This document provides an overview of the Spanish curriculum for grades 1-5 at The Well School for the 2010-2011 academic year. It was prepared by Raisa A. Lawrence and covers the program goals, methodology, materials, and standards used to teach Spanish. The primary goals are for students to be able to communicate through conversations, reading, writing, and gain an understanding of Hispanic cultures. The main teaching methods utilized are the Natural Approach, Total Physical Response, Waldorf education techniques, and Teaching Proficiency Through Reading and Storytelling.
The document discusses several key aspects of teaching vocabulary to young language learners:
1. Both formal instruction of word meanings and informal exposure to words through activities are important. Young learners need repetition to acquire vocabulary over time.
2. A variety of word types should be taught, including nouns, verbs, adjectives, and others. Useful words are high frequency words learners will encounter.
3. Both direct instruction of word meanings and indirect teaching of strategies to determine meanings are effective approaches. Young learners need opportunities to use new vocabulary in context.
This document summarizes a learning plan for a bilingual education classroom. It discusses several key points:
1) The classroom uses a 90/10 bilingual model, with most instruction in Spanish but some English group time for reading and singing. This supports students with speech/language impairments in their first language of Spanish.
2) The plan aims to increase parent engagement through home visits, questionnaires, inviting parents to share skills and experiences in the classroom, and meetings to discuss the education system and benefits of bilingualism.
3) Techniques to promote students' language development include using visuals, gestures, total physical response, sheltered instruction with scaffolding, and thematic and hands-on lessons
Chapter 1 how languages are learned - pasty m. lightbown and nina spadaTshen Tashi
This document discusses theories of first language acquisition in children. It covers 3 main perspectives: behaviorist, innatist, and interactionist. The behaviorist view is that children learn language through imitation and reinforcement. The innatist perspective is that humans are biologically programmed for language. The interactionist view is that language develops through social interaction and is dependent on cognitive development. Child-directed speech and feedback from caregivers play an important role in most children acquiring language normally.
This document provides background information and comparisons of various language teaching approaches including Audiolingualism, the Direct Method, the Natural Approach, Total Physical Response (TPR), and the Communicative Approach. It discusses the origins and key aspects of each approach, including underlying theories of language and learning, goals and objectives, syllabus design, types of learning activities, roles of teachers and learners, and the use of instructional materials. The approaches range from those that are more teacher-centered and focus on grammar and repetition, like Audiolingualism, to those that are more learner-centered and emphasize meaningful communication, such as the Communicative Approach.
This study evaluated the impact of a curriculum implemented in a Colombian bilingual school that aimed to develop students' English and Spanish skills through authentic performances. Teachers designed contexts for real communication and applied constructivist principles. Researchers observed classes, interviewed teachers, and analyzed videos and student grades. They found performances were age-appropriate and authenticity was achieved through student ideas and interests, leading to improved oral English skills and interaction with English speakers. The research sought to understand the effects of the curriculum and had internal and external validity, making it a reliable analysis of the program.
This proposal emphasizes providing learners with comprehensible input through listening and reading activities without any speaking or writing practice. Research on total physical response, immersion programs, input flood, and input processing found that while comprehension skills can develop through input alone, it is not sufficient for reaching high levels of accuracy and grammar. Learners need both comprehensible input and opportunities to produce language in order to fully develop their second language abilities.
The document discusses the Mother Tongue-based Multilingual Education (MTB-MLE) approach in the K to 12 basic education program in the Philippines. It provides three key points:
1) MTB-MLE uses the student's native language or Mother Tongue as the medium of instruction from Grades 1 to 3 to help students learn more effectively. This facilitates their language acquisition and literacy development in their first language.
2) It then introduces Filipino and English as subjects to help students learn these additional languages. The goal is for students to become proficient in multiple languages while strengthening their foundation in their Mother Tongue.
3) Research shows that students learn best when instructed in a language they already
This document summarizes a teacher's research project on strategies to enhance Portuguese speaking skills in a dual language classroom. The teacher collected data through a teaching journal, observation checklist, and video recordings. The journal and checklist were used to track when and how students spoke Portuguese with the teacher and peers. Video recordings focused on group work and student presentations to see if these activities improved Portuguese speaking. The teacher found that gathering different types of data helped identify patterns and student language proficiency levels to inform strategies to promote Portuguese use in the classroom.
The document discusses several key aspects of teaching vocabulary to young language learners:
1. Both formal instruction of word meanings and informal exposure to words through activities are important. Young learners need repetition to acquire vocabulary over time.
2. A variety of word types should be taught, including nouns, verbs, adjectives, and others. Useful words are high frequency words learners will encounter.
3. Both direct instruction of word meanings and indirect teaching of strategies to determine meanings are effective approaches. Young learners need opportunities to use new vocabulary in context.
This document summarizes a learning plan for a bilingual education classroom. It discusses several key points:
1) The classroom uses a 90/10 bilingual model, with most instruction in Spanish but some English group time for reading and singing. This supports students with speech/language impairments in their first language of Spanish.
2) The plan aims to increase parent engagement through home visits, questionnaires, inviting parents to share skills and experiences in the classroom, and meetings to discuss the education system and benefits of bilingualism.
3) Techniques to promote students' language development include using visuals, gestures, total physical response, sheltered instruction with scaffolding, and thematic and hands-on lessons
Chapter 1 how languages are learned - pasty m. lightbown and nina spadaTshen Tashi
This document discusses theories of first language acquisition in children. It covers 3 main perspectives: behaviorist, innatist, and interactionist. The behaviorist view is that children learn language through imitation and reinforcement. The innatist perspective is that humans are biologically programmed for language. The interactionist view is that language develops through social interaction and is dependent on cognitive development. Child-directed speech and feedback from caregivers play an important role in most children acquiring language normally.
This document provides background information and comparisons of various language teaching approaches including Audiolingualism, the Direct Method, the Natural Approach, Total Physical Response (TPR), and the Communicative Approach. It discusses the origins and key aspects of each approach, including underlying theories of language and learning, goals and objectives, syllabus design, types of learning activities, roles of teachers and learners, and the use of instructional materials. The approaches range from those that are more teacher-centered and focus on grammar and repetition, like Audiolingualism, to those that are more learner-centered and emphasize meaningful communication, such as the Communicative Approach.
This study evaluated the impact of a curriculum implemented in a Colombian bilingual school that aimed to develop students' English and Spanish skills through authentic performances. Teachers designed contexts for real communication and applied constructivist principles. Researchers observed classes, interviewed teachers, and analyzed videos and student grades. They found performances were age-appropriate and authenticity was achieved through student ideas and interests, leading to improved oral English skills and interaction with English speakers. The research sought to understand the effects of the curriculum and had internal and external validity, making it a reliable analysis of the program.
This proposal emphasizes providing learners with comprehensible input through listening and reading activities without any speaking or writing practice. Research on total physical response, immersion programs, input flood, and input processing found that while comprehension skills can develop through input alone, it is not sufficient for reaching high levels of accuracy and grammar. Learners need both comprehensible input and opportunities to produce language in order to fully develop their second language abilities.
The document discusses the Mother Tongue-based Multilingual Education (MTB-MLE) approach in the K to 12 basic education program in the Philippines. It provides three key points:
1) MTB-MLE uses the student's native language or Mother Tongue as the medium of instruction from Grades 1 to 3 to help students learn more effectively. This facilitates their language acquisition and literacy development in their first language.
2) It then introduces Filipino and English as subjects to help students learn these additional languages. The goal is for students to become proficient in multiple languages while strengthening their foundation in their Mother Tongue.
3) Research shows that students learn best when instructed in a language they already
This document summarizes a teacher's research project on strategies to enhance Portuguese speaking skills in a dual language classroom. The teacher collected data through a teaching journal, observation checklist, and video recordings. The journal and checklist were used to track when and how students spoke Portuguese with the teacher and peers. Video recordings focused on group work and student presentations to see if these activities improved Portuguese speaking. The teacher found that gathering different types of data helped identify patterns and student language proficiency levels to inform strategies to promote Portuguese use in the classroom.
Second language learning in the classroomAhmad Murtaqi
This document discusses several studies on second language teaching methods. It begins by introducing 6 proposals for teaching a second language: 1) Get it right from the beginning, 2) Just listen...and read, 3) Let's talk, 4) Two for one, 5) Teach what is teachable, and 6) Get it right in the end. It then summarizes several classroom examples and research studies that tested these different methods, finding that comprehensive input through listening and reading alone can be effective, but that opportunities for communicative practice also benefit learners. The document analyzes strengths and limitations of various approaches to second language instruction.
Observing learning and teaching in the second languageUTPL UTPL
This document discusses different methods for second language acquisition, including natural acquisition, traditional instruction, and communicative instruction. Natural acquisition is characterized by exposure to a variety of vocabulary and structures through natural interactions, without error correction and access to modified input. Traditional instruction focuses on rule presentation and error correction with limited discourse. Communicative instruction emphasizes interaction as the goal, incorporating group work, role plays, and a variety of language types without direct error correction. A table compares key aspects of the different methods, such as the presence of error correction, learning one thing at a time, availability of time and native speakers, and access to modified input.
Chapter 3 individual differences in second language learningTshen Tashi
- Research has found correlations between individual learner characteristics like motivation, intelligence, language aptitude, personality, attitudes, beliefs, and success in second language acquisition. However, these factors are complex and interrelated.
- Specifically, studies have shown intelligence and language aptitude are predictors of success, though aptitude involves multiple abilities. Personality may only impact oral skills, not literacy. Both instrumental and integrative motivation correlate with achievement.
- Age is easier to measure than other factors, but its relationship to success is controversial. Younger learners may acquire pronunciation more easily, but older learners can still achieve high proficiency with sufficient instructional time and immersion in the language.
This document discusses several key topics related to language learning and teaching, including:
- Variables involved in second language acquisition and current issues in SLA.
- The nature of language and how it develops in children.
- Distinctions between learning and teaching, with learning defined as acquisition of skills/information and teaching as guiding learning.
- Major schools of thought in SLA such as behaviorism, cognitive psychology, and constructivism.
- A language teaching methodology called Grammar Translation that focuses on translation between the native and target languages.
This document discusses factors to consider when teaching English to young learners and designing teaching materials. It notes that teaching English to young learners requires understanding theories of second language acquisition and child development. When designing materials, teachers should make lessons engaging by incorporating games, songs, hands-on activities and media. Lessons should also be topic-based to help students associate vocabulary and language with real-world topics of interest. Additionally, classroom management is important to create a supportive environment where students feel secure taking risks with the new language.
1. Systematic phonics instruction teaches the relationship between letters and sounds and how to blend sounds to read words. It has been shown to significantly improve reading ability for students in kindergarten through 1st grade.
2. Good phonics instruction develops an understanding of the alphabetic principle, phonological awareness, letter knowledge, and automatic word recognition as part of a balanced reading program.
3. The National Reading Panel found that systematic phonics instruction improves decoding, spelling, and reading comprehension for students of all backgrounds and prevents reading difficulties.
1) Research shows that young children can learn two languages simultaneously when both are used in daily interaction at home. The early childhood years provide an optimal period for language learning through social interaction and exploration of their environment.
2) As children develop, their language acquisition mirrors that of their first language, initially using formulaic expressions and telegraphic speech before developing more advanced grammar.
3) Interaction with caring adults who adjust their speech to be clear, repetitive and expand on the child's meaning helps children learn language naturally as they would their first language.
Dr Sharon Preston's lecture discusses the development of language from birth to age 5. It covers the key elements of language including phonetics, semantics, syntax and pragmatics. The lecture also examines stages of language development such as babbling, the one word stage and two word stage. Regarding theories of language acquisition, the lecture compares the learning theory of Skinner, the nativist view of Chomsky, and the social interaction perspective of Bruner. The lecture concludes that language develops through an interaction between innate capabilities and environmental input such as social interaction and child-directed speech.
Class 2 milestones and patterns in developmentIndira Cevallos
Here is a 117-word response in 2 paragraphs:
The school years mark an important time in a child's language development. As they begin formal education, children's language abilities expand rapidly. They are exposed to new vocabulary from lessons and conversations with peers. Their understanding of grammar becomes more advanced as they read and write regularly. Producing and comprehending longer, more complex sentences becomes easier. Children also develop stronger metalinguistic skills like understanding ambiguity and multiple meanings. They can analyze language as an object rather than just a tool for communication. By the end of this stage, most children have a strong grasp of their first language in terms of its structure, vocabulary, and use.
Children VS Adult in Second-Language LearningRosmawatiwati2
Children are generally better than adults at learning a second language in natural situations due to three key psychological factors: memory ability, motor skills, and an ability to learn through induction. However, adults are better than children at learning a second language in a classroom setting due to their greater ability to learn through explicit instruction and their cognitive maturity which helps them function better in a formal learning environment. The best conditions for second language learning are in an environment where both natural situations outside the classroom and formal classroom learning can be utilized, such as learning English in an English-speaking community/country.
The document summarizes Margarita Irarrázaval Jory's 2014 masters thesis which explored Chilean English as a foreign language (EFL) teachers' use of phonological awareness tasks and phonics instruction in early grades. The study aimed to determine if EFL teachers incorporate these critical reading components after Chile mandated English from kindergarten. A survey of 31 EFL teachers found that while most incorporated phonological awareness tasks and some phonics like consonant digraphs, fewer taught important English concepts like long vowels and silent e rule. Teachers' background also impacted instruction, as preschool teachers more often included letter clusters and consonant digraphs than English-specialized elementary teachers.
Blackwell Handbooks of Developmenal Psychology Erika Hoff Marilyn Shatz (edit...Imbang Jaya Trenggana
This document provides an overview of the development of the field of language development over the past century. It notes that early research focused on descriptive accounts of language acquisition, while more recent work has examined claims about language-specific predispositions and influences on language learning. The field now investigates topics including brain development, computational skills, cross-linguistic comparisons, bilingualism, and education, as reflected in the chapters of this Handbook.
A new experience teaching phonemic awareness202645
This document provides an overview of a teacher's action research project on improving their instruction of phonemic awareness to young children. It describes the teacher's previous unsuccessful methods of teaching phonemic awareness through listening games and sound recording activities. Many children, including three focal students, showed a lack of interest and engagement in these activities. The teacher realized their own teaching needed to change to better develop the students' ability to perceive and manipulate sounds in words. The purpose of the study is to examine challenges for English language learners in developing phonemic awareness and to find more effective teaching strategies.
The document discusses the use of authentic materials in language learning. It provides arguments for and against restricting authentic materials, as well as supporting details. It argues that exposing students to authentic materials is highly motivating, gives a sense of achievement, reflects real language use, and promotes different language skills. However, it also notes that learning depends on what materials teachers provide and could limit exposure.
The document is a presentation about phonological and phonemic awareness given by two speech language pathologists. It discusses the importance of phonological awareness skills for reading development. It defines phonological awareness as understanding how oral language can be divided into smaller units like words, syllables, onsets/rimes, and individual phonemes. Phonemic awareness is the ability to segment and manipulate individual sounds in words. The presentation provides strategies to develop these skills, such as rhyming activities, syllable segmentation, initial/final sound identification, and blending/segmenting of phonemes.
Rmecc 2015 (strats for oral lang) part 1 taylor smith SVTaylor123
1. Language develops within the socio-cultural contexts of children's lives, including family and community.
2. Both children and adults use language differently depending on the social situation and cultural norms.
3. Being aware of how context influences language can provide insights into a child's language abilities and development across environments.
The document discusses language teaching methodology. It defines methodology as the study of practices, procedures, and principles of language teaching. Methodology involves syllabus design, teaching techniques, and evaluation. The document outlines different language teaching methods throughout history, including grammar translation, audiolingualism, cognitive code learning, humanistic approaches, and communicative language teaching. It emphasizes that the goal of methodology is no longer to find a single "right method" but rather focus on how to effectively teach based on principles and learner needs.
This document discusses the three primary domains of emergent literacy:
1) Oral language skills like vocabulary knowledge and narrative understanding are important for literacy as reading involves communicating through words.
2) Phonological processing, including phonological memory, access, and sensitivity to smaller units of sound like syllables and phonemes, is key to learning the sounds of language.
3) Print knowledge involves understanding that printed words correspond to what is said, not other book features, and that letters can represent multiple sounds.
The document discusses phonemic awareness and its importance for early literacy development. It defines phonemic awareness as the ability to identify and manipulate individual sounds in spoken language. The document also discusses how letter recognition and alphabet knowledge are important precursors to reading. Finally, it addresses strategies for supporting English language learners and students struggling with phonemic awareness and alphabet skills.
Spanish course_Curriculum for total beginners (A1)Martinanessen
This curriculum is designed for beginner students looking to develop basic Spanish language skills through communicative exercises. The course objectives are to develop listening, speaking, reading and writing skills through mastering grammar, vocabulary, and their use in everyday situations. Classes use a communicative methodology with photos, videos and role-plays representing daily life to stimulate conversation. Functional content includes greetings, descriptions, opinions, shopping, and plans. Grammatical content covers the alphabet, pronunciation, adjectives, articles, adverbs, sentences, demonstratives, numbers, questions, possessives, prepositions, pronouns, verbs and more.
The document discusses the Creative Curriculum approach used in some pre-schools. It is a play-based curriculum where learning takes place through child-led play across 11 activity centers. Assessments are only teacher observations. However, when these students entered kindergarten, most lacked basic skills like knowing the alphabet, rhyming words, and numbers. The conclusion is that the Creative Curriculum approach may not adequately prepare children for the more structured curriculum of kindergarten.
Second language learning in the classroomAhmad Murtaqi
This document discusses several studies on second language teaching methods. It begins by introducing 6 proposals for teaching a second language: 1) Get it right from the beginning, 2) Just listen...and read, 3) Let's talk, 4) Two for one, 5) Teach what is teachable, and 6) Get it right in the end. It then summarizes several classroom examples and research studies that tested these different methods, finding that comprehensive input through listening and reading alone can be effective, but that opportunities for communicative practice also benefit learners. The document analyzes strengths and limitations of various approaches to second language instruction.
Observing learning and teaching in the second languageUTPL UTPL
This document discusses different methods for second language acquisition, including natural acquisition, traditional instruction, and communicative instruction. Natural acquisition is characterized by exposure to a variety of vocabulary and structures through natural interactions, without error correction and access to modified input. Traditional instruction focuses on rule presentation and error correction with limited discourse. Communicative instruction emphasizes interaction as the goal, incorporating group work, role plays, and a variety of language types without direct error correction. A table compares key aspects of the different methods, such as the presence of error correction, learning one thing at a time, availability of time and native speakers, and access to modified input.
Chapter 3 individual differences in second language learningTshen Tashi
- Research has found correlations between individual learner characteristics like motivation, intelligence, language aptitude, personality, attitudes, beliefs, and success in second language acquisition. However, these factors are complex and interrelated.
- Specifically, studies have shown intelligence and language aptitude are predictors of success, though aptitude involves multiple abilities. Personality may only impact oral skills, not literacy. Both instrumental and integrative motivation correlate with achievement.
- Age is easier to measure than other factors, but its relationship to success is controversial. Younger learners may acquire pronunciation more easily, but older learners can still achieve high proficiency with sufficient instructional time and immersion in the language.
This document discusses several key topics related to language learning and teaching, including:
- Variables involved in second language acquisition and current issues in SLA.
- The nature of language and how it develops in children.
- Distinctions between learning and teaching, with learning defined as acquisition of skills/information and teaching as guiding learning.
- Major schools of thought in SLA such as behaviorism, cognitive psychology, and constructivism.
- A language teaching methodology called Grammar Translation that focuses on translation between the native and target languages.
This document discusses factors to consider when teaching English to young learners and designing teaching materials. It notes that teaching English to young learners requires understanding theories of second language acquisition and child development. When designing materials, teachers should make lessons engaging by incorporating games, songs, hands-on activities and media. Lessons should also be topic-based to help students associate vocabulary and language with real-world topics of interest. Additionally, classroom management is important to create a supportive environment where students feel secure taking risks with the new language.
1. Systematic phonics instruction teaches the relationship between letters and sounds and how to blend sounds to read words. It has been shown to significantly improve reading ability for students in kindergarten through 1st grade.
2. Good phonics instruction develops an understanding of the alphabetic principle, phonological awareness, letter knowledge, and automatic word recognition as part of a balanced reading program.
3. The National Reading Panel found that systematic phonics instruction improves decoding, spelling, and reading comprehension for students of all backgrounds and prevents reading difficulties.
1) Research shows that young children can learn two languages simultaneously when both are used in daily interaction at home. The early childhood years provide an optimal period for language learning through social interaction and exploration of their environment.
2) As children develop, their language acquisition mirrors that of their first language, initially using formulaic expressions and telegraphic speech before developing more advanced grammar.
3) Interaction with caring adults who adjust their speech to be clear, repetitive and expand on the child's meaning helps children learn language naturally as they would their first language.
Dr Sharon Preston's lecture discusses the development of language from birth to age 5. It covers the key elements of language including phonetics, semantics, syntax and pragmatics. The lecture also examines stages of language development such as babbling, the one word stage and two word stage. Regarding theories of language acquisition, the lecture compares the learning theory of Skinner, the nativist view of Chomsky, and the social interaction perspective of Bruner. The lecture concludes that language develops through an interaction between innate capabilities and environmental input such as social interaction and child-directed speech.
Class 2 milestones and patterns in developmentIndira Cevallos
Here is a 117-word response in 2 paragraphs:
The school years mark an important time in a child's language development. As they begin formal education, children's language abilities expand rapidly. They are exposed to new vocabulary from lessons and conversations with peers. Their understanding of grammar becomes more advanced as they read and write regularly. Producing and comprehending longer, more complex sentences becomes easier. Children also develop stronger metalinguistic skills like understanding ambiguity and multiple meanings. They can analyze language as an object rather than just a tool for communication. By the end of this stage, most children have a strong grasp of their first language in terms of its structure, vocabulary, and use.
Children VS Adult in Second-Language LearningRosmawatiwati2
Children are generally better than adults at learning a second language in natural situations due to three key psychological factors: memory ability, motor skills, and an ability to learn through induction. However, adults are better than children at learning a second language in a classroom setting due to their greater ability to learn through explicit instruction and their cognitive maturity which helps them function better in a formal learning environment. The best conditions for second language learning are in an environment where both natural situations outside the classroom and formal classroom learning can be utilized, such as learning English in an English-speaking community/country.
The document summarizes Margarita Irarrázaval Jory's 2014 masters thesis which explored Chilean English as a foreign language (EFL) teachers' use of phonological awareness tasks and phonics instruction in early grades. The study aimed to determine if EFL teachers incorporate these critical reading components after Chile mandated English from kindergarten. A survey of 31 EFL teachers found that while most incorporated phonological awareness tasks and some phonics like consonant digraphs, fewer taught important English concepts like long vowels and silent e rule. Teachers' background also impacted instruction, as preschool teachers more often included letter clusters and consonant digraphs than English-specialized elementary teachers.
Blackwell Handbooks of Developmenal Psychology Erika Hoff Marilyn Shatz (edit...Imbang Jaya Trenggana
This document provides an overview of the development of the field of language development over the past century. It notes that early research focused on descriptive accounts of language acquisition, while more recent work has examined claims about language-specific predispositions and influences on language learning. The field now investigates topics including brain development, computational skills, cross-linguistic comparisons, bilingualism, and education, as reflected in the chapters of this Handbook.
A new experience teaching phonemic awareness202645
This document provides an overview of a teacher's action research project on improving their instruction of phonemic awareness to young children. It describes the teacher's previous unsuccessful methods of teaching phonemic awareness through listening games and sound recording activities. Many children, including three focal students, showed a lack of interest and engagement in these activities. The teacher realized their own teaching needed to change to better develop the students' ability to perceive and manipulate sounds in words. The purpose of the study is to examine challenges for English language learners in developing phonemic awareness and to find more effective teaching strategies.
The document discusses the use of authentic materials in language learning. It provides arguments for and against restricting authentic materials, as well as supporting details. It argues that exposing students to authentic materials is highly motivating, gives a sense of achievement, reflects real language use, and promotes different language skills. However, it also notes that learning depends on what materials teachers provide and could limit exposure.
The document is a presentation about phonological and phonemic awareness given by two speech language pathologists. It discusses the importance of phonological awareness skills for reading development. It defines phonological awareness as understanding how oral language can be divided into smaller units like words, syllables, onsets/rimes, and individual phonemes. Phonemic awareness is the ability to segment and manipulate individual sounds in words. The presentation provides strategies to develop these skills, such as rhyming activities, syllable segmentation, initial/final sound identification, and blending/segmenting of phonemes.
Rmecc 2015 (strats for oral lang) part 1 taylor smith SVTaylor123
1. Language develops within the socio-cultural contexts of children's lives, including family and community.
2. Both children and adults use language differently depending on the social situation and cultural norms.
3. Being aware of how context influences language can provide insights into a child's language abilities and development across environments.
The document discusses language teaching methodology. It defines methodology as the study of practices, procedures, and principles of language teaching. Methodology involves syllabus design, teaching techniques, and evaluation. The document outlines different language teaching methods throughout history, including grammar translation, audiolingualism, cognitive code learning, humanistic approaches, and communicative language teaching. It emphasizes that the goal of methodology is no longer to find a single "right method" but rather focus on how to effectively teach based on principles and learner needs.
This document discusses the three primary domains of emergent literacy:
1) Oral language skills like vocabulary knowledge and narrative understanding are important for literacy as reading involves communicating through words.
2) Phonological processing, including phonological memory, access, and sensitivity to smaller units of sound like syllables and phonemes, is key to learning the sounds of language.
3) Print knowledge involves understanding that printed words correspond to what is said, not other book features, and that letters can represent multiple sounds.
The document discusses phonemic awareness and its importance for early literacy development. It defines phonemic awareness as the ability to identify and manipulate individual sounds in spoken language. The document also discusses how letter recognition and alphabet knowledge are important precursors to reading. Finally, it addresses strategies for supporting English language learners and students struggling with phonemic awareness and alphabet skills.
Spanish course_Curriculum for total beginners (A1)Martinanessen
This curriculum is designed for beginner students looking to develop basic Spanish language skills through communicative exercises. The course objectives are to develop listening, speaking, reading and writing skills through mastering grammar, vocabulary, and their use in everyday situations. Classes use a communicative methodology with photos, videos and role-plays representing daily life to stimulate conversation. Functional content includes greetings, descriptions, opinions, shopping, and plans. Grammatical content covers the alphabet, pronunciation, adjectives, articles, adverbs, sentences, demonstratives, numbers, questions, possessives, prepositions, pronouns, verbs and more.
The document discusses the Creative Curriculum approach used in some pre-schools. It is a play-based curriculum where learning takes place through child-led play across 11 activity centers. Assessments are only teacher observations. However, when these students entered kindergarten, most lacked basic skills like knowing the alphabet, rhyming words, and numbers. The conclusion is that the Creative Curriculum approach may not adequately prepare children for the more structured curriculum of kindergarten.
Proyecto de aula en TIC: Me divierto y aprendo lectoescrituraLeonel_Garcia_Cr
En el ámbito educativo, en la Escuela Rural Mixta Tres Islas, se ha notado que los y las estudiantes de los primeros grados de Básica Primaria, manifiestan cierta desmotivación hacia el área de Lenguaje; que la labor docente ha podido detectar y actuar oportunamente, planeado con creatividad estrategias de enseñanza que estimulen el aprendizaje del área. Sin embargo, mediante la observación participante, el maestro es consiente que requiere aun mas, diversificar las actividades en la asignatura de Castellano, en la enseñanza especialmente de la lectoescritura de la ortografía y el alcance de un léxico más acorde a la edad del estudiante, en la expresión oral, escrita y en la comprensión de lectura, y que más novedoso apoyándose en las Tecnologías de Información y comunicación (TIC).
Diapositivas proyecto de lecto escrituramarticarojas
Este documento presenta un proyecto para mejorar el hábito de la lectura en estudiantes de preescolar a quinto grado. El proyecto busca crear espacios para que los estudiantes exploren su oralidad y participen en concursos de creación de textos. También se propone gestionar la adquisición de material de lectura y usar las TIC para motivar a los estudiantes. El proyecto se desarrollará con actividades como obras de títeres, poesía, cuentos y caligrafía para mejorar las habilidades
Este documento presenta un resumen de tres oraciones del plan de área del departamento de inglés del Instituto Empresarial Gabriela Mistral para el año 2014. Detalla el número de cursos, semanas y horas de inglés por grado, así como la lista de docentes asignados a cada grado. Además, explica las dimensiones, objetivos, procesos, subprocesos y competencias que el plan de área busca desarrollar en los estudiantes.
Este documento presenta una investigación sobre estrategias de enseñanza para el aprendizaje del inglés en los grados primero y segundo de la educación básica primaria. Describe el contexto de la investigación en un centro educativo rural y formula el problema de la falta de estrategias efectivas para la enseñanza del inglés. Revisa el marco teórico sobre competencias lingüísticas, estrategias de aprendizaje y metodologías. Luego presenta la metodología de investigación y un análisis de datos obtenidos a trav
El documento presenta el proyecto de aula "El jardín de los valores" que se desarrollará en el nivel de transición. El proyecto tiene como objetivo fomentar valores como el respeto, la verdad y la convivencia pacífica. También busca generar procesos de reflexión que inviten al niño a asumir un compromiso como ser social y profundizar en la amistad. El marco teórico se basa en los cuatro aprendizajes fundamentales propuestos por Jacques Delors: aprender a conocer, aprender a hacer, aprender
The document discusses key topics related to first and second language acquisition, including:
1. The critical period hypothesis which suggests there is an ideal time period for acquiring language abilities most easily.
2. Differences between how children and adults acquire first and second languages, with children able to learn simultaneously through immersion while adults learn sequentially and rely more on rules.
3. Factors that influence second language acquisition success like age of learning, amount of input/practice, and use of language teaching methods focused on meaning and comprehension like TPR and the natural approach.
This document discusses teaching English to students learning English as an additional language. It defines who English language learners are and emphasizes the importance of understanding students' socio-cultural backgrounds. Theories on first and second language acquisition are examined, including behavioral, innatist and interactionist perspectives. Stages of second language development and implications for instruction are also outlined. The document stresses the need for explicit instruction, modeling, practice and support for English language learners that is differentiated from teaching English as a first language.
This document provides a unit plan for teaching direct object pronouns to Spanish 1 students. It includes 6 lesson plans with objectives aligned to state standards. Modifications are described for English language learners and students with IEPs or other needs. Assessments include a pre-test, daily bellwork, and a unit quiz. Pre-test data showed students lacked knowledge of sentence structure, word order and direct object pronouns. The unit aims to build this foundation through direct instruction, practice exercises and opportunities for students to correct their work.
The document discusses the Total Physical Response (TPR) language teaching method developed by Dr. James Asher in the 1970s. TPR uses physical movement and actions in response to verbal commands to help lower students' stress levels and increase comprehension when learning a new language. It places emphasis on listening skills before speaking. The method focuses on meaning over form and uses activities like imperative drills, role playing, and materials like pictures. TPR is best suited for basic language acquisition in beginner students through a stress-free environment.
This document provides definitions for key terms related to early childhood education and language acquisition. It defines concepts like the zone of proximal development (ZPD), total physical response (TPR), target language and mother tongue, acquisition versus learning, the silent period, and the critical period. Additional terms defined include language acquisition device (LAD), English as a foreign language (EFL) and English as a second language (ESL), phonics, multiple intelligences theory, digital literacy, and literacy. The document serves as a glossary to explain important concepts for those studying early childhood education and language learning.
This document discusses grammar teaching and learning for young foreign language learners. It begins with a conversation between a teacher and student that illustrates how grammar is necessary to precisely express meanings. The document then discusses several key points about grammar teaching: grammar has a place in children's language learning when taught skillfully; grammar learning evolves from chunks of language and meaningful conversations; and grammar can be taught without explicit technical labels. The document also examines the development of learners' internal grammar, the influence of their first language, and trends in grammar teaching approaches. Finally, it proposes techniques for supporting grammar learning, such as noticing activities, structured practice, and introducing metalanguage in a meaningful way.
How to teach english to kindergarten childrenLittleworld7
Young children learn a foreign language most effectively through full immersion that mimics growing up with the language. This involves integrating the second language across subjects, ample opportunities for meaningful discourse, and exposure to native speakers. Older students require more explicit grammar instruction combined with communication. Policymakers should support age-appropriate teaching, be realistic about limited instruction, and recognize proficiency develops outside class through conversation practice. Effective foreign language teaching depends on variables like age, time available, and language differences.
Reprinted from Young Children • January 2011 91® 2, 3.docxsodhi3
Reprinted from Young Children • January 2011 91
®
2, 3
ReseaRcheRs widely Recommend
storybook reading for promoting the
early language and literacy of young
children. By listening to stories, chil-
dren learn about written syntax and
vocabulary and develop phonologi-
cal awareness and concepts of print,
all of which are closely linked to
learning to read and write (National
Early Literacy Panel 2008). Teachers
usually know a read-aloud experi-
ence has been effective because
they see the children maintain their
interest in the story, relate different
aspects of the story to their own
experiences, describe the illustra-
tions, and ask questions about the
characters and plot.
However, listening to a story read
aloud can be a very different experi-
ence for children who speak a lan-
guage other than English. What
happens when the children are read
to in a language they are just begin-
ning to learn? What happens when
an English-speaking teacher reads
a story to a group of children who
are learning English as a second
language?
As illustrated in the vignette at the
beginning of this article, teachers
often describe young dual language
learners in their class as distracted
and unengaged during read-aloud
sessions in English. In this article,
we describe teaching strategies that
English-speaking teachers can use
when reading aloud to young dual
language learners. These strategies
are part of the Nuestros Niños Early
Language and Literacy Program, a
professional development interven-
tion designed to improve the quality
of teaching practices in prekin-
dergarten classrooms to support
Spanish-speaking dual language
learners (Castro et al. 2006). The
intervention was developed and
evaluated in a study funded by
the US Department of Education.
Teachers from the North Carolina
More at Four Pre-Kindergarten
Storybook
Reading
for Young
Dual Language
Learners
Cristina Gillanders and
Dina C. Castro
Cristina Gillanders, PhD, is a researcher at the FPG Child Development Institute at the
University of North Carolina–Chapel Hill. She was an investigator in the Nuestros Niños
study, and has worked with dual language learners as a bilingual preschool teacher,
teacher educator, and researcher. [email protected]
Dina C. Castro, PhD, is a senior scientist at the FPG Child Development Institute. She
was the principal investigator for the Nuestros Niños study. Her research focuses on
improving the quality of early education for children from diverse cultural and linguistic
backgrounds. [email protected]
Photos courtesy of the authors.
A study guide for this article will be available in mid-January online at www.naeyc.org/yc.
In a community of practice meeting, teach-
ers discuss their experiences reading
aloud to dual language learners.
Susan: When I am reading a story, the
Latino children in my class just sit there.
They look at me, but you can tell that they
are not engaged in the story.
Lisa: ...
The document discusses how rhymes and chants can help young children learn languages. It explains that exposing children to a new language through rhymes and songs from a young age allows them to learn vocabulary and pronunciation skills in a fun way. The author shares their experience successfully teaching Spanish to young kids using this method. Credible sources cited support that nursery rhymes promote early literacy and language skills. The analysis further explains why the critical period of early childhood is optimal for acquiring new languages using this technique.
Language attrition can be defined as the reduction, weakening or loss of a first, second, third, or more language in an individual or community. Research focuses on attrition in individuals, though definitions also include attrition within communities leading to language death. There are interesting parallels between individual and community language attrition from various perspectives. This entry focuses on attrition in individuals.
Language Learner Profile: Learning Strategiescmillafilo
This document presents a lesson plan aimed at teaching the language learning strategy of substitution to a secondary school student. The plan includes analyzing an interview with the student to identify weaknesses in pronunciation, grammar, and vocabulary. It then proposes using the Cognitive Academic Language Learning Approach to teach the strategy of substitution. The plan involves preparing the student, presenting the strategy, practicing it by finding synonyms for food items, and evaluating how well the student can use the strategy. The overall goal is to help the student maintain conversations when lacking a specific word.
The document discusses several theories of language acquisition, including:
- Behaviorist theory, which assumes that language is learned through imitation and conditioning. Children imitate sounds and are reinforced through rewards like attention.
- Cognitive theory, influenced by Piaget, which sees language acquisition as dependent on children's developing thought processes and abilities at different stages.
- Nativist theory, proposed by Chomsky, which argues that humans are born with an innate, biologically-determined language acquisition device that allows them to unconsciously learn the rules of their native language quickly based on limited exposure.
Second Language Acquisition: An IntroductionJane Keeler
The document discusses various theories and hypotheses about second language acquisition, including Krashen's theories that acquisition requires meaningful interaction, occurs gradually through exposure to comprehensible input, and can be hindered by a high affective filter in the learner. It also explores the differences between natural and classroom environments for second language learning.
1) The document summarizes key findings from research on first and second language acquisition, noting that children learn language creatively by interacting with their environment rather than just imitating.
2) Grammatical structures like plurals and verb forms are acquired sequentially as the child's cognitive abilities mature, and metalinguistic skills emerge in pre-school which allow for wordplay.
3) Theories of language learning include behaviorism, innatism, interactionism, and connectionism, with interactionist perspectives emphasizing the role of social interaction in development.
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
The document discusses the Total Physical Response (TPR) method for teaching English to children. It describes TPR as a method where the teacher gives commands to students and models actions, while students initially respond through physical actions without speaking. The key aspects of TPR are that it mirrors how children acquire their first language through listening before speaking, it is highly interactive with the teacher directing actions, and it allows students to feel comfortable responding non-verbally before speaking. The document also notes both advantages and disadvantages of the TPR method for teaching English to young learners.
This document discusses teaching English to young learners. It begins by outlining the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills, while older learners show more analytical thinking and developed literacy skills. The document recommends teaching listening and speaking skills first through a natural approach. It also discusses several theories that inform teaching English to young learners, including the importance of comprehension over production, scaffolding learning, and creating a print-rich environment. The document concludes by outlining some strategies and classroom language for teaching English to young learners in Indonesia.
This document provides an overview and summary of key topics from the book "Essential Linguistics" by David Freeman and Yvonne Freeman. It discusses why the book is important according to Halliday and the authors, an overview of first and second language acquisition, and technical aspects of linguistics including phonology, morphology, syntax, and their application in the classroom.
The document summarizes a transitional bilingual education program for Royse City ISD. It discusses using students' first language, like Spanish, to introduce new concepts in core subjects while building English comprehension and vocabulary. Key aspects of the program include providing comprehensible input through techniques like think-alouds and demonstrations, creating a low-anxiety environment, and gradually increasing English instruction over time while continuing to support students in their first language. Concurrent translation between languages is discouraged as it does not require students to understand the message in the target language.
This document discusses different approaches and methods for teaching language:
- The grammar-translation method teaches through translation with little active use of the target language.
- The audio-lingual method uses behaviorist models with drills and reinforcement.
- The direct method conducts instruction exclusively in the target language using everyday vocabulary.
- The communicative approach focuses on interacting and negotiating meaning in the target language.
2. ☀
Prepared by
Raisa A. Lawrence
August 2010
raisalawrence@gmail.com
(603) 785-3139
☀
The Well School Spanish Curriculum
Grades 1-5
Academic Year 2010-2011
All Rights Reserved.
Not to be used or reprinted without express written permission.
☀
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The Well School | Spanish Curriculum, Grades 1-5 Span 2010 Curriculum.pages
3. ☀
Table of Contents
Program Goals & Overall Approach
3
Methodology & Materials
4
The Natural Approach
4
Total Physical Response (TPR)
5
Waldorf Education
6
TPRS: Teaching Proficiency Through Reading & Storytelling
8
Anatomy of a Spanish Class
10
National Foreign Language Standards at The Well School
11
☀
Program Goals & Overall Approach
The Well School’s language program offers students in Grades Pre-K through Grade 8
instruction in Spanish. The goal is to have students immersed in Spanish as completely
as possible for the duration of class time.
In Grades 1, 2 & 3, Spanish classes run 45mins/class twice per week for a total of over
50 hours of Spanish instruction per year. Students in Grades 4 & 5 attend class twice
per week, but these run for 60 minutes each for a total of over 70 hours of instruction in
a given year. (In contrast, babies are exposed to their first language every day, 10 hours
a day for a total of over 3,600 hours of exposure to their primary language each year.)
By limiting the number of words used in Spanish class, particularly during grades 1-5,
we make our language repetitive. That allows us to reach our students structure, or the
rudimentary “map” of the Spanish language in a limited amount of time. This “map”is at
the heart of learning Spanish well enough to read, write and speak.
The goal of the The Well School program for students in Grades 1-5 is to build enough
competency in the Spanish language so that by the end of the 5th grade year students
will be able to: create conversations, read and write simple stories, write sentences and
short paragraphs, and have a foundation of understanding about the cultures and
traditions behind the language. With these communication skills in hand, graduates of
The Well School will be prepared to interact more effectively with members of the local
and global community.
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The Well School | Spanish Curriculum, Grades 1-5 Span 2010 Curriculum.pages
4. Methodology & Materials
The primary methods used in teaching Spanish at The Well School are:
• the Natural Approach
• Total Physical Response (TPR)
• Waldorf Education-style Techniques
• Teaching Proficiency through Reading & Storytelling (TPRS)
Each will be discussed in turn below.
The Natural Approach
In landmark research about neurological development, Wilder Penfield discovered that
there are biological differences in the bilingual brain.1 There are simply more
connections between the left and right cortex, and therefore more opportunities for
connections of all kinds. As a result of these findings Penfield advocated for what he calls
the “mother’s method” for teaching second languages to children.
In three or four years, a mother may teach her child only a few hundred words of the
child’s first language, but even this will serve to develop the functional connections of the
speech cortex. Penfield suggests that when a child hears a second language and learns to
use a few hundred words in that language, his uncommitted cortex is conditioned to
continue study of that language well beyond his childhood years.
The Natural Approach, developed by Stephen Krashen and Tracy Terrell, is a theory of
language acquisition that tries to explain the complex and fluid process used by mothers,
fathers and caregivers to teach language. And by breaking the process into discrete
components, Krashen & Terrell offered an overall strategy for teaching a foreign
language to older children.
At the heart of the Natural Approach are 5 basic principles, all of which guide Spanish
instruction at The Well School:
1. Language acquisition (an unconscious process developed through using language
meaningfully) is different from language learning (consciously learning or
discovering rules about a language) and language acquisition is the only way
competence in a second language occurs. (The acquisition/learning hypothesis)
2. Conscious learning operates only as a monitor or editor that checks or repairs the
output of what has been acquired. (The monitor hypothesis)
3. Grammatical structures are acquired in a predictable order and it does little good
to try to learn them in another order.(The natural order hypothesis).
4. People acquire language best from messages that are just slightly beyond their
current competence. (The input hypothesis)
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The Well School | Spanish Curriculum, Grades 1-5 Span 2010 Curriculum.pages
1 Penfield, Wilder and Lamar Roberts. Speech and Brain Mechanisms. Princeton, NJ: Princeton University Press, 1959.
5. 5. The learner's emotional state can act as a filter that impedes or blocks input
necessary to acquisition. (The affective filter hypothesis) "2
Essentially, the Natural Approach suggests that we cannot “force” language learning on
children! They will learn the language when they are ready, and only if they have been
given the proper “inputs.” A classroom rich in the Spanish language, with age-
appropriate vocabulary and basic grammatical structures, a time filled with fun and a
predictable rhythm all serve to create an environment where the learning of a second
language can occur.
Total Physical Response (TPR)
Total Physical Response (TPR) is an integral part of the Well School Spanish curriculum.
Developed by Dr. James J. Asher nearly thirty years ago, TPR was originally a technique
used in English-as-a-second language (ESL) classes.3 Like Penfield’s “mother’s method,”
the TPR approach to foreign-language acquisition models the way children learn their
first language. For example, when our children were young and first started to stand, we
often would announce (repeatedly): “Look, you’re standing!” Those words, first
understood by our babies as just sounds, accompanied a specific movement. Over time,
these three disparate parts -- sound, movement, meaning -- coalesced into
comprehension in the mind of our toddler. We strive to use TPR in Spanish class in much
the same way.
More specifically, in the classroom TPR is used by saying an action word and
demonstrating that word simultaneously. In this way, gesture is an integral part of each
song, each poem, each command, and is
therefore a vital part of each and every
Spanish class at The Well School. And a
targeted 5-10 minute TPR section of class
takes direct commands a step further, over
time building a repertoire of action verbs that
are a part of the core 600 words that establish
fluency.4
A part of assuming that comprehension and
language acquisition involves a physical
component (particularly for children), is
understanding that children will speak when
they are comfortable and ready. They should
Additional Resources
The following article, available online, offers an
excellent overview of TPR:
The ABC's of The Total Physical Response,
by Francisco J Cabello, Ph.D., Concordia
College, Moorhead, MN.
http://www.tpr-world.com/ABC.html
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The Well School | Spanish Curriculum, Grades 1-5 Span 2010 Curriculum.pages
2 Krashen, Stephen D. and Tracy D. Terrell. 1983. The natural approach: Language acquisition in the classroom.
Hayward, CA: Alemany Press. Pages 6-7
3 Asher, James. Learning Another Language Through Actions. Sky Oak Productions, Los Gatos, CA, 2000. Page 29.
4 High-frequently TPR verbs, techniques, sequencing ideas obtained from: Garcia, Ramiro. Instructor’s Notebook: How to Apply
TPR for Best Results. Sky Oak Productions, Los Gatos, CA 2001.
6. not be pressured to do so any earlier. This is because students, like infants and toddlers,
begin learning language with a “silent period” during which they internally decode
language until they feel comfortable speaking it.
As Brooks describes in the introduction to the Sonrisas curriculum for young children,
“The beauty of using TPR in foreign-language acquisition is that meaning is conveyed
without translation. Translation is a process that takes language out of the natural
linguistic experience and transforms it into intellectual study. This is entirely
inappropriate for children. Student comprehension can be, and should be, expressed
through gesture - children can respond with gesture long before they are ready to use
the language orally.” 5
Another important benefit of TPR is revealed in its name. Total Physical Response
engages children kinetically, bringing the language into their bodies. For young children,
this experience is both enjoyable and essential to their success in acquiring language.
Waldorf Education
When Rudolf Steiner started the first Waldorf School in Germany in the 1920s he offered
very specific guidelines for teaching foreign languages. At the heart of these objectives
was a desire to expand the capacity for communication while at the same time honoring
the creative capacities of young children.
These original objectives have been actualized in Waldorf classrooms throughout the
country. And the thematic content of Waldorf curriculums in particular is firmly
grounded in children’s everyday experience, i.e. through nature, colors, the body,
clothing, food, the home and family, numbers, etc. In Senderos: Teaching in Spanish in
Waldorf Schools, Ferrer articulates the objectives of language instruction within this
educational approach: “We want them to be able to create brief conversations, to read
simple stories, and to write sentences and paragraphs, developing the capacity to think
by letting the language penetrate their being. Also, through daily rhythms, repetition,
continuity of instruction, concentration, and follow-up, the will of the student is
developed. These activities help the individual transform the material to make it her
own.6
The structure and flow of the Waldorf Spanish class can perhaps best be described as a
“well-orchestrated concert.”7 The teacher leads students through a wide range of
activities in a relatively short period of time. In each lesson, students are given adequate
room and opportunity to move their bodies, alternating sitting positions with physical
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The Well School | Spanish Curriculum, Grades 1-5 Span 2010 Curriculum.pages
5 Linder, Brooks. Sonrisas: A Spanish Language Curriculum for Young Children. California, 2008. Page 21.
6 Forrer, Elena, et al. Senderos: Teaching Spanish in Waldorf Schools. The Association of Waldorf School of North America, Fair
Banks, CA 2000. Page 14.
7 Senderos quote, page 16.
7. activity of some kind. After an initial greeting, the class enters the oral segment that
emphasizes a lively, rhythmic pace. This portion of the class may include song,
recitation, counting, Q&A, and dancing; it brings the class together and puts students in
a receptive mood for the next activity in which new materials is introduced.
Through much of the Waldorf foreign language approach complements TPR and the
Natural Approach techniques, there is one quality that differs significantly. While NA
focuses on comprehensible input, through which students acquire language as they
understand its meaning, in the Waldorf classroom students learn extensive poems and
verses by heart before they completely understand the content of these poems. This is
not to say that in each lesson students do not also learn through comprehensible input.
The idea of introducing substantial and often complex verse and poetry, however, is
based on the the belief that until the age of six or seven, children relate less to meaning
and more to sound. To put this another way, children relate to emotional content long
before they relate to intellectual content. Although children may not fully grasp the
meaning of the poem, they can become familiar with the language on an emotional level
through the sound of the poem.8
Below is a more specific list of the materials used in class to support Waldorf-style
instruction:
• Poetry. Each class is given a “class poem,” a poem unique for each grade. Spanish
is rich in lyrical poetry, and has many examples of poems suitable for young
children. The capacity for imitation and recitation is at its peak in the younger
grades, so poems of length are ideal. And since the poem is repeated each and
every Spanish class the students are able to memorize these verses of considerable
length. In addition to class poems, the Lower School as a group as well as 5th grade
learn shorter poems throughout the year.
• Songs. All songs are taught with accompanying gestures and movements, which
reinforces kinesthetic learning. Short poems also are introduced during this part of
the lesson, also with accompanying gestures to improve comprehension. Grades 1
& 2 spend more time in song than grades 3, 4 & 5.
• Performance. During Coffee House, students perform songs and recite poetry to
the audience. During class time, 2nd grade performs “Mini-Teatros,” which are
brief skits (1-2 pages long, 3-5 minutes duration). The 3rd, 4th, 5th grades
perform “Mini-Cuentos,” also brief skits (2-3 minutes in duration) that complement
the TPRS instruction.
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The Well School | Spanish Curriculum, Grades 1-5 Span 2010 Curriculum.pages
8 Senderos again
8. TPRS: Teaching Proficiency Through Reading & Storytelling
Blaine Ray developed TPRS in 1990 by adding storytelling to James Asher's Total
Physical Response method. With TPRS students first learn words by practicing them
with a movement or gesture. Then the vocabulary is practiced through the telling of
humorous personalized stories. Throughout each TPRS teaching block, the teacher
provides a constant stream of comprehensible AND interesting input in the target
language. The attendant, targeted readings
further develop fluency by adding yet more
repetition.9
The Well School uses a simple form of TPRS in
Grades 1 & 2 when the teacher reads children’s
stories at the close of class. By using a
technique called ‘circling,’ which involves the
teacher asking repetitive questions in an
interesting manner, target vocabulary is
repeated frequently by the teacher and by
students in a limited amount of time. This technique also is highly interactive, which
helps to maintain student interest.
In Grades 3, 4 & 5 TPRS-specific materials are used as more core components of the
curriculum. The ¡Cuéntame! series, with the cat Gabi, allows students to learn target
vocabulary and easy, fundamental grammatical structures.
TPRS is highly entertaining and interactive. The episodes in ¡Cuéntame! take full
advantage of the theater of TPRS, and are specifically designed to be funny, cute, wacky
and vaguely . . . stupid. Gabi, the loco central character in these story arcs, eats (in
order): an alarm clock, a radio, a vacuum cleaner and a handful of kitchen magnets. The
kids are, generally, riveted by her nutty behavior.
The sequence for the use of TPRS in the Grades 3, 4 & 5 is as follows:
1. The kids first learn the vocabulary for the story by using hand TPR.
2. The kids practice the vocabulary through Games.
3. The kids are read the story/episode by the teacher.
4. The kids are divided into groups, read and practice their lines/roles, and then
present “mini-cuentos.” These are short skits reinforcing the vocabulary and
grammar to be used in the episode.
5. The teacher teaches the episode using TPRS. Students follow with exercises in
their ¡Cuéntame! workbooks.
6. The teacher teaches the episode using TPRS a second time, changing details,
embellishing and adding characters to hold attention and sharpen listening skills.
Students follow with exercises in their ¡Cuéntame! workbooks.
See a TPRS class on YOUTUBE
The following link on YouTube shows Ben Slavic,
a renowned TPRS instructor, using TPRS
techniques with a 7th grade French class:
http://www.youtube.com/watch?
v=H47hWgbAN6Q
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The Well School | Spanish Curriculum, Grades 1-5 Span 2010 Curriculum.pages
9 Ray, Blaine and Contee Seely. Fluency Through TPR Storytelling: Achieving Real Language Acquisition in School,
Command Performance Language Institute, Berkeley, CA, 2008.
9. 7. The teacher teaches the episode using TPRS a third time. The teacher purposely
makes mistakes and encourages the students to make corrections. Students
follow with exercises in their ¡Cuéntame! workbooks.
8. Students read in their TPRS “novels” to reinforce vocabulary and grammar.
Also, throughout the process, students engage in Speed Writing exercises. A speed
write is where students write for 5 minutes with the goal of not editing and not stopping.
They write as fast as they can. They try to get 100 words in 5 minutes on the topic.
Below is a more specific list of the materials used in class to support TPRS instruction:
• ¡Cuéntame!, by Christine Anderson/Valeri Marsh. These workbooks and
accompanying skits, exercises and parallel stories support the learning of target
vocabulary and beginner-level grammatical structures. During the Academic Year
2010/2011, the 3rd Grade will use the first story arc from the series: Una Semana Con
Gabi (A Week With Gabi). The 4th and 5th Grades will use the second story arc during
the year: Gabi la Aventurera (Gabi the Adventurer).
• Pobre Ana (Poor Ana), a beginner, beginner novel by Blaine Ray. The entire book is
only 6,000 words -- but it contains only 300 different words, and all verbs are in the
present tense. The glossary in the back of the book encourages independence, and the
brevity of the book keeps the task of reading in Spanish manageable. For those
students who need and/or want to hear the story read aloud, Pobre Ana also is
available to students as a book-on-tape.
• Pirates del Caribe y El Mapa Secreto (Pirates of the Caribbean and The Secret Map),
is a novice beginning reader novel. Students who complete Pobre Ana move on to this
novel. The book’s back cover summarizes
the plot: “The tumultuous, pirate-infested
seas of the 1600's serve as the historical
backdrop for this fictitious story of
adventure, suspense and deception. Rumors
of a secret map abound in the Caribbean, and
Henry Morgan will stop at nothing to find it.
The search for the map is ruthless and
unpredictable for anyone who dares to
challenge the pirates of the Caribbean.”
Johnny Depp does not appear anywhere, but
please don’t tell the kids until they’re are all
finished.
• Rebeldes de Tejas (Rebels from Texas), a more advanced beginning reader novel.
Another great adventure story -- this one about the Alamo. The past tense spices
things up a bit, as does the wanton destruction of fortress walls by cannon fire. A
genuinely fun read - and a useful bit of historical fiction (in Spanish!).
Preview “Piratas del Caribe”
You can download a preview of Piratas del Caribe
from tprsstorytelling.com:
http://www.tprstorytelling.com/index.php?
option=com_content&view=article&id=30&Itemid=
200015
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The Well School | Spanish Curriculum, Grades 1-5 Span 2010 Curriculum.pages
10. Anatomy of a Spanish Class
Learning a new language can be overwhelming to young children. Establishing a rhythm
to Spanish class minimizes anxiety and allows the class to cover more content in a
limited amount of time. Students also enjoy the anticipation of knowing what comes
next. Also, a rhythm to classes offers a framework for repetition, thus making available
more opportunities for the same vocabulary and grammatical structures to be heard by
students. Below is an outline of the structure of Spanish classes in Grades 1-5.
Anatomy of a Spanish ClassAnatomy of a Spanish ClassAnatomy of a Spanish Class
Time Activity Rationale
2
mins
Opening Verse Buenos Días (Good Morning)
3-5
mins
Recitation of
Class Poem
Each class is given a “class poem,” a unique poem for each grade. Spanish is rich in lyrical
poetry, and has many examples of poems suitable for young children. The capacity for imitation
and recitation is at its peak in the younger grades, so poems of length are ideal. And since the
poem is repeated each and every Spanish class the students are able to memorize these
verses of considerable length.
5-20
mins
Songs & Poems
All songs are taught with accompanying gestures and movements, which reinforces kinesthetic
learning. Short poems also are introduced during this part of the lesson, also with
accompanying gestures to improve comprehension. Grades 1 & 2 spend more time in song
than grades 3, 4 & 5.
5
mins
TPR
TPR, or Total Physical Response, also reinforces verb comprehension through kinesthetic
learning. Students follow instructions verbally and/or through interpreting graphics without text.
5
mins
Rhymes &
Questions
Rhymes are a chance to introduce conversational phrases and standard verb conjugation
without verb diagrams. For example, “my name is ____,” “what is your name?” is taught, but
with a rhyme and rhythm to encourage correct pronunciation and verb tense use. Question/
Answers are used to encourage the use of appropriate vocabulary by individual students.
15-20
mins.
OPTION 1:
Games
Games are fun! They also allow for the repetition (repetition, repetition!) of target vocabulary to
occur with minimal boredom. For Grades 1 & 2, Games focus on thematic units (colors,
animals, parts of the body, etc.). In Grades 3, 4 & 5, Games also focus on target vocabulary for
TPRS instruction.
15-20
mins.
OPTION 2:
Mini-cuentos
ONLY FOR GRADES 2-5, NOT FIRST GRADE. These short skits offer students a chance to
read in Spanish, practice pronunciation, perform in front of the group and practice working and
groups.
15-20
mins.
OPTION 3:
TPRS
TPRS, or Teaching Proficiency through Reading & Storytelling, uses first games, then mini-
cuento performances, then storytelling led by the instructor to learn target vocabulary and
grammar. Workbooks are used to further encourage reading and writing of Spanish.
5-10m
ins
Reading
Children’s stories are used for all grades -- simple, “early reader” type stories offer ideal
opportunities for students to follow story lines. In grades 3-5, students also read the novel
“Pobre Ana” -- sometimes silently to themselves, other times out loud to the class.
2
mins
Closing Verse Buenas Noches (Good Night)
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11. National Foreign Language Standards at The Well School
The Well School’s Spanish language curriculum is designed to meet the National
Foreign Language Standards.
With the help of a three-year grant from the US Department of Education and the
National Endowment for the Humanities, an eleven-member task force (representing a
variety of languages, levels of instruction, program models, and geographic regions),
undertook the task of defining content standards -- what students should know and be
able to do -- in foreign language education. The final document, Standards for Foreign
Language Learning: Preparing for the 21st Century, was first published in 1996 and then
revised in 2008.10
The curricular elements of the Foreign Language Standards incorporate the five C’s:
Communication, Culture, Connections, Comparisons, and Communities. It is divided by
levels of Readiness, Foundations and Essential, with each level having its own set of
objectives. In order to attain these standards, students need a foreign language program
that provides rich curricular experiences. Also, classroom content ideally is delivered
with enough flexibility to accommodate the various learning styles of individual children
as well as accommodate varying levels of language learners.
The standards document -- and the fluency objectives developed as part of the effort --
has been used by teachers, administrators, and curriculum developers at both state and
local levels to begin to improve foreign language education in our nation's schools.
The Well School’s Spanish curriculum for Grades 1-5 is designed to meet the specific
objectives of the Foreign Language standards. In addition, the program strives to
develop positive attitudes and excitement toward learning the Spanish language.
Through the skills of listening, speaking, reading and writing, Well School students are
able to broaden their awareness, acceptance and understanding of the Hispanic culture.
The specific requirements of the FLE are detailed in the tables below.
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10 The NEW 3rd Edition Standards for Foreign Language Learning in the 21st Century, revised including Arabic standards, is now
available.
12. NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING
1: COMMUNICATION - Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a
variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of
listeners or readers on a variety of topics.
2. CULTURES - Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the
practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the
products and perspectives of the culture studied
3. CONNECTIONS - Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines
through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that
are only available through the foreign language and its cultures
4. COMPARISONS - Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through
comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
5. COMMUNITIES - Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the
language for personal enjoyment and enrichment.
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13. 1: COMMUNICATION: Communicate in Languages Other Than English11
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions
(GRADE)
1 2 3 4 5 Citation
Objective:
(The student will:)
Activity
X X X X X 1FL - R1
Greet people, make
small talk and close
conversations,
comprehend and
interpret songs and
poems
• Sing songs for between 5-25 minutes each class
• Games during class reinforce greetings, standard conversations
• Rhymes to practice greetings and remember vocabulary
• Students are encouraged to greet of Spanish teachers, other
faculty on campus in Spanish
X X X X X 1FL - R2
Give and follow simple
instructions and ask
and answer questions
• Classroom management phrases and question words are in
Spanish
• Gestures included in all songs and poetry recitations
X X X X X IFL - R3
Express likes and
dislikes
• Practice using “me gusta, no me gusta”
• As students learn other vocabulary, teacher will continually ask
for their opinions.
X X X X X 1FL - R4
Describe people, places
and things in their daily
lives
• Vocabulary for thematic units taught throughout year (objects in
classroom, family members, parts of the body, animals, etc.)
• Sing songs, recite descriptive poetry to reinforce nouns and
adjectives, common grammatical structures
X 1FL - R5
Identify occupations in
their target language
• In thematic unit on occupations, learn vocabulary about common
jobs and the verbs to describe their work
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11 Citations used with the detailed Well School curriculum refer to the FLE standards and objectives within
the Readiness, Foundation and Essential competencies. (i.e. FL1-E2: Foreign Language Standard 1,
Essential 2). The final column, Activities, provide details as to how The Well School’s program is
specifically structured to meet these objectives.
14. Standard 1.2: Students understand and interpret written and spoken language on a variety of
topics
(GRADE)
1 2 3 4 5
Citation Objective:
(The student will:)
Activity
X X X X X 2FL - R1
Respond to simple
commands
• Use of commands throughout class
• Targeted TPR instruction
X X X X X 2FL - R2
Read and understand
simple words and
expressions
• Gestures used in all singing and in poetry recitations to reinforce
kinesthetic learning
• In grades 2-5, students read and perform “mini-teatros” or skits,
2-5 minutes in duration
X X X X X 2FL - R3
Comprehend short
conversations/stories on
familiar topics
• Book reading at close of every class, sometimes read by the
teacher, other times read by students
• Vocabulary practiced during Games
X X X X X 2FL - R4
Identify people and
objects based on oral
and written descriptions
• Vocabulary for thematic units taught throughout year (objects in
classroom, family members, parts of the body, animals, etc.)
• Games and in-class work reinforce thematic unit vocabulary
X X X X X 2FL - R5
Interpret gestures,
intonation and other
visual and auditory cues
• Gestures used as frequently as possible throughout class-time
• Visual aids used as frequently as possible (objects students can
hold and touch, puppets, costumes, colored visual aids, pictures,
etc.)
X X X X X 2FL - R6
Comprehend the main
ideas and identify the
main character of short
stories or children’s
literature
• Children’s story read at the end of each class (in addition to the
reading children’s stories, in Grades 3, 4 & 5, Pobre Ana and
similar novice-beginner novels are read as a group)
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15. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
(GRADE)
1 2 3 4 5
Citation Objective:
(The student will:)
Activity
X X X X X 3FL - R1
Recite short stories and
simple material (i.e.,
stories, songs, poems,
advertisements and
popular sayings) with
appropriate expression
• Each grade has it’s own “class poem” that is recited as a group at
the beginning of each class
• Additional poems also are learned and recited by all grades
X X X X X 3FL - R2
Write or orally present
brief messages
• During Coffee House, students perform songs and recite poems
to the audience
• In class, 2nd grade performs “Mini-teatros,” which are brief skits
(1-2 pages long, 3-5 minutes duration)
• In class, 3rd, 4th, 5th grades perform “Mini-Cuentos,” also brief
skits (2-3 minutes in duration) that complement the TPRS
instruction with the ¡Cuéntame!/Gabi materials
• In class, 3rd, 4th and 5th grades also engage in “Free Writes,” 5
minutes of writing in Spanish
X X X X X 3FL - R3
Present descriptions of
familiar people, places
and things to a group
• In-class art projects give students opportunities to describe their
families, place and things
• Games played regularly reinforce thematic unit vocabulary, with a
special emphasis on nouns and adjectives
X X X X X 3FL - R4
Read and recite short
poems or stories with
appropriate expression
• Songs, poetry, mini-teatros, mini-cuentos (skits), and dramatic
productions all include appropriate gestures and movements to
reinforce kinesthetic learning
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16. 2: CULTURES: Gain Knowledge and Understanding of Other Cultures
Standard 2.4: Students demonstrate an understanding of the relationship between the practices
and perspectives of the culture studied
(GRADE)
1 2 3 4 5
Citation Objective:
(The student will:)
Activity
X X X X X 4FL - R1
Use of appropriate
gestures and oral
expressions for
greetings, leave-takings
and courtesy phrases
• Cultural differences are discussed throughout the year
• The formality of Spanish culture is emphasized throughout
instruction
X X X X X 4FL - R2
Participation in age
appropriate cultural
activities such as
games, songs,
celebrations and short
dialogues
• Students will learn about and celebrate the following holidays:
Día de los Muertos, Las Posadas, Cinco de Mayo
X X X X X 4FL - R3
Identify and describe a
variety of objects from
the cultures (toys, dress,
buildings, food)
• Students will learn about the special holiday foods associated
with various holidays and in various parts of Latin America
X 4FL - R4
Identify parts of the
world where the target
language is spoken
• As part of a thematic unit, 5th grade students will look at and
label maps identifying the 20 different countries that speak
Spanish as the primary language
CONNECTIONS: Connect with Other Disciplines and Acquire Information
Standard 5.1: Students reinforce and further their knowledge of other disciplines through the
foreign language
(GRADE)
1 2 3 4 5
Citation Objective:
(The student will:)
Activity
X X X X X 5FL - R1
Explore topics related to
other school subjects in
the target language
including weather terms,
math facts,
measurements, animals
or geographic content
• MATH: after learning numbers, students can do an occasional
math problem in Spanish -- in class or at home
• GEOGRAPHY: students learn about other countries that speak
Spanish
• HISTORY: students will learn a little of the history behind certain
celebrations. Also, students who progress to the TPRS novel
“Rebeldes de Tejas/Rebels fromTexas” will learn about The
Alamo
• WEATHER: students may learn weather terms and are able to
identify the weather of the day.
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17. Standard 5.2: Students acquire information and recognize the distinctive viewpoints that are
only available through the foreign language and its cultures
(GRADE)
1 2 3 4 5
Citation Objective:
(The student will:)
Activity
X X X X X 5FL - R2
Read or listen to and talk
about age-appropriate
folk tales, short stories,
poems and songs that
are written for native
speakers.
• Many songs used in curriculum are traditional folks songs
• All poems, used in individual classes or for all grades 1-5, are
written by native spanish speakers
COMPARISONS: Develop Insight into the Nature of Language and Culture
Standard 6.1: Students demonstrate understanding of the nature of language through
comparisons of the language studied and their own
(GRADE)
1 2 3 4 5
Citation Objective:
(The student will:)
Activity
X X X 6FL - R1
Recognize that words
are borrowed from one
language to another
• During TPRS instruction, cognates are identified and used
frequently
Standard 6.2: Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
(GRADE)
1 2 3 4 5
Citatio
n
Objective: (The student
will:)
Activity
X X X X X
6FL -
R2
Make basic comparisons
between the celebrations
of the target culture and
their own culture
• These concepts are discussed in a targeted fashion during the in-
class celebrations of Día de los Muertos, Las Posadas and Cinco
de Mayo
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18. COMMUNITIES: Participate in Multilingual Communities at Home & Around the World
Standard 7.1: Students use the language both within and beyond the school setting
(GRADE)
1 2 3 4 5
Citation Objective:
(The student will:)
Activity
X X X X X 7FL - R1
Participate in school and/
or community celebration
• Students will participate in the celebrations of Día de los Muertos,
Las Posadas, Cinco de Mayo
X X X X X 7FL - R2
Perform a song or skit in
the target language for an
audience
• Students will sing songs and perform poems during Coffee
House
• Students will perform skits in class
• Students will perform a brief drama production at the end of the
year
X 7FL - R3
Understand and listen to
presentations about
occupations or career
• 5th grade thematic unit on Careers
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