Paula Velásquez
EDUC 615
Grant Proposal
Problem Statement
Based on my school’s equity audit, I discovered that seventy-nine percent of the student
population are English Language Learners (ELL). Sixty percent of the total student population is
Hispanic and a majority of ELL students belong to this ethnic group. Based on the Virginia
Department of Education, Hispanic students did not meet the annual measurable objectives
(AMOs) for reading last year. This problem begins in the early elementary years when a majority
of students entering first grade are below grade level, at a Developmental Reading Assessment
(DRA2) level 3 or below. By the end of the year, first graders are expected to pass a DRA2 level
16. Many first graders, however, are moved onto second grade despite being below grade level
and the pattern repeats each year. Many ELLs are not fluent in their home language either which,
according to research, could be perpetuating the problem.
Background Literature
Research states that children exposed simultaneously to both the home language and
school language can learn to be bilingual and therefore transfer skills needed to understand text
in either language. Drasek’s (2005) research explains that it is important to help English
Language Learners (ELLs) feel welcomed in the classroom to help with English development.
Reading bilingual books gives children the opportunity to be exposed to multiple languages and
home cultures while connecting it back to their own. Ernst-Slavit and Mulhern’s (2003) research
discusses the importance of a strong foundation in the primary language because it creates better
conditions for learning a second language. They explained that students would be able to transfer
literacy skills and strategies from one language to another enabling them to understand the text.
Schon (1999) discussed how bilingual books also help ELLs stay in touch with their home
Paula Velásquez
EDUC 615
culture and not feel ashamed by it. She believed that you had to foster the love of reading first
because literacy will help the student practice the skills they need to become fluent in any
language.
Research also found that this skill is not possible without the support of parents. The
American Speech-Language-Hearing Association (2005) explains that being bilingual is a skill
that needs to be practiced daily and parent support is vital to this development. They found that
one way of supporting bilingualism is to provide children with bilingual books which expose
children to literature in both languages. Sneddon (2008) also found in his research that parents
can help children become literate in both languages through the use of dual language books. The
Colorín Colorado (2007) website is devoted to helping native Spanish-speaking families support
their children’s language development skills. This website even provides parents with research
that explains how children who learn to read in Spanish will have an easier time learning to read,
write, and speak in English. Colorín Colorado (2007) also suggests daily print-rich environment
full of Spanish books to help maintain the home language. Parent support at home and teacher
support at school though the use of bilingual books is crucial if children are to be bilingual.
Proposed Solution
Based on the research found, children need to be exposed to dual language books in order
to become fluent in two languages. Since parents play a key role in helping children maintain
their home language, I decided to write an Early Childhood Reading grant through Target that
would provide money for a new reading program at my school next year. Many parents do not
read or even speak English so they are not always able to help children with their homework or
even read with them. If bilingual books were to be provided, then parents could help students
practice their reading strategies through the use of dual language books.
Paula Velásquez
EDUC 615
Through the reading program “Junto Leemos/Together We Can Read” native Spanishspeaking families would participate in this parent-student book club. Parents and their children
would be able to read bilingual books together and engage in conversation about the stories
strengthening their oral language and comprehension skills. This will help parents connect to and
support their child's academic skills as well as help their child retain the home language.
If awarded this grant, $2000 will be received to help set up this reading program for thirty
families from the primary grades (kindergarten through second grade). The $2000 will be broken
down as follows:

Spanish/English Bilingual Books (K-2) - $1,200

Workshop - $800

Food - $200
At the parent workshops each month students will receive a new book to keep.
Workshops will provide parents with books, materials, strategies, activities, and games to use at
home as well as a Spanish translator so that parents can understand the teacher that is presenting.
Money will also be used to pay the teachers helping at the parent workshops. Food will be
provided to help entice parents and students to attend.
Anticipated outcomes are that students participating in this program will show progress in
oral language and reading skills, which includes decoding and comprehension strategies.
Another anticipated outcome is increasing parental involvement in their student's education as
well as strengthening the bond between parent and child. It is the hope of this program that
parents will be able to support their child's reading with help received from the parent
workshops. Parental involvement in a child's education will be measured by parent attendance to
Paula Velásquez
EDUC 615
monthly workshops as well as mid-year and end of year satisfaction surveys. These surveys will
provide data on how effective the program is and how to improve it the following year.
Student progress in reading will be determined by the Developmental Reading
Assessment (DRA2) that is given at the beginning, middle, and end of the year. These students'
scores will be compared to other Spanish-speaking students not participating in the program.
This comparison will help determine if students in the program are demonstrating growth. A
success chart will be given to students and parents so that they can monitor and celebrate their
progress throughout the year. This program will serve as a safe place for both students and
parents to learn and celebrate successes.