and the Death Penalty in America Mark Peffley and Jon Hurwitz American Journal of Political Science , Vol. 51, No. 4 (Oct., 2007) , pp. 996-1012 Published by: Midwest Political Science Association Article Stable URL: http://www.jstor.org/stable/4620112 Racial Differences in Death Penalty Support and Opposition: A Preliminary Study of White and Black College Students David N. Baker, Eric G. Lambert and Morris Jenkins Journal of Black Studies , Vol. 35, No. 4 (Mar., 2005) , pp. 201-224 Published by: Sage Publications, Inc. Article Stable URL: http://www.jstor.org/stable/40027218 Religious Characteristics and the Death Penalty Monica K. Miller and R. David Hayward Law and Human Behavior , Vol. 32, No. 2 (Apr., 2008) , pp. 113-123 Published by: Springer Article Stable URL: http://www.jstor.org/stable/25144611 Scholarship Reconsidered: Priorities of the Professoriate by Ernest L. Boyer Review by: Lawrence Poston Academe , Vol. 78, No. 4 (Jul. - Aug., 1992) , pp. 43-44 Published by: American Association of University Professors Article Stable URL: http://www.jstor.org/stable/40250362 Self-Regulation in Higher Education Teacher Learning I. M. van Eekelen, H. P. A. Boshuizen and J. D. Vermunt Higher Education , Vol. 50, No. 3 (Oct., 2005) , pp. 447-471 Published by: Springer Article Stable URL: http://www.jstor.org/stable/25068106 Student Perceptions of Active Learning in a Large Cross-Disciplinary Classroom Machemer, P.L. and Crawford Active Learning in Higher Education, 8:1 (2007), pp.9-30 The Importance of Epistemic Cognition in Student-Centred Learning EFFIE MACLELLAN and REBECCA SODEN Instructional Science , Vol. 32, No. 3 (May 2004) , pp. 253-268 Published by: Springer Article Stable URL: http://www.jstor.org/stable/41953648