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Alas para Leer is the Spanish
version of Reading Wings. Alas para Leer is a 90-minute
daily comprehensive program that targets the needs of
students reading at the 2nd through 6th grade levels
to ensure their consistent growth as proficient readers.
It is based on scientific principles and proven, through
control-group research, to improve students’ reading
comprehension. Students are assessed and regrouped according
to their reading level every quarter to ensure they
are receiving the most focused instruction possible.
Students in grades 2-6 who have successfully
learned to decode need more sophisticated reading skills
to become proficient readers. These skills include vocabulary
development, reading comprehension, fluency, oral language
development, and written expression. Students also need
ample opportunities to read both narrative and expository
text.
Alas para Leer teaches students comprehension
strategies, such as summarization, clarification, graphic
organizers, story structure, and prediction, so that
students can become confident, strategic readers.
Alas para Leer lessons feature
the following parts:
In Listening Comprehension, teachers
use fiction or nonfiction text to model strategic reading
and engage students in interactive dialogue about story
elements, author’s craft, or expository text structure.
The teacher reads the selection interactively with the
students, asks higher-order thinking questions, and
involves them in discussing the story structure of narrative
and expository text, literary devices, genres, and making
predictions.
 Students
spend approximately 55 minutes participating in Reading
Together. During this time, student activities are guided
by Treasure Hunts that are created to support a variety
of reading materials, from the second- through eighth-grade
reading levels. Treasure Hunts focus on story-related
activities, which begin with teacher-directed story
motivation, vocabulary, and story introduction. Partner/team
practice guides students through a sequence for reading
and discussing the text. Teachers closely monitor student
teams to model the use of comprehension strategies.
Adventures in Writing activities
are linked to the texts that the students are reading.
They are designed to extend students’ thinking
about certain concepts or skills, provide instruction
in different types of writing, and engage students in
working through the writing process in a cooperative
setting.
Toward the end of each day’s
lesson, students participate in Two-Minute Edit, a whole-group
activity that focuses on a grammar or mechanics objective
selected by the teacher from a sentence or short paragraph
in their writing.
Book Club, which is done two
or three times each week, is for students to share the
books and stories they have enjoyed with their classmates.
Book Club is an opportunity to reinforce and celebrate
the reading that students complete each night at home.
Alas para Leer can be used with
a variety of texts, either trade books or basal anthologies.
Materials for each basal series or trade book include:
- Teacher’s Guide
- Student Materials to Support Basals
or Trade Books
- Student Test Materials
- Reading Strategy Cue Cards
- Team and Teacher Folders (including
Team Score Sheets and Record Forms)
Use the following link(s) to browse sample lessons from
Alas para Leer.
Alas
para Leer - sample Treasure Hunt for Reading Level
3
Your SFAF Coach builds a partnership
with your school through training sessions, on-site
coaching, scheduled telephone meetings, quarterly progress
reports, and informal telephone support. The professional
development provided by SFAF staff is designed to support
district and school leaders and teachers as they make
substantial changes in their approach to classroom instruction.
The two-day initial training
prepares teachers to implement Alas para Leer. The training
focuses on:
- Teaching word recognition, fluency,
and comprehension skills.
- Elements of the lessons that provide
engaging images, routines, and practice needed to
ensure success for each student.
- Tools for assessing students’
progress and adapting lessons based on assessments
to meet individual and group needs.
- Cooperative learning strategies
that provide the practice and repetition students
need.
- Support for administrators and
district personnel as they prepare to manage the program,
monitor student progress, and support high-quality
implementation.
- A one-day training for school leaders
to address grouping and assessment issues such as
program monitoring and coaching strategies
Goal-focused achievement planning
sets the stage for success. School leaders and your
SFAF Coach develop specific goals and monitor student
progress.
- Every quarter, Alas para Leer teachers,
schools leaders, and your SFAF Coach review student
progress data.
- Goals and interventions for
the following quarter are planned based on the data.
As the year progresses, you will
have a variety of ways to work with your SFAF Coach
to review your progress and refine your goals. Your
school receives:
- Telephone meetings two to three
weeks after initial training to answer questions and
troubleshoot.
- Four on-site support visits over
the year at each school to observe classes, meet with
Alas para Leer teachers and administrators, review
data on student progress, and set new goals.
- Follow-up telephone meetings with
small groups of Alas para Leer teachers at each grade
level. These quarterly telephone meetings support
implementation of the program by providing teachers
with further training, troubleshooting, goal setting,
and help with assessment issues.
- Unlimited, informal telephone
support for all staff members.
Do you want to learn more about
Alas para Leer? Please call and talk to one of our staff
members at 1-800-548-4998, ext.2372, or fill out the
information request form
online.
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