Arlington Public SchoolsWorld Language Elementary

Programs

Marleny PerdomoWorld Languages SupervisorElementary Parent Academy

February 13, 2013

Introduction

� Learn about the programs available at the elementary level in APS: FLES and Immersion Programs

� Learn about dynamics of programming

� Goals and Standards

� Proficiency targets

� Best Practices

� Choices for language study in middle school and beyond

APS School Board Value

All APS students should be proficient in at least two languages upon graduation and should have access to world language proficiency programs regardless of school of attendance.

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Elementary School Foreign Language

Program Models

FLES Content-based FLES Partial Immersion Total ImmersionDual-Immersion

Minimal Time-----------------------------------------------------------------------Maximum Time

Minimal Intensity---------------------------------------------------------------Maximum Intensity

Minimal Grade Level Content----------------------------------Maximum Grade Level Content

Minimal Proficiency--------------------------------------------------------Maximum Proficiency

FLES Schools

School Year FLES Sites

2006-07 Glebe, Henry

2007-08 Barcroft

2008-09Ashlawn, Claremont, Jamestown,

Key, McKinley

2009-10 Randolph

2011-12Barrett, Campbell, Carlin Springs,

Drew (Group B)

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Immersion Schools

1985 Francis Scott Key ES

2003 Claremont Immersion ES

1994 Gunston Middle School

1996 Wakefield High School

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APS FLES Program

� Content-Enhanced FLES model

� Instructional time ranges from 90-120 min/week

� Recommendation: Classes meet 3 times/week

� Spanish functions as an academic special

� Units of study address science and mathematic goals

FLES Program Goals

� Aligns with Virginia Modern Language SOL and with national standards, American Council on the Teaching of Foreign Languages (ACTFL)

� Allows for cross-curricular connections (science and math, in particular)

� Articulates into the secondary program

� Follows a rigorous curriculum with high-quality materials and uses cross-curricular units of study

� Offers students the opportunity to learn or enhance Spanish and learn how to learn another language

FLES Proficiency Goals

After a 6 year sequence, students in FLES are expected to perform at the ACTFL Novice Mid-High Stage of Language Learning. This means that students can:

� Engage in simple conversations about familiar topics

� Speak and write using short sentences

� Understand short, simple phrases, sentences and directions

� Read and understand brief texts on familiar material when supported by visual cues

Language Functions-Level 1

To be taught throughout the year. 1.1 Greet others a. Respond to greetings b. Ask how others feel c. Say how you feel d. Say goodbye 1.2 Ask names of others 1.3 Introduce self 1.4 Introduce others 1.5 Recognize and recite expressions of courtesy 1.6 Recognize the date 1.7 Recite, ask and tell the days of the week 1.8 Recognize and count numbers from 0 to 10 1.9 Identify and name colors 1.10 Identify and name familiar classroom objects

1.11 Identify and recite the months of the year 1.12 State the current day in a complete sentence 1.13 Tell how old you are 1.14 Ask someone’s age 1.15 Tell and ask about the current weather 1.16 Recognize and count numbers from 11 to 20 1.17 Ask/tell the name of a number 1.18 Identify and name geometric shapes 1.19 Ask/tell the name of an object 1.20 Ask/tell the color of an object

1.21 Identify and name parts of the body 1.22 Describe something or someone. 1.23 Tell one physical trait of a family member 1.24 Recognize and count numbers from 21 to 30 1.25 Identify and name domestic/farm animals 1.26 Understand and answer simple questions with the verb tener

1.27 Identify and name family members 1.28 Describe family members 1.29 Identify and name domestic/farm animals

APS Immersion Program

� Two-Way Program Model

� Balanced groups of students: Spanish-dominant and English-dominant

� 50% of instructional time dedicated to each language

� Literacy instruction in each language is provided

Instructional Program

Spanish English

Language Arts Language Arts

Math Social Studies

Science Health

The 50/50 Model

Immersion Proficiency Goals

Immersion Goals for Spanish proficiency

� End of 3rd grade: Junior Novice Mid

� End of 5th grade: Junior Intermediate Low

� End of 8th grade: Junior Advanced Low

� 9th – 12th grade: Advanced Low to Advanced High

Proficiency expectations for elementary and middle school are based on the Center for Applied Linguistics' COPE and SOPA rating scale, 2003

Proficiency expectations for High School are based on American Council on the Teaching of Foreign languages (ACTFL) performance guidelines, 1999.

Entrance criteria

� None – based on where student lives

� After 2nd grade, English-only speakers

admitted if they meet specific language

proficiency criteria

� Kindergarten may be based on lottery but

priority categories exist

SPEAKING• can paraphrase• can discuss ideas related to content areas• can discuss past activities using a variety of

verbs in the present and past tenses• can engage in a debate• can engage in conversation on a range of topics

related to the content areas with attention to conjugations of the present tense

• narrate events in the past using the preterite of regular verbs

• talks about future plans using (ir a + infinitive) • can summarize stories, discussions, and

passages read in the content areas• can discuss various types of visual and oral

presentations• can make oral presentations (reports)

WRITING• can write in the present tense using regular and

common irregular verbs• can write in the past tense experimenting with

regular and irregular verbs, and using conjugations in t he preterit and imperfect

• can write in the near future using (ir a + inf)• can use expressions with reflexive verbs• can develop a thesis, writing descriptive and

expository paragraphs on a range of topics• can write letters, brief synopsis, poetry, short plays,

and multiparagraph essays (3-4 paragraphs are expected at this level)

• can create dialogue from a narrative• use correct syntax in writing• use accents correctly of target vocabulary• can write a book report (from a selected reading at

the independent level) using a writing rubric

Immersion Language Functions Grade 5

Assessment

� Quarterly assessment of students’ development of language functions

� County-developed assessments

� STAMP 4Se:

� FLES: 5th grade students who complete K-5 sequence

� Immersion: all 5th graders

What can parents do to support early language learning?

� Be enthusiastic about language learning

� Talk to children about the importance of language skills for personal growth, but also in developing job skills for the global economy

� Talk to children about your own experiences learning another language

� Celebrate students’ becoming bilingual and bi-cultural

� Take advantage of community events that celebrate the many cultures and languages of our diverse population

Middle School World LanguagesMiddle School World Languages

Middle School World and Classical Languages

French I, II

Latin I, II

Spanish Language Arts/Immersion 6,7,8

Spanish I, II

Transitional Spanish for Grade 6 former FLES students (selected schools)

Spanish/Fluent Speakers I, II

German I-A, I-B ( HB Woodlawn Only)

Arabic I, II

Chinese I, II

High School World LanguagesHigh School World LanguagesHigh School Foreign Languages

Course AP Courses IB Courses @ Washington Lee

French I - VI French V-AP, VI-AP IB/French/Lang/SL/1, 2

IB/French/Lang/HL/1, 2

German I - IV German IV-AP, V-AP

Latin I - V Latin IV-AP ,V-AP (Literature/Vergil)

IB/Latin/SL/1, 2

Spanish I - VI Spanish V-AP, VI-AP IB/Spanish/Lang/SL/1, 2

IB/Spanish/Lang/HL/1, 2

Spanish/Fluent Speakers I - III Spanish/Fluent Speakers/AP

Language (SFS IV-AP)

IB/Spanish for Fluent

Speakers/HL/1,2

Spanish/Fluent Speakers/AP

Literature (SFS V-AP, VI-AP)

Japanese I – IV (Distance

Learning)

Arabic I - IV

Chinese I - IV Possibly Chinese V AP

Other Opportunities I: Summer Study in Arlington with STARTALK

Other Opportunities II:Summer Study at the Governor’s Academy

French German Spanish

Japanese Latin Russian

Other Opportunities III: Summer Study Overseas through the State Department

Questions?