Download 101 Montunos (English and Spanish Edition) Book and 2 CDs by Rebeca Mauleon PDF

By Rebeca Mauleon

The main finished and authoritative e-book on Afro-Cuban piano taking part in ever released. Rebeca has performed and/or recorded with Tito Puente, Carlos Santana, Mickey Hart, and lots of extra. The textual content is bilingual and the accompanying CDs exhibit you ways every one workout should still sound. It strains the total heritage of Latin piano enjoying from its Cuban roots to its many present offshoots. Indispensible for any pianist eager to examine this passionate track!

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Additional resources for 101 Montunos (English and Spanish Edition) Book and 2 CDs

Example text

Certainly, children have to learn individual words. Vocabulary can’t be built in because it is not completely systematic and predictable. There is no regular connection between sounds of words and their meanings. Even though there are patterns within vocabulary, as we will discuss in Chapter 7, that enable children (and adults) to develop vocabulary knowledge fairly rapidly, learning vocabulary is different from acquiring the syntax or basic 14 First Language Acquisition structure of a language.

Sociopsycholinguistic View Word Recognition View Goal: Identify words to get to the meaning of a text Goal: Use background knowledge and cues from three language systems to construct meaning from a text Method: Use phonics rules to sound out words and learn a set of sight words to identify words that do not follow phonics rules Method: Use graphophonics as just one of three language cueing systems to gain meaning from a text Learn to break words into parts to identify them Study word parts only during linguistics investigations Classroom activity: Learn vocabulary in advance of reading Classroom activity: Read to acquire vocabulary by encountering words in context Read orally so the teacher can help students learn to identify words and can supply words students don’t know Read silently using the strategies the teacher has helped students internalize to construct meaning from a text Figure 2–1.

As students follow along, they begin to make connections between the oral reading and the print. Eventually, they acquire enough knowledge of written language to read independently. Figure 2–1 contrasts these two views of reading. Both those who hold a word recognition view and those who hold a sociopsycholinguistic view would probably agree that good readers comprehend texts. The two views might be seen simply as different routes to this common end. However, these different routes translate into very different classroom practices.

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