A Rhyming Curriculum as an Essential Building Block of the Literacy Curriculum for Native Spanish Speakers in Kindergarten


Spring 3-27-2015



Degree Name


Primary Advisor/Dissertation Chair

Kathryn Campbell

Secondary Advisor/Reader One

Ordella Reynolds

Peer-Reviewer/Reader Two

Courtney Jones


The research question addressed in this capstone is, what essential building blocks, like rhyming strategies, must be present in a kindergarten literacy curriculum to ensure that native Spanish speakers develop adequate yearly progress in reading? It documents one teacher’s creation of a rhyming curriculum to meet the learning needs of native Spanish speakers in her Spanish dual immersion classroom. The rhyming curriculum utilizes repetition, varied participant structures, culturally relevant teaching practices, and cooperative learning structures while holding the students to high expectations. Each of these teaching and instructional strategies were recommended by leading experts Culatta, Slavin, Gay and Snow. The curriculum will be distributed to all of the Spanish dual immersion kindergarten teachers in the teacher’s district to help support more native Spanish speakers.


At-risk Students, Curriculum, ESL/ ELLs, Foreign Language

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