How to Bring Our Schools Out of the 20th Century - Guilderland ...

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Early in the year a presentation will be made to teachers regarding goals for the program, and implementation for teacher involvement. On an annual basis, new teachers will be given an orientation to the FLES program. Summer 2008 inservice workshops will be offered to all staff members presently involved in the program. Inservice courses will include, but not limited to: Introduction to Spanish How to Integrate a Second Language Into Your Classroom Program Design 1. The program will utilize the FLES design. A. FLES refers to Foreign Language Early Start, which offers sequential foreign language instruction and cultural awareness. The program goals are centered on language proficiency and cultural issues. Contact time is once a week for a minimum of 20 minutes per week. 2. The FLES program will use an interdisciplinary approach to language learning and will be content and skills based. Instruction will be tied to the content, skills, and topics from specific grade level subject areas. For example, in grade one, the focus may be on simple addition and subtraction. The Spanish teacher will incorporate the teaching of numbers along with addition and subtraction. Another example is a science lesson that focuses on butterflies. The Spanish teacher would demonstrate this concept by using examples in the target language. 3. The program will begin by introducing Spanish instruction next year in kindergarten through grade 2. The spiral approach in the curriculum will integrate new knowledge and skills with prior learning. 4. The FLES Program will use a “push-in” model. The language specialist will come to the regular teacher’s classroom to provide the Spanish lessons. The classroom teacher will be present. 5. Instructional strategies for FLES teachers may include: • Authentic literacy materials such as signs, ads, magazines, and menus in learning centers and other class activities. • Create learning centers that can be left behind after a FLES lesson; these can help to provide continuous independent learning in the absence of the FLES teacher. • Allow students different points of entry for any project or activity. • Allow children to work at their own pace on projects and activities. • Provide opportunities for the children to talk with peers or adults as they work through projects or activities. • Provide opportunities for the student to learn about the sounds of the target language. • Read picture books aloud in the target language. • Tell stories that have a clear beginning, middle and end. • Design lessons that require physical movement. • Provide opportunities for native speakers of the Languages Other than English, 10
including family members, to share ideas and experiences with the students. • Include lessons that provide opportunities for students to ask questions, make observations, predict outcomes of events, and draw conclusions. • Use wordless books, predictable texts, and repetitive stories. • Include opportunities for dramatic play and role-play to add meaning to learning experiences. • Provide small motor coordination activities such as drawing, coloring and painting. • Provide activities that allow students to use all of their senses to understand and communicate their experiences. 11
Page 2 and 3: Table of Contents FLES Committee Me
Page 4 and 5: Introduction This report results fr
Page 6 and 7: Guilderland FLES Philosophy Stateme
Page 8 and 9: programs achieve outcomes that are
Page 10 and 11: New Zealand French >12 Japanese, Ma
Page 14 and 15: FLES Sections 2007-2008 Altamont Gr
Page 16 and 17: This is evident, for example, when
Page 18 and 19: FLES Research, Journal Articles, Pu
Page 20 and 21: Sunday, Dec. 10, 2006 18
Page 22 and 23: "put an enormous premium on creativ
Page 24 and 25: Dershimer's science class began a p
Page 26 and 27: APPENDIX A 24
Page 28 and 29: 4. Next Steps • The committee cam
Page 30 and 31: • We can update budget. • Video
Page 32 and 33: GUILDERLAND CENTRAL SCHOOL DISTRICT
Page 38: APPENDIX B 36

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