The 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. Learning the Spanish language and about the many varied cultures and traditions of the Spanish-speaking world (both near and far) provide this opportunity. 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

OVERVIEW

Research shows that children acquire a second language more efficiently if exposed to the second language as much as possible before the age of eight. Therefore, learning Spanish effectively during early childhood blueprints the rest of the Second Language Acquisition process for the student for the rest of his or her life. Starting a foreign language before the age of eight (during the ages of 1-7) influences whether or not the Language Student will speak with an accent or not later on in life (or less of an accent). Furthermore, learning a foreign language early on develops problem-solving skills that help students in all subjects, including mathematics!

The SFS Preschool-1st grade Spanish program is designed to build the foundation for fluency and language acquisition in these young learners. We believe that by using teaching methods which utilize fun, play-based techniques, we are helping the children discover interest in the language, as well as build early exposure and comprehension of the language.

The Preschool and Kindergarten classes consist of 20 minute sessions twice a week with each age group. (3‘s , 4‘s and kindergartners). The goal is to introduce the language using non-invasive approaches (ex: not forcing the child to speak, until he or she is ready to do so). Spanish is reinforced through exposure to vocabulary and pronunciation using various games and art projects. Students are also introduced to Latin American and Spanish culture through music and movement, poetry and stories.

The elementary program reflects the goals of the National Standards for Foreign Language Learning, which delineates five categories essential for a successful program; Communication, Cultures, Comparisons, Connections and Communities. We also integrate the California State Language Education Standards. Our program provides a wide range of opportunities for students to develop their listening comprehension, speaking, reading and writing skills and to deepen their cultural understanding. 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 and language use across all grade-levels.

The Middle School program reflects the goals of the National Standards for Foreign Language Learning, which delineates five categories essential for a successful program—Communication, Cultures, Comparisons, Connections, and Communities. We also integrate the California State Foreign Language Standards. The program builds upon students’ previous knowledge of Spanish grammar, vocabulary, writing, reading and oral skills. For novice students, the program introduces and strengthens these concepts as well as provides an overview of the language structure. Across all proficiency levels, numerous projects and readings allow students to learn about aspects of cultures in Spanish-speaking countries. In order to achieve the goal of increased literacy for novice to advanced learners, the curriculum includes short stories, poems, literature, paragraph/essay writing, and long-term projects. During class time, we will improve speaking and listening skills with group discussions, oral presentations, prompts and dialogues.

Our aim is to have the children genuinely interested in the language from an early age by teaching in fun and effective ways. We believe that igniting their interest in the language early on will enable the student to build confidence in the language and develop the necessary skills to reach fluency later on in life.

Preschool & Kindergarten Spanish

The Preschool and Kindergarten classes consist of 20 minute sessions twice a week with each age group. (3‘s , 4‘s and kindergartners).

• Our aim is to introduce the language using non-invasive approaches (ex: not forcing the child to speak, until he or she is ready to do so)
• Use repetition to reinforce acquired vocabulary
• Total Physical Response Methods
• Exposure to vocabulary and pronunciation through various games and art projects
• Introduce Latin American and Spanish culture through music and movement, poetry and stories

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First Grade Spanish

The First Grade Spanish classes consist of one 45 min. class per week. During this time our aim is to use:

• Daily circle activities in Spanish (like saying today's date)
• Total Physical Response methods to help reach proficiency in the language
• Games, art projects, and stories to introduce and review vocab. and pronunciation
• Read-aloud of books currently read in English, which allows the students to compare
and contrast their English knowledge of the book and its vocabulary with the Spanish version of it.

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Second Grade Spanish

Second Grade Spanish formally begins the skill building process leading to fluency. Classes meet for two 45-minute sessions per week. Our overarching understandings for the elementary program begins at this level and addresses the following questions:

• How can learning Spanish help me to express myself and understand others?
• How can I learn to understand, speak, read and write in Spanish?

Language is learned as a vehicle to play games and participate in 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 model of Total Physical Response and encourage the students’ full engagement in the process. We methodically build on passive understanding, oral production of basic vocabulary and begin to introduce the written word. Grammatical notions are introduced through song and drama, setting a context for explanations in subsequent elementary classes

During the academic year, students will:

• practice basic forms of expression (ie; como estas?, como se dice?)
• develop receptive and productive vocabulary
• recognize the Spanish-speaking countries and various cultural traditions common in Spanish- speaking countries

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Third Grade Spanish

Third grade continues the skill building process leading to fluency in two 45-minute sessions per-week. Our overarching understandings for the elementary program continue at this level and address the basic questions:

• How can I learn to understand, speak, read and write in Spanish?
• How can I learn to express myself and understand others?

While gradually increasing emphasis is given to production and to the written word, we continue focusing on the emerging understanding and use of basic language skills and vocabulary development. Students begin to produce and use language taught formerly for recognition, while also using known expressions, now in new contexts.

During the academic year, students will:

• learn essential vocabulary using games, songs and poetry develop reading skills while building knowledge of writing explore and understand diverse cultural traditions, customs and celebrations

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Fourth Grade Spanish

Fourth grade Spanish is held during two 45-minute sessions per week. Here we add to the first three overarching questions of:

• How can learning Spanish help me to express myself and understand others?
• How can I learn to understand, speak, read and write in Spanish?
• How can I better understand and explore diverse cultural traditions, customs and celebrations?

Students can now begin to address:
• How can I improve my Spanish on my own and with others?
This added emphasis reflects the students’ emerging ability to read and write in Spanish. Reading and writing becomes a focus of skill development with an emphasis on sentence structure, grammar and spelling. Students are encouraged to produce language in a variety of contexts.

During the academic year, students will;

• deepen their understanding of diverse cultural traditions, customs and celebrations
• learn grammatical terms, spelling rules and syntactic conventions continue developing their reading skills while building knowledge of formal writing skills (style/voice, conventions, organization) develop listening/speaking skills using a variety of group and individual projects

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Fifth Grade Spanish

Fifth Grade Spanish completes the elementary structure of two 45-minute sessions per week. We continue to build upon the previous overarching understanding questions:

• How can Spanish help me to express myself and understand others?
• How can I learn to understand, speak, read and write in Spanish?
• How can I improve my Spanish on my own and with others?

Formal introduction to grammatical structures and vocabulary development is emphasized, practiced and then applied to areas of; reading, writing, listening and speaking.

During the academic year, students will:

• learn the basic verb conjugation
• perform a theatrical production, to enhance reading, writing and speaking skills (through dramatizations, fables, skits, fairy tales, etc..) further deepen understanding of diverse cultural traditions, customs and celebrations
• develop writing skills, vocabulary, and formal sentence structure

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Middle School Spanish Program Overview

Program Philosophy

The SFS Spanish program exemplifies the school’s commitment to multiculturalism. A key goal is for students to gain awareness and appreciation of Spanish-speaking cultures in order to better participate in an ever-changing global society. In addition, we aim to produce life-long learners of the language who have the skills and interest to use Spanish to enrich their own lives and, in potential humanitarian efforts, the lives of others.

Program Goals

Our Middle School program reflects the goals of the National Standards for Foreign Language Learning, which delineates five categories essential for a successful program—Communication, Cultures, Comparisons, Connections, and Communities. We also integrate the California State Foreign Language Standards. The program builds upon students’ previous knowledge of Spanish grammar, vocabulary, writing, reading and oral skills. For novice students, the program introduces and strengthens these concepts as well as provides an overview of the language structure. Across all proficiency levels, numerous projects and readings allow students to learn about aspects of cultures in Spanish-speaking countries. In order to achieve the goal of increased literacy for novice to advanced learners, the curriculum includes short stories, poems, literature, paragraph/essay writing, and long-term projects. During class time, we will improve speaking and listening skills with group discussions, oral presentations, prompts and dialogues.

Program Proficiency Levels

The Middle School program is created to meet the full range of student language proficiency and to offer students opportunities to build upon their previous skills and understanding. To work toward this goal, the program has been re-designed and divided into four stages of proficiency. Using the California State Foreign Language Standards, these levels are delineated as follows; Stage I (Novice), Stage II (Intermediate), Stage III (Intermediate-Advanced), and Stage IV (Advanced).

Stage I “begins when a student starts to learn a second language and may occur at any age.” (National Foreign Language Standards)

Proficiency at this level is characterized as “the ability to comprehend and produce formulaic language (memorized words, phrases and sentences; in some instances, paragraphs). Stage I language users deal with discrete elements of daily life in highly predictable, common daily settings.” (NFLS)

Stage II “represents a progression in terms of gradually increasing vocabulary, acquisition, fluency, aural and reading comprehension and sophistication in written and oral expression.” (National Foreign Language Standards)

Proficiency at this level is characterized by “the ability to comprehend and produce created language (sentences and strings of sentences). Stage II language users deal with everyday courtesy requirements and topics related to self and the immediate environment in some informal and transactional settings.” (NFLS)

Stage III “is a pivotal stage as students move from the comfort of learned material to the challenging world of creating with the language. Students begin to adapt vocabulary to personal needs and to pursue their own interests in the language; in short, they become independent users of the language. The students’ repertoire of vocabulary and grammatical structures increases.” (National Foreign Language Standards)

Proficiency at this level is characterized by the “ability to comprehend and produce planned language (single paragraphs to multiple paragraphs). Stage III language users deal with concrete and factual topics.” (NFLS)

Stage IV “students are likely to have completed four to six years of language study.” (National Foreign Language Standards)

Proficiency at this level is characterized by the ability to comprehend and produce extended language (authentic text in the form of fiction and non-fiction literature, oral and written essays)…deal with unfamiliar, abstract, practical, social and professional topics in most formal and informal settings and problem situations.” (NFLS)

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