Spanish Language Standards: Spanish Language Arts vs. Spanish Language Development Standards and their Impact on Literacy
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1 Spanish Language Standards: Spanish Language Arts vs. Spanish Language Development Standards and their Impact on Literacy FY13 Program Directors Mee3ng September 10, 2012 John F. Hilliard EducaGon Specialist Illinois Resource Center STANDARDS AND ASSESSMENT LANDSCAPE FOR ENGLISH LANGUAGE LEARNERS IN ILLINOIS CONTENT STANDARDS MEASURE IL Learning Standards, including the Common Core ISAT & PSAE/ACT PARCC (14/15) SC Part 228 IL Early Learning Standards Spanish Language Arts Standards In Development SC Part 228 LANGUAGE DEVELOPMENT STANDARDS Language Proficiency Standards edigon ACCESS for ELLs ASSETS (15/16) Early Learning Language Development Standards Language Proficiency Standards Alternate MPIs MODEL for entering K ALTERNATE- ACCESS PILOT Spanish Language Development Standards PODER John F. Hilliard, Illinois Resource Center 1
2 Spanish Language Development Standards SALSA Project= Spanish Academic Language Standards & Assessment PODER = Prueba OpGma del Español Realizado hep:// Contact: Lorena Mancilla lmancilla@wisc.edu SPACE FOR TRANSLANGUAGING Language Development Standards - ACCESS Language Development Standards Spanish Language Development Standards - PODER 2
3 Bilingual Processing Bilingual Processing Apples growed on trees. MONOLINGUAL BILINGUAL? Apples grow on noses Correct Seman4cally anomalous Cogni4ve and Linguis4c Porcessing in the Bilingual Mind, Ellen Bialystock & Fergus Craik, 3
4 COLOR SHAPE MONOLINGUAL BILINGUAL Cogni4ve and Linguis4c Porcessing in the Bilingual Mind, Ellen Bialystock & Fergus Craik, E N G L I S H Language Development Standards S P A N I S H Language Development Standards ELDS 1 ELDS 2 ELDS 3 language learners communicate for Social and Instruc3onal purposes within the school seing language learners communicate informagon, ideas and concepts necessary for academic success in the content area of Language Arts language learners communicate informagon, ideas and concepts necessary for academic success in the content area of Mathema3cs Dynamic bilinguals use their meta- linguisgc and meta- cultural resources to navigate within and between their two languages as a tool to promote social and academic pargcipagon and achievement. Spanish language learners communicate for Social and Instruc3onal purposes within the school seing Spanish language learners communicate informagon, ideas and concepts necessary for academic success in the content area of Language Arts Spanish language learners communicate informagon, ideas and concepts necessary for academic success in the content area of Mathema3cs SLDS 1 SLDS 2 SLDS 3 ELDS 4 language learners communicate informagon, ideas and concepts necessary for academic success in the content area of Science Spanish language learners communicate informagon, ideas and concepts necessary for academic success in the content area of Science SLDS 4 ELDS 5 language learners communicate informagon, ideas and concepts necessary for academic success in the content area of Social Studies Spanish language learners communicate informagon, ideas and concepts necessary for academic success in the content area of Social Studies SLDS 5 Adapted from WIDA ELPS by M. Goelieb, M. Castro, G. Ernst- Slavit, J. Hilliard, S. Ibarra- Johnson, Robin Lisboa, and Patricia Venegas 11/2010 4
5 Newly Arrived Immigrant Child w/ liele to no formal educagon and/or no home literacy support Newly Arrived Immigrant Child w/ formal educagon and/or home literacy support Two Language Learner Heritage Language Learner Second Language Learner of Spanish (NaGve Speaker) Developed by J. Hilliard, The Illinois Resource Center, 2007 Spanish Language Arts 5
6 Spanish Language Arts Standards On January 19, 2006 the Illinois State Board of Education adopted Spanish Language Arts Standards for the state of Illinois. Spanish & Versions: The Development Process Developed in 2005 by Spanish educators in dual language, developmental bilingual, and Spanish as a Second language programs Represented by the states of WI, IL, DE, and D.C. On January 19, 2006 the Illinois State Board of EducaGon adopted Spanish Language Arts Standards for the state of Illinois. Spanish & Versions: hep:// 6
7 Importance of Spanish Language Arts Standards Recognizes Spanish language arts as a valued content area Facilitates programmagc cohesion Sets uniform instrucgonal and assessment targets and benchmarks Encourages collaboragon of teachers Promotes argculagon between grade levels Principles behind the Spanish Language Arts Standards Spanish speaking students in the United States learn their nagve language within the context of the wider, predominantly speaking society. Spanish speaking students represent a variety of Spanish language communiges. 7
8 AddiGonal Principles High levels knowledge and skills developed in the nagve language, in this case Spanish, transfer to the second language,. High levels of knowledge and skills in two languages lead to bilingualism, an individual and societal asset (TESOL, 1997). Students cultural experiences and heritage are resources to be incorporated in the implementagon of standards- based educagon. Benchmark Grade Levels Early Elementary (1) Late Elementary (2) Middle/Junior High School (3) High School (4) 8
9 Spanish Language Arts Standards 1. Reading and Literature: RepresentaGon of Spanish speaking socieges 2. WriGng: Communicate effecgvely in Spanish 3. Oral Language: Listen and speak effecgvely in Spanish 4. Language Use and Structure: ApplicaGon of funcgon and syntax of Spanish for effecgve communicagon Looking at the SLA Standards 4. LANGUAGE USE AND STRUCTURE: Apply knowledge of the function and structure of the Spanish language to communicate effectively. Rationale: The essential basis of Spanish language arts is language. Language exists in many variations, and the ability to use it well is frequently a source of power, respect, and financial success. However, if students are unaware of how language works, they may be unable to use it effectively. A. Use correct grammar, spelling, punctuation, and capitalization EARLY ELEMENTARY LATE ELEMENTARY MIDDLE/JUNIOR HIGH SCHOOL HIGH SCHOOL 4.A.1f Apply the appropriate use of tu and Ud. in oral and written communication (e.g. letter writing). 4.A.1g Consult picture dictionaries, dictionaries, glossaries, and other sources to find the meaning of words. 4.A.2f Differentiate and apply the appropriate use of tu and Ud. in oral and written communication (e.g. letter writing, oral presentations). 4.A.2g Consult dictionaries, thesauruses and other sources to find and compare definitions, choose among synonyms, and spell words correctly. 4.A.3f Make appropriate choices when speaking and writing, such as formal or informal language, considering the purpose and context of the communication. 4.A.3g Consult dictionaries, thesauruses, handbooks, and other grammar texts when choosing words, phrases, and expressions for use in oral and written presentations. 4.A.4f Identify use of different forms of tu an Ud. (such as vosotros) in Spanish speaking countries 4.A.4g Examine the origin, history, denotation, connotation, and usage of Spanish words and phrases by consulting dictionaries, thesauruses, handbooks, electronic media, and other sources of information about language. 9
10 Looking at the SLA Standards 4. LANGUAGE USE AND STRUCTURE: Apply knowledge of the function and structure of the Spanish language to communicate effectively. Rationale: The essential basis of Spanish language arts is language. Language exists in many variations, and the ability to use it well is frequently a source of power, respect, and financial success. However, if students are unaware of how language works, they may be unable to use it effectively. A. Use correct grammar, spelling, punctuation, and capitalization EARLY ELEMENTARY LATE ELEMENTARY MIDDLE/JUNIOR HIGH SCHOOL HIGH SCHOOL 4.A.1f Apply the appropriate use of tu and Ud. in oral and written communication (e.g. letter writing). 4.A.1g Consult picture dictionaries, dictionaries, glossaries, and other sources to find the meaning of words. 4.A.2f Differentiate and apply the appropriate use of tu and Ud. in oral and written communication (e.g. letter writing, oral presentations). 4.A.2g Consult dictionaries, thesauruses and other sources to find and compare definitions, choose among synonyms, and spell words correctly. 4.A.3f Make appropriate choices when speaking and writing, such as formal or informal language, considering the purpose and context of the communication. 4.A.3g Consult dictionaries, thesauruses, handbooks, and other grammar texts when choosing words, phrases, and expressions for use in oral and written presentations. 4.A.4f Identify use of different forms of tu an Ud. (such as vosotros) in Spanish speaking countries 4.A.4g Examine the origin, history, denotation, connotation, and usage of Spanish words and phrases by consulting dictionaries, thesauruses, handbooks, electronic media, and other sources of information about language. Programmatic Implication of SLA Standards New criteria for exiting students from programs Measure for evaluating effectiveness of program 10
11 Curricular Implication of SLA Standards Instructional Implication of SLA Standards 11
12 Spring 11 Spanish Literacy Spanish IniGal Literacy Methods SyntheGc AnalyGc EclecGc 12
13 METODOS SINTETICOS SYNTHETIC METHODS PART ❷ T O WHOLE ❶ ❷ ❸ ❹ ❺ METODOS ANALITICOS ANALYTIC METHODS WHOLE ❶ ❷ ❸ ❹ ❺ T O PART ❷ 13
14 METODOS ECLECTICOS ECLECTIC METHODS PART ❷ T O WHOLE ❶ ❷ ❸ ❹ ❺ WHOLE ❶ ❷ ❸ ❹ ❺ T O PART ❷ El método alfabético o deletreo (Alphabetic or Spelling Method) vowels & their names consonants & their names syllables words sentences a (a), e (e), i (i), o (o), u (u) b (be), c (ce), d (de), f (efe), g (ge), h (ache), etc. ma - - eme (m) a (a) ma no ene (n) o (o) - - no mano Mi mamá me dió la mano. 14
15 El método alfabético o deletreo (Alphabetic or Spelling Method) vowels & their names consonants & their names FOCUS: BASIC DECODING UNIT syllables words sentences a (a), e (e), i (i), o (o), u (u) b (be), c (ce), d (de), f (efe), g (ge), h (ache), etc. ma - - eme (m) a (a) ma no ene (n) o (o) - - no mano Mi mama me dio la mano. El método de palabras (palabras generadoras) (Generative Word Method) sentences words syllables consonants vowels new words & sentences Susi se asea. Susi, se, asea as, sa, es, se is, si, os, so S a, e, i, o, u Ese es un oso. 15
16 El método de palabras (palabras generadoras) (Generative Word Method) FOCUS: sentences words syllables consonants vowels new words & sentences Susi se asea. Susi, se, asea as, sa, es, se is, si, os, so S a, e, i, o, u Ese es un oso. El método sílabico (Syllabic Method) vowels consonants syllables words sentences b, c, d, f, g, a, e, i, o, u h, l, m, n, p, q, r, s, t,,v, w, x, y Taught concurrently ma, me, mi, mo, mu mamá, amo, mima Amo a mi mamá. 16
17 El método sílabico (Syllabic Method) FOCUS: BASIC DECODING UNIT vowels consonants syllables words sentences a, e, i, o, u b, c, d, f, g, h, l, m, n, p, q, r, s, t,,v, w, x, y ma, me, mi, mo, mu mamá, amo, mima Amo a mi mamá. Taught concurrently El método onomatopéyico (Onomatopoeic Method) Natural Sound Muuu Phoneme(s) Mmm Uuuu Associated Words Mujer Muñeca Muchacho Stories & Songs containing examples to reinforce sounds Tengo una vaca lechera Grapheme(s) M, U Eme, U 17
18 El método onomatopéyico (Onomatopoeic Method) FOCUS: Natural Sound Muuu Phoneme(s) Mmm Uuuu Associated Words Mujer Muñeca Muchacho Stories & Songs containing examples to reinforce sounds Tengo una vaca lechera Grapheme(s) M, U Eme, U El método fónico o fonético (Phonemic Method) vowels & dipthongs consonants syllables words phrases, sentences & paragraphs a, e, i, o, u Ia, ie, io, ua, ue, uo ay, ey, oy, au, eu b, c, d, f, g, h, l, m, n, p, q, r, s, t,,v, w, x, y ma, me, mi, mo, mu mamá, amo, mima Amo a mi mamá. 18
19 El método fónico o fonético (Phonemic Method) vowels & dipthongs FOCUS Phoneme consonants syllables words phrases, sentences & paragraphs a, e, i, o, u ia, ie, io, ua, ue, uo ay, ey, oy, au, eu PE b, c, d, f, g, h, l, m, n, p, q, r, s, t,,v, w, x, y ma, me, mi, mo, mu mamá, amo, mima Amo a mi mamá. El método global o ideovisual (Global or Visual Concept Method) SENTENCES Amo a mi mamá. SIGHT WORDS VOWELS mamá, amo, mi, a a, e, i, o, u 19
20 El método global o ideovisual (Global or Visual Concept Method) FOCUS: Sentence SENTENCES Amo a mi mamá. SIGHT WORDS VOWELS mamá, amo, mi, a a, e, i, o, u 20
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