These are some tongue twisters in Spanish -- have fun!  
Trabalingua compiled by Carmen Ahlborn, Children's Assistant, Martin County Library System

1.	 Pablito clavó un clavito. ¿Qué clavito clavó Pablito?

2.	Como poco coco como, poco coco compro.

3.	 Erre con erre, guitarra; erre con erre, carril: rápido ruedan los carros,  rápido el ferrocarril.

4.	Mariana Magaña desenmarañará mañana la maraña que enmarañara Mariana Mañara

5.	Tres grandes tigres tragones tragan trigo y se atragantan.

6.	Me trajo Tajo tres trajes, tres trajes me trajo Tajo.

7.	El hipopótamo Hipo está con hipo. ¿Quién le quita el hipo al hipopótamo Hipo?

8.	Había una caracatrepa con tres caracatrepitos. Cuando la caracatrepa trepa, trepan los tres caracatrepitos.

9.	Pepe Pecas pica papas con un pico. Con un pico pica papas Pepe Pecas.

10.	El trapero tapa con trapos la tripa del potro.

11.	El perro de San Roque no tiene rabo porque Ramón Ramírez se lo ha robado. Y al perro de Ramón Ramírez ¿quién el rabo le ha robado?

Books change life for the better-ReadOn!

Susan L. Perez
Early Literacy Specialist
Center for Reading & Literacy
Martin County Library System

Office: 772-221-1401
Cell: 772- 263-0480

The Blake Library
2351 SE Monterey Road
Stuart, FL 34996

-----Original Message-----
From: Katherine Wood [mailto:kwood at gplc.org] 
Sent: Monday, August 17, 2009 2:50 PM
To: Susan Perez
Subject: Re: [FamilyLiteracy 1538] Re: Last Day With Guest Moderators

Hi Susan,

I think your work with "Arroz con Leche" sounds really interesting.  It's
the kind of thing I wish I were able to do with my students, but their
languages are not as widely spoken (especially in the US), so it's hard to
find nursery rhymes or any other materials from their culture in the
original language.  I think you are absolutely right to encourage rich
oral language input within the family in the native language.  All the
time, I tell our parents and grandparents that absolutely, their little
ones benefit from practicing English, BUT they benefit tremendously from
hearing the home language too!  I think the message we really need to get
out there into immigrant and refugee communities is that language is NOT
an either/or proposition.  Full bilingualism is the ultimate goal I hold
in mind, and I wish I could support it better with my students.  (I speak
pretty fluent Spanish, but that doesn't help with refugees.)

I was wondering if your class ever uses songs or other oral material, like
tongue twisters or proverbs or anything like that, in the parents' native
language?  I've been thinking of trying to incorporate those into my
class, so that the adult students see that oral language material like
that from their own culture is relevant to their children's development. 
Do you have any advice or tips for me about that?

Thanks for your input to this discussion!

Katie Wood


> The families with whom I work do not read and write Spanish or English

> and speak a Mayan language which is unwritten. They do speak some

> Spanish and know some of the rhymes "by heart" in Spanish. We work on

> helping them learn these rhymes in English.  While they learn the rhymes

> in English, the parents are able to better pronounce the rhymes in

> Spanish which helps their child to hear rhyme more distinctly.

>

>

>

> I have nothing against learning Nursery Rhymes in English , just not as

> a first step in transitioning from Spanish to English.  I believe that

> children need to hear their parents adding a more rich vocabulary to

> everyday life and as our parents are not able to read and write in

> Spanish or English, the richness in vocabulary must come from words,

> rhymes, and environmental print with which they are familiar.

>

>

>

> I would not have a problem using Nursery Rhymes for more advanced

> learners and take the opportunity to explain some of the history and

> symbolism of the rhymes.

>

>

>

> I guess that I look at a book such as "Arroz con Leche" as a transition

> from and one which the families find a familiarity and comfort.

>

>

>

> Books change life for the better-ReadOn!

>

>

>

> Susan L. Perez

>

> Early Literacy Specialist

>

> Center for Reading & Literacy

>

> Martin County Library System

>

>

>

> Office: 772-221-1401

>

> Cell: 772- 263-0480

>

>

>

> The Blake Library

>

> 2351 SE Monterey Road

>

> Stuart, FL 34996

>

>

>

> From: familyliteracy-bounces at nifl.gov

> [mailto:familyliteracy-bounces at nifl.gov] On Behalf Of ktgm4 at aim.com

> Sent: Monday, August 17, 2009 11:13 AM

> To: familyliteracy at nifl.gov

> Subject: [FamilyLiteracy 1537] Re: Last Day With Guest Moderators

>

>

>

>

> But isn't that part of it - learning about the country they are now

> living in?  Learninf their customs and history, adding to their world

> knowledge.  what in the world is wrong with that?

> katie m,

> -----Original Message-----

> From: Susan Perez <sperez at martin.fl.us>

> To: The Family Literacy Discussion List <familyliteracy at nifl.gov>

> Sent: Fri, Aug 14, 2009 4:15 pm

> Subject: [FamilyLiteracy 1537] Re: Last Day With Guest Moderators

>

> I have used a children's book of Latin American nursery rhymes, "Arroz

> con Leche" with all rhymes in English and Spanish.  The families like

> them because the pictures are from countries where the rhymes originated

> and many remember the rhymes from their own childhood. They do want to

> learn the English for the rhymes.  Also, the pictures depict people and

> scenery more familiar than the typical English (U.K.) nursery rhymes

> originally and may not make sense to ELLs, even if they can read all the

> words.  There is also the notion that the people and places in those

> pictures are quite foreign to them.

>

>

>

> I agree that the Big Dreams booklet is quite good. I do wish that it had

> been translated into a low reading level in Spanish.  I find it

> difficult to find such high quality materials for our low literacy

> Spanish speaking parents. They do not read Spanish at a high enough

> level to find the typical brochures helpful.

>

>

>

> ~~~slp~~~

>

> Books and libraries change life for the better-ReadOn!

>

>

>

> Susan L. Perez

>

> Early Childhood Literacy Specialist

>

> Center for Reading and Literacy

>

> Martin County Library System

>

> Teaching parents and providers to help their children to love reading

>

>

>

> Office:   (772) 221-1401

>

> Mobile:  (772) 263-0480

>

> Fax:       (772) 219-4959

>

>

>

> 2351 SE Monterey Road

>

> Stuart, FL 34996

>

>

>

>

>

> ________________________________

>

> From: carroche at optimum.net

> Sent: Fri 8/14/2009 4:26 PM

> To: The Family Literacy Discussion List

> Subject: [FamilyLiteracy 1535] Re: Last Day With Guest Moderators

>

> Having joined the list in preparation for initiating a family literacy

> program at a nursery school in Asbury Park, NJ this September, I have

> found the discussion worthwhile.  The program will be a joint venture

> between the Literacy Volunteers and the Acelero Learning Head Start

> Program of Monmouth County, NJ.  Right now, we are working on a

> curriculum for the program.

>

> As a retired school administrator (K-12), I am familiar with early

> childhood literacy training, and, used (and liked)  "Put Reading First"

> as part of a professional development program for teachers about seven

> or eight years ago. Since retiring, I have been a literacy volunteer

> teaching skills to limited English speakers.  Family literacy is a

> perfect blend of both interests, or more aptly, passions.

>

> Some comments:

>

> I don't think it's helpful to be overly technical about what's truly

> authentic or not.  What is more important is the relevance of the topic

> to the learner's life or interests.  Discovering that several of my

> adult learners from Mexico were working either as landscapers or

> farmhands at a nearby racetrack, we spent several lessons on words

> related to both topics. They enjoyed these lessons (the challenge for me

> was finding pictures to do with horses, gardening, etc.)  I have also

> found language experience charts to be effective.

>

> I loved the suggestion of using nursery rhymes, songs, and simple,

> classic fairytales and wonder if anyone can suggest specific materials

> containing this content at a very easy reading level.  I would like to

> be able to distribute some of this material to the parents to take home,

> to share with their children, and to begin to build a home library.

>

> Finally, as to the Shining Stars materials, I think they are excellent

> parent education resources for parents who already read. Even teachers

> would appreciated the Checklists in them. Big Dreams is the only one

> that I can forsee using with the parents in our program.

>

> Thanks to the person on the list who suggested the parent handouts from

> the Illinois State BOE.  I plan to use them as ideas for activities.

>

>

> Carol Roche

>

>

>

>

> ----- Original Message -----

> From: Gail Price

> Date: Friday, August 14, 2009 8:02 am

> Subject: [FamilyLiteracy 1527] Last Day With Guest Moderators

> To: The Family Literacy Discussion List

>

>> Today is our last day with our guest moderators, Dianna Baycich and

>> Barbara Van Horn. I appreciate their giving up their valuable

>> time to

>> monitor posts to our list. If you have further questions,

>> comments or

>> concerns about the use of authentic materials or the definition of

>> authentic materials, please voice them today.

>>

>>

>>

>> Thanks to all.

>>

>>

>>

>> Gail J. Price

>>

>> Multimedia Specialist

>>

>> National Center for Family Literacy

>>

>> 325 W. Main Street, Suite 300

>>

>> Louisville, KY 40202

>>

>> gprice at famlit.org

>>

>> 502 584-1133, ext. 112

>>

>>

>>

>>

>

> ----------------------------------------------------

> National Institute for Literacy

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> FamilyLiteracy at nifl.gov

> To unsubscribe or change your subscription settings, please go to

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> Email delivered to ktgm4 at aol.com

> ----------------------------------------------------

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> Family Literacy mailing list

> FamilyLiteracy at nifl.gov

> To unsubscribe or change your subscription settings, please go to

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> Email delivered to kwood at gplc.org



Katie Wood, MA TESOL
Teacher and Project Manager
Greater Pittsburgh Literacy Council
Greentree Families for Learning Center
1836 Brett Street, Apartment 1
Pittsburgh, PA 15205
412-921-8114

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