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Pilot for Foundational Spanish Course for Centennial Middle Schools Klinger and Log College

This pilot course aims to provide students with a strong foundation in Spanish language skills, improving their academic performance and future prospects. The course is designed for students with intermediate reading and writing proficiency and will focus on the common core standards of reading, writing, speaking, listening, and language.

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Pilot for Foundational Spanish Course for Centennial Middle Schools Klinger and Log College

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  1. Pilot for Foundational Spanish Course for Centennial Middle SchoolsKlinger and Log College

  2. The Benefits of Second Language Study • A school curriculum’s academic intensity is the most significant predictor of a student’s ability to complete college and be competitive in the workforce. This includes the study of a second language. • Studies show that students who begin language study in middle school outperformed other language students who began in high school on the PSSA and SAT tests. • The overall length of study of a second language is a factor in the performance on standardized achievement tests.

  3. Citations • Jago, Carol (2000) “It’s the Curriculum, Stupid.” American School Board Journal. V187. p. 66,68 • Cooper,Thomas C.et al (2008) “Foreign Language Learning and Verbal Scores Revisited.” Foreign Language Annals. V41. p. 200-217. • Schultz, Deborah (2004). “Promoting World Languages in Middle School: The Achievement Connection.” Foreign Language Annals.

  4. In every discipline, students must first acquire the skills, knowledge, and concepts that serve as the basis for advanced study in that discipline. • Beginning language study in the middle grades or earlier and continuing in an articulated sequence throughout high school, allows students to enter college or the world of work with a useable level of language proficiency.

  5. Rationale for Foundation Spanish Course • This course will challenge students academically, but not overwhelm like the traditional Spanish I course with its pace and depth of study. • This course is intended for those students who are border-line proficient in reading and writing and will give them the opportunity to help strengthen their skills in the common core standards of reading, writing, speaking, listening and language. • The goal is for students to have a smooth transition and be successful in the Spanish 1 course at the high school.

  6. The following are the World Language Standards of Learning

  7. Language Knowledge of language (standards 1-3) Using Standard English in formal writing and speaking Using language effectively and recognizing language varieties Vocabulary (standards 4-6) Determining word meanings and words nuances Acquiring general academic and domain-specific words and phrases Reading (standards 1-3) -Drawing conclusions -Summarizing -Similarities and differences Writing Types/Purposes (standards 1-3) -Writing arguments -Writing informative/explanatory texts -Writing narratives Speaking and Listening Comprehension and collaboration (standards 1-3) -Day to day, purposeful academic talk in one-on-one, small group, and large group settings. Presentation of knowledge and ideas (standards 4-6) -Formal sharing of information and concepts, including through the use of technology Connecting to the Common CoreThe Common Core strands of Reading, Writing, Speaking and Listening are linked to the Standards of Second LanguageLearning

  8. Criteria for Identifying Students • 6th grade PSSA scores • Pennsylvania Value-Added Assessment System (PVAAS) for 7th grade • Grades in 7th grade English and Reading courses (Students with C’s). • End of the year meeting with Reading teachers to review individual student profiles. • Similar to the Read 180 program, we want to limit class size to 18 students to offer more individualized instruction, differentiation, and scaffolding of instruction.

  9. Evaluating Effectiveness • Comparing overall proficiency scores of students that took the Foundational Course as compared to students who took Spanish I in 8th grade. • Surveying students at certain points of the school year to determine student efficacy, rigor of instruction, and materials and activities to determine differentiation. • Making use of longitudinal data from the high school to evaluate the success of the students in Spanish I (2014-2015) that took Foundations (2013-2014).

  10. Course Specifics • Current staffing would remain neutral • Unit plans would be developed based on Spanish 1 with modifications. • Summer Workshop days are needed to create unit plans and common assessments.

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