1. BILITERACY INSTRUCTION FOR SPANISH SPEAKING STUDENTS BIRSH, PG. 304-316 IN 2 ND ED. OR- PG.614-628 IN 3 RD EDJennifer Beckett Jenna Bauer Ashley Bosley Abbey Beyer

2. SPANISH-ENGLISH DIPHTHONGS: SpanishEnglishai (bailarina)i (light, like)au (autobs)ou (out)ey (rey)ey (they)ei (peine)a (pay)oi, oy (oigan, voy)oi, oy (oil, joy)ia (media)ya (yarn)ua (cuando)wa (wand)ie (hielo)ye (yet)ue (crete)we (went)io (radio)yo (yoke)uo (cuota)uo (quote)iu (ciudad)yu (Yule) 3. ALPHABET KNOWLEDGE: Can be taught using manipulatives The same procedure is used in English and Spanish Activities: Singing the alphabet Placing letters in order Identifying missing lettershttp://www.youtube.com/watch?v=b1DyAhNNsqQ 4. BILITERACY EDUCATION MODEL: Developed in a small city along the Texas -Mexico border where the community believed that it is important to be bicultural and biliterate. Bilingual classes were provided with the Esperanza Program. During the students first grade year they are introduced to Language Enrichment. Students are exposed to auditory, visual, tactile, and kinesthetic modalities in order to learn new reading, language, or writing concepts. As students learn a new concept, they immediately apply it to reading, writing, and spelling. Monetary award is utilized for scholarships of graduating seniors who have been through the program. 5. CONCLUSION: When a students strengths and knowledge base are taken into account, reading in two languages is very possible Learning to read in two languages can be supplemented by using similar skills from one language to another in a systematic, direct, and comprehensive program.