Meeting Michigan Graduation Requirements

for World Languages

Integrating Grade Level Content Expectations

andState Standards & Benchmarks

Across the Curriculum

ConvivenciaMarch 2009

©Presented by Sandra L. Cade, Ph.D.

Michigan High SchoolGraduation 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 doestwo years in high school or its equivalent 7th-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 ComponentsGrades Sessions per week & length of

sessionsAnnual 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

Developing School Skills and

Target World Language & Cultural Foundations

Reinforcing Standard Curriculum via Target World Language

Exploring & Learning via Target

World Language

Proficien

cy Testing to

meet Graduatio

n

Requirement

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 GradeSouthern South America (Chile,

Argentina, Paraguay, & Uruguay)

My FamilyLeadersBaby AnimalsSink or Float?

2nd 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

4th Grade

Hispanic Immigrants to

Michigan (México, Puerto

Rico, Cuba)

Multilingualism

Food Chain/Food Web

Agriculture & Climate

Money

5th Grade

Central América (Guatemala, Honduras,

El Salvador, Nicaragua, Costa Rica, Panamá)

Explorers/Empires

Weather

Friction/Resistance

6th GradeComparative Studies: Agriculture Religion Environment Cultural Mosaic Civic Life Economy International Relations

Immersion Topics

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 3rd 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