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| Spanish
PHILOSOPHY The San Francisco School Spanish program exemplifies the school’s commitment to multiculturalism. We believe that to be true citizens of the world, students need to learn, in the deepest sense, about other cultures. Our goal is to produce life-long learners of Spanish who have the skills and interest to use the language to enrich their own lives and, in potential humanitarian efforts, the lives of others. SPANISH BY GRADE Preschool-Kindergarten | First | Second | Third | Fourth | Fifth | Sixth | Seventh | Eighth OVERVIEW Research shows that children acquire a second language more efficiently if exposed to that language as much as possible before the age of eight. Learning a foreign language at this time determines whether or not the student will speak with an accent, or less of an accent, later on in life. Furthermore, learning a foreign language early develops problem-solving skills that help students in all subjects, including mathematics! Our aim is for the students to develop these skills at a young age using fun and effective teaching methods. Our preschool through first grade Spanish program includes the following:
Our lower school and middle school programs reflects the tenants of the National Standards for Foreign Language Learning, which delineates five categories essential for a successful program: Communication (first and foremost), Cultures, Comparisons, Connections, and Communities, as well as those of the California Framework for Teaching Foreign Languages. Our program provides a myriad of opportunities for students to develop listening comprehension, speaking, reading and writing proficiency, deepen their cultural understanding, and expand the skills and interest necessary to continue fruitful studies in Spanish. Based on the prominent model of Communicative Competence, our lower school and middle school programs center on project-based, culturally-relevant learning and creates the incentive as well as the necessity to use the language to communicate. In addition to direct instruction, this model uses engaging, contextual activities as a vehicle to promote learning of carefully articulated and progressively complex spoken and written language as well as grammar and culture. We provide regular exposure to audio and video material featuring a variety of native speaker accents and authentic situations. The program is committed to multiculturalism, academic excellence, and integrated curriculum with an emphasis on multi-subject collaboration. Differentiated instruction addresses a variety of learning styles and developing levels of proficiency, ranging from novice to heritage speakers. Re-entry of previously introduced and learned material maintains long-term memory as do Spanish notebooks both at home and in class. Cultural traditions and values are often the vehicle to stimulate learning. Assessments Homework Finished homework assignments will be reviewed in class and checked by the teacher. Late homework will be accepted, but will be checked in “late”. Students with questions can send e-mails or ask for assistance in class or during tutorial periods. Preschool & Kindergarten SpanishThe preschool and kindergarten classes consist of 15-20 minute sessions twice a week with each age group (preschoolers and kindergartners).
First Grade SpanishThe first grade Spanish classes consist of ten-minute sessions four days a week. During this time our aim is to:
Second Grade SpanishSecond Grade Spanish formally begins the skill building processes leading to fluency. In two 45-minute sessions in small group meetings of 8-12 students, students gather for the first time in a space filled with regalia from the Spanish-speaking world. Our overarching understandings for our lower school program begin at this level and address the questions:
Special emphasis is given to the last question in the second grade program. Here students are exposed to a maximum amount of spoken and recorded (audio and video) language and learn to use the most basic passwords and phrases in order to function in Spanish during class. Expressions of politeness become second nature. Language is learned as a vehicle to play games and participate in all class activities. Special attention is given to showing students how learning language is a means to communicate and requires listening, watching, repeating and moving. Activities adhere to the method of Total Physical Response and encourage the students’ full engagement in the process. We methodically build on passive understanding and oral production of basic vocabulary, as well as begin to introduce the written word of learned material. Grammatical notions are introduced through song and drama, setting a context for explanations in subsequent lower school classes. In any given year, students may:
Third Grade SpanishThird Grade Spanish continues the skill building processes leading to fluency in two 45-minute sessions in small group meetings of 8-12 students filled with regalia from the Spanish-speaking world. Our overarching understandings for our lower school program continue at this level and address the basic questions:
While gradually increasing emphasis is given to production and to the written word, our program continues to appeal to the emerging understanding and developmental stage of the third grade student who now is developing listening-comprehension skills sufficient to grasp jokes in Spanish. Students begin both to create language taught formerly for recognition only and to produce a variety of songs, poems, and original dialogue in new contexts. Many third grade classroom themes are integrated. Performance in front of an audience of parents, fellow students and staff offers students the opportunity to show their knowledge, developing skills and self-assurance in using the language. In any given year, we may:
Fourth Grade SpanishFourth Grade Spanish is organized similarly to that of 2nd and 3rd grade, two 45-minute sessions in small group meetings of 8-12 students in the lower school space filled with regalia from the Spanish-speaking world. Here we add to the first three overarching understanding questions of:
Students can now begin to address,
This added emphasis reflects the students’ emerging ability to read and write in Spanish as well as their developing skill in the use of the bilingual dictionary, permitting the introduction of homework (recorded on a homework website) to the curriculum. Reading and writing become a focus of skill development. Direct instruction regarding rules governing sentence structure, grammar, and spelling are intertwined in communicative activities. Activities take a step forward as students are regularly invited to produce language in a variety of contexts mirroring real life situations. In any given year, students:
Fifth Grade SpanishFifth Grade Spanish completes the lower school structure of two 45-minute sessions in small group meetings of 8-12 students in the lower school space filled with regalia from the Spanish-speaking world. We now address all four overarching understanding questions:
This last year of lower school Spanish offers students the opportunity to reach outside to the greater Spanish-speaking community in the Bay area, emphasizing the 5th of the National Standards for Foreign Language Learning, “Community”. Students apply all previous studies to true-life experiences in actual Spanish–speaking contexts with native speakers. Formal introduction to advanced grammatical structures and vocabulary development is emphasized, practiced and committed to memory in relevant and regular homework assignments (recorded on a homework website) and then applied to the real-life situations. In any given year, we may:
Sixth Grade SpanishSixth Grade Spanish meets 4 times a week in a language classroom filled with regalia from the Spanish-speaking world. Novice, intermediate and advanced/heritage sections each meet separately for 3 class periods and are mixed for the fourth session when the advanced learners lead small group activities. Students are encouraged to use Spanish only. Regular homework and test preparation is posted on the homework website. Integration with other subject areas is frequent. The program adjusts to the developing maturity and ability of middle school students to grasp complex concepts. Our overarching understandings for our middle school program address the questions:
The goal of sixth grade Spanish for the novice student is to lay the basic groundwork for continuing study. At this level through direct instruction, we target introductory vocabulary, language structure, cultural mores, and rules governing grammatical concepts, reading and writing. Students practice using the language introduced in communicative activities, role play, original dialogues, and plays. We provide regular exposure to audio and video material featuring a variety of native speaker accents and authentic situations. The intermediate class continues to develop proficiency as it provides students with a deepening understanding of how the previously learned language functions. Students learn to use inductive reasoning skills to solidify their comprehension. Material is reentered, practiced and built on. Students make oral presentations, sing songs, participate in fluency exercises, and enact original dialogues. In any given year, students may:
Seventh Grade SpanishThe 7th Grade Spanish program continues to build upon students’ previous knowledge of Spanish grammar, vocabulary, writing, reading, and oral skills. Additionally, through numerous projects and readings, students learn about aspects of cultures in Spanish-speaking countries. In order to increase students’ literacy, the curriculum includes short stories, poems, paragraph writing, and long-term projects. During class time, we improve speaking and listening skills with group discussions and dialogues. The San Francisco School Spanish program is designed to meet the full range of student language proficiency and to prepare students who are developmentally ready to master Spanish in 8th grade to pass into a High School Spanish II course. Furthermore, it aims to build a strong foundation for all to be enthusiastic language learners and to succeed in a High School language course.
Finished homework assignments will be reviewed in class and checked by the teacher. Late homework will be accepted, but will be noted as “late”. Students with questions can send e-mails or ask for assistance in class.
Eighth Grade SpanishThe 8th Grade Spanish program continues to build upon students’ previous knowledge of Spanish grammar, vocabulary, writing, reading, and oral skills. Additionally, through numerous projects and readings, students learn about aspects of cultures in Spanish-speaking countries. In order to increase students’ literacy, the curriculum includes short stories, poems, paragraph writing, and long-term projects. During class time, we improve speaking and listening skills with group discussions, presentations and dialogues. The SF School Spanish program is designed to meet the full range of student language proficiency and to prepare students who are developmentally ready to master Spanish in 8th grade to pass into a High School Spanish II course. Furthermore, it aims to build a strong foundation for all to be enthusiastic language learners and to succeed in a High School language course.
Homework Finished homework assignments will be reviewed in class and checked by the teacher. Late homework will be accepted, but will be noted as “late”. Students with questions can send e-mails or ask for assistance in class.
Advanced SpanishThe SF School Advanced Spanish program is focused on extending the regular Spanish curriculum for Spanish/Native and almost fluent Spanish speaking students. The goal is to improve students’ oral and written language as well as to support them in gaining a larger appreciation for Latin American culture. Furthermore, our aim is to provide students who are developmentally ready to master Spanish in 8th grade to pass into a High School Spanish II course. The Advanced Spanish curriculum is based on Latin American literature and student projects. Reading writing and vocabulary activities are developed according to grade level literature. The reading and writing curriculum is complemented by a grammar curriculum based on Lecturas para hispanohablantes by Prentice Hall. Communication and literary discussions are emphasized throughout the program. Structure of Learning The advanced curriculum is based on the literature read in class. Through the stories, poems and books, the students hone their reading skills and learn a wide range of vocabulary. The stories are discussed in detail in class, and the conversation focuses on character studies and plot development. Ideas are shared as a whole group and activities alternate between small group and individual work. Students find new ideas or interpret parts of the text from their own perspective and thus make their own contribution to the rich discussions. Assessments Homework Finished homework assignments will be reviewed in class and checked by the teacher. Late homework will be accepted, but will be checked in “late”. Students with questions can send e-mails or ask for assistance in class or during tutorial periods. Advanced Spanish - Sixth GradeProjects
Literature
Advanced Spanish - Seventh GradeProjects
Literature
Advanced Spanish - Eighth GradeProjects
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