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Convivencia Pp Spring 2009
 

Convivencia Pp Spring 2009

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Updated slideshow. Please view to learn about the Convivencia Project at Maple Valley Schools in Michigan. For more information, visit our website: www.convivencia-us.org

Updated slideshow. Please view to learn about the Convivencia Project at Maple Valley Schools in Michigan. For more information, visit our website: www.convivencia-us.org

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    Convivencia Pp Spring 2009 Convivencia Pp Spring 2009 Presentation Transcript

    • Meeting Michigan Graduation Requirements for World Languages Integrating Grade Level Content Expectations and State Standards & Benchmarks Across the Curriculum Convivencia March 2009 © Presented by Sandra L. Cade, Ph.D.
    • Michigan High School Graduation Requirements
      • English
        • 4 years
      • Mathematics
        • 4 years, including algebra
      • Science
        • 3 years
      • Social Studies
        • 3 years
      • World Languages
      • (Class of 2016)
        • 2 years (or their equivalent)
      • Visual, Performing, or Applied Arts
        • 1 year
      • Physical Education
        • 1 year
      • On-line Learning Experience
    • Michigan State Content Standards & Benchmarks World Language Studies - Vision
      • World Languages is the study of
        • Languages
        • Culture
      • Learners
        • develop the ability to communicate
          • interlinguistically
          • interculturally
        • gain insight into
          • themselves and others
      • Learners acquire knowledge of
        • the structure and function of languages and society
      • Studying languages provides learners with access to
        • knowledge and skills necessary to function in a global
          • community
          • marketplace
          • workplace
      MiDoE, Draft Standards for World Languages , July 1997
    • Michigan State Content Standards & Benchmarks World Language Studies - Description
      • Unique discipline
      • Spiraling
      • Content Standards must be flexible and attainable by students
      • starting additional language learning
        • at different times
        • participating in different types of programs
      • The degree and depth to which students attain these standards
      • is commensurate with the length and depth of relevant instruction
      MiDoE, Draft Standards for World Languages , July 1997
    • Credit Verification Adding to the Status Quo -- Every body does two years in high school or its equivalent 7 th -9th A developmental K-8 program, integrating Grade Level Content Expectations and State Standards & Benchmarks to verify credit achievement prior to high school Add FTE World Language Teachers D- Minimum Passing Grade Acceptable Novice High Certification .
    • Why start in elementary school?
      • Children, before the age of ten, are able to master the pronunciation of a world language in addition to the mother tongue
        • use a language acquisition area of the brain
        • those who begin later use a different area of the brain
      • Children who have studied a world language
      • show greater cognitive thinking in such areas as
        • Flexibility
        • Creativity
        • Divergent thinking
      • Children who have studied a world language develop
      • a sense of
        • openness to different people
        • appreciation of other cultures
      1 Adapted from Lipton, G. 2004. Practical Handbook to Elementary FL Programs (FLES*). Blueprints for Learning, PO Box 2632, Kensington, MD 20891, 4th Edition. Maple Valley Schools Pilot Program Students Fall 2007
      • Integrated & developmental studies translate to life-long learning
      • Children who study a world language have
        • a positive self-image
        • an impression of success at school
      • Children who studied a world language have better results than those who have not studied a WL on
        • standardized tests (in English) in
          • reading
          • language arts
          • mathematics
      • Continuation of WL study into secondary school and beyond, brings favorable results
        • on AP examinations
        • at the university level
      Adapted from Lipton, G. 2004. Practical Handbook to Elementary FL Programs (FLES*). Blueprints for Learning, PO Box 2632, Kensington, MD 20891, 4th Edition.
    • Community Approach
      • Integrating GLCEs with cross-curricular State Standards, addresses the five interconnected Cs of World Language Studies:
        • Communication
        • Cultures
        • Connections
        • Comparisons
        • Communities
      • Varied emphasis at each grade level is given to development of content knowledge and skills using a language other than English to
        • Listen
        • Speak
        • Read
        • Write
        • Understand Culture
      Our Consultants meet with a local Community Advisory Committee to determine language choices and program development
    • Program Components Developing School Skills and Target World Language & Cultural Foundations Reinforcing Standard Curriculum via Target World Language Exploring & Learning via Target World Language Proficiency Testing to meet Graduation Requirement Grades Sessions per week & length of sessions Annual instructional hours Total program hours K – 3 Minimum TWO times per week at 20 minutes per session Including minimum ONE Culture Focus session per month at 40 minutes per session [1] 27 hours 135 hours 4-6 Minimum TWO times per week at 30 minutes per session Including minimum TWO Culture Focus session per month at 30 minutes per session 36 hours 72 hours 7-8 Integrated 9-week Exploratories: Minimum FIVE times per week @ 40-60 minutes per session, including cross curricular studies and TWO Culture Focus sessions per month @ 40 -60 minutes per session Integrated Content Area Units: Spread throughout year Co-designed & taught by HQ content area & Spanish teachers w/ help from Culture Focus Interns 30-45 hours Throughout two academic years 60-90 hours 267-297 hours
    • Kindergarten Mexico & the Caribbean Developing Reading & Writing Skills Greetings & Farewells Responsibility & School Behavior Living or Non-Living? Plants & Animals (Pets) Geometric Shapes & Patterns Measuring Time: Past/Present/Future Milestone Events 1 st Grade Southern South America (Chile, Argentina, Paraguay, & Uruguay) My Family Leaders Baby Animals Sink or Float? 2 nd Grade Northern South America (Colombia, Venezuela, Ecuador, Peru, Bolivia) My Community Transportation Continents Plants 3rd Grade Mexico & Spain Indigenous Peoples Colonization Leaders & Activists Solar System 4 th Grade Hispanic Immigrants to Michigan (México, Puerto Rico, Cuba) Multilingualism Food Chain/Food Web Agriculture & Climate Money 5 th Grade Central América (Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, Panamá) Explorers/Empires Weather Friction/Resistance 6th Grade Comparative Studies: Agriculture Religion Environment Cultural Mosaic Civic Life Economy International Relations
    • Immersion Topics
    • WLES Maple Valley Schools Pilot Program Year Two 2007 2008 Sra. Mindy Otto, Maestra de español Coach Tony & Don Chemo Rodriguez Cultural Consultants
    • 2007-2008 was the second year elementary students at Maple Valley Schools got the chance to learn Spanish. The 3 rd graders were exposed to the basics like…
    • Program Year One
    • Third graders used passports to travel to the Spanish-speaking countries of Argentina and Mexico
    • We learned the jarocho song “La Bamba” and Don Chemo taught us the dance to go with it!
    • We learned a few songs from Argentina like “Los Elefantes,” and “El Gallo Pinto.” We used some traditional instruments like maracas to go with the song.
    • We had a great time learning out body parts. We are great at “Simon Dice,” and the song “Cabeza, hombros, rodillas, pies.”
    • The Fourth graders continued to learn a lot this year in Spanish. Some topics they covered were…
    •  
    • We used our passports to travel to the Spanish-speaking countries of Cuba, Mexico, and Colombia.
    • We have gotten really good at reading and understanding Spanish this year!
    • We like to tell Señora Otto the answers! It’s really exciting when we know what she is saying.
    • We learned quite a few dances from Don Chemo this year. Here, we are doing the Cumbia.
    • These couples are dancing a ranchera for our Tex-Mex style song, “Lluvia de Estrellas” from Mexico. These girls are practicing the moves that a girl performs during the Cumbia.
    • We have really enjoyed learning Spanish this year and can’t wait until next year when we can learn even more. We are also excited to travel with our passports to more Spanish-speaking countries all over the world!
    • Services
      • PLANNING STAGE
      • Informational Presentations
        • Teleconference or In-Person
      • Preliminary Program Design
        • Series of Stakeholder meetings
      • PROGRAM DELIVERY
      • Custom Curriculum
        • Ongoing development
          • K-3, 4-6, 7-8
      • Materials & Resources
      • Professional Development
        • Classroom Language Teacher
        • Community Advisory Board
      • On-site Instruction
        • Cultural Consultant Lessons
        • Language Expert Interns
      • EVALUATION & ASSESSMENT
      • Portfolios
      • Oral Proficiency Assessments
      • Research Services