1. Acquire, Develop, Learn®
How age-appropriate elementary Spanish curriculum connects students to the world, inspires them to be life-long language learners, and engages their natural ability to learn.

2. Acquire, Develop, Learn®
The Acquire, Develop, Learn methodology provides students with an age-appropriate and comprehensive Spanish language education—they become effective Spanish communicators, globally literate citizens, and life-long language learners.

3. Acquire
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words and sentences to communicate.
Children do this naturally without having to “learn” language.
Developmentally, children have the natural ability to do this with a second language too.

4. Children’s Natural Ability to Acquire Language
Dr. Wilder Penfield
Uncommitted cortex is a blank slate, designated for language-learning.
Children cannot learn language in the “classical method”, i.e. grammar, memorization, and translation.
Suggests using the “mother’s method.”
Dr. Patricia Kuhl
The Linguistic Genius of Babies
Babies learn language by listening to the humans around them.
Findings suggest that natural language acquisition is a social function of the brain i.e. it takes live human interaction for effective language acquisition to take place. Stay human!
Both suggest that there is a critical period for second language acquisition after which natural acquisition becomes more difficult.

5. Sonrisas Level I: Do age-appropriate activities that support language acquisition
Music and verse (TPR)
Games, role-play, and drama (TPR)
Calendar activities
Reading authentic literature
Art projects

6. Games, role-play, and drama Calendar activities
Sonrisas Level I
Music and verse
Games, role-play, and drama
Calendar activities
Reading authentic literature
Art projects

7. Games, role-play, and drama
Sonrisas Level I
Music and verse
Games, role-play, and drama
Reading authentic literature
Art projects

8. Develop To develop is to expand by a process of growth.
What processes of growth do we implement in order to expand students’ second language acquisition?
Students are bridging two very different developmental stages: from an imaginative, experiential early childhood mode of learning to a more concrete, systematic adolescent mode of learning.
While they are bigger than young learners, developmentally they still have a lot in common.
Activities must change to support this transition.

9. Sonrisas Level II: Continue age-appropriate acquisition activities and add new, developmentally-appropriate activities that expand acquisition.
CONTINUE:
ADD:
Music and verse (TPR)
Games, role-play, and drama (TPR)
Calendar activities
Reading authentic literature
Art projects
Thematic Units
More complex language concepts
Partner Time = three modes of communication
More independent reading and writing

10. Thematic Units Sonrisas Level II
Organizing units thematically provides opportunity to engage students in more complex and sophisticated thinking and language use.
Themes have relevance in the context of students’ lives.
The essential question in each unit connects the content of each lesson to the theme.
The essential question allows the teacher to differentiate instruction based on his or her unique knowledge of Spanish-speaking cultures and his or her understanding of students. This brings each lesson to life by making a personal connection between the content and the students.
If we can help our students see that our differences are expressions of our shared humanity, then we are teaching them tolerance and compassion in addition to language skills.

11. More Complex Language Concepts
Sonrisas Level II
More Complex Language Concepts
Attributes
Examples
No skills or vocabulary taught in isolation
Focus stays on developing acquisition and age-appropriate language for effective communication
Students use the verb hay to provide information about their school.
Students use descriptive adjectives and the verb ser to compare and contrast their personal traits.
Students use preterite forms of the verb ir to provide information about where they and others have gone.

12. Sonrisas Level II
Partner Time = Three Modes of Communication: Interpretive, Interpersonal, and Presentational
With partner, students have to interpret text and/or images.
Partners use information that they have interpreted to have an interpersonal conversation in order to complete a task.
Partners then present outcome of task to class.

13. Sonrisas Level II
Interpretive
Interpersonal
Presentational

14. More Independent Reading and Writing
Sonrisas Level II
More Independent Reading and Writing

15. Learn
To learn is to gain knowledge or understanding of or skill in by study, instruction, or experience.
Developmentally, upper elementary students are ready for more explicit instruction. They are ready to learn using abstract thought processes.
After acquiring and developing a strong foundation of practical Spanish and an inherent understanding of many grammatical concepts, students are ready to begin learning the “how?” and “why?” of the Spanish language.
“(Intermediate students) are at a maximum of openness to people and situations different from their own experience…a global emphasis is extremely important…” (Carol Ann Dahlberg, Languages and Children: Making the Match)
Focus is still on communication. Goal of formal instruction can be seen as one means to successful communication.

16. Sonrisas Level III: Continue to develop acquired language and add explicit instruction for culture, grammar, and communication strategies.
CONTINUE:
ADD:
Thematic Units
Calendar activities
Partner Time
Independent reading and writing
Explicit TPR (grammar)
Spelling
Culture instruction
Grammar instruction
TPRS Storytelling®
Communication strategy instruction

17. Explicit TPR Sonrisas Level III
Teaches new grammar concepts and phrases that are practical for classroom and everyday usage.
Makes link to the acquisition mode of instruction by teaching new concepts through the body.
Utilizes grammar concepts that lend themselves to the TPR method, such as commands (imperative mood), prepositions, object pronouns, adverbs, and idiomatic expressions.

18. Spelling Sonrisas Level III
Students begin to integrate the sound and writing systems of Spanish.
Students use their prior knowledge (from Sonrisas Level I and II) of the Spanish alphabet to form words.
Addresses the comparisons standard: “Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.”

19. Culture instruction Sonrisas Level III
Piques student interest at the beginning of a new unit rather than adding culture as an afterthought.
Uses text and images to generate a discussion.
Makes connections between the cultural information being presented and students’ personal experiences as well as teacher’s.
Questions for discussion:
Have any of you ever seen or heard a coquí?
Can you think of any animals that are a symbol of your state or country?
Why do you think certain countries choose animals as symbols of their culture?

20. Grammar instruction Sonrisas Level III
Introduces students to a grammar concept that they will learn and practice in the Grammar Exercise, TPRS Story, and Partner Time activity.
Teacher moves slowly through the grammar lesson, reviewing information thoroughly and answering any questions students may have.

21. TPRS Storytelling® Sonrisas Level III
Highly effective language-learning method.
Provides students with lots of conversational repetition in the target language using comprehensible input—giving them the opportunity to internalize vocabulary and language structures by developing a strong sense for what sounds correct in the target language.
Fun for students—engages their imaginations and gives them the opportunity for deeper learning. Their retention of language structures increases through connection to the story, and they’re able to apply grammar concepts throughout a fun and creative process.
Students are not learning vocabulary and language structures in isolation; rather, students are practicing them throughout the storytelling process and applying them during subsequent activities.

22. Communication strategy instruction
Sonrisas Level III
Communication strategy instruction
“Students must learn strategies that will help them bridge communication gaps that result from differences of language and culture.” (Natinal Standards Collaborative Board, World- Readiness Standards for Learning Languages)
Empowers students.
Students are given the opportunity to practice the communication strategy in the reading and in the Partner Time activity in each unit.
Addresses the comparisons standard by encouraging students to develop insights into the nature of language.

23. Outcomes of the Acquire, Develop, Learn Methodology
Connects students to the world.
Age appropriate themes connect the language students are learning to the everyday world around them.
Learning about Spanish-speaking culture connects students to the global world, and they become globally literate citizens.

24. Outcomes of the Acquire, Develop, Learn Methodology
Inspires students to become life-long language learners.
Students see that learning a new language opens them up to having new experiences and making new friends.
Children are inspired by learning a new skill. It promotes self awareness and self confidence in young learners.

25. Outcomes of the Acquire, Develop, Learn Methodology
Engages a child’s natural ability to acquire and learn language.
Age-appropriate activities engage students in the right way at the right time in order to maximize the effectiveness of their second language education.
Engages students because it is fun. This fosters a positive foreign language experience that they will carry with them for the rest of their lives.

26. Acquire, Develop, Learn®
Sonrisasspanish.com
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