In her second-grade classroom, Martha Duran-Contreras creates a community of learners -- including herself -- by establishing predictable routines, mutual respect, and clear expectations. In writing tasks and guided-reading groups, students are encouraged to solve problems together and share understandings, to stay on task and contribute at all times, and to articulate and celebrate their achievements. Ms. Duran-Contreras comfortably uses both English and Spanish to support individual students and to provide explicit instruction. The Author's Chair, a time when students read written work aloud, appropriately ends a day of shared learning and individual accomplishment.

Ms. Duran-Contreras's literacy lessons demonstrate the following: Literacy Teaching Practices •  Guided Reading •  Independent Reading •  Independent Writing Culturally sensitive teaching that addresses students' personal experiences and feelings Explicit instruction that helps students understand why they are learning, and builds metacognitive awareness Strategic use of dual language response and instruction Established routines and clear expectations that create a safe environment for risk-taking Spoken and unspoken belief that every child can learn and has something to contribute A community in which the teacher and students work and learn together in meaningful ways

"Children benefit from the use of both languages in a classroom and being able to validate many of the words and experiences that they bring from their homes -- whether it's English language experiences or Spanish language experiences. My using either Spanish or English makes them feel comfortable. Giving a language status is very important. I'm not going to take their language away. I'm going to use it when it's best for them."
Martha Duran-Contreras

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