1. From Research to Reality: How to Start an Elementary World Language Program in Your District Mandy Madderom Heather Lawnicki Waunakee Community School District

2. Overview  Types of elementary language programs  The Waunakee Example  Ready: The Proposal  Set: Program Development and Support  Go: Curriculum and Implementation

3. Program Planning Checklist 1. Hold district-wide planning meetings 2. Complete mission statement, program philosophy 3. Select program model and goals 4. Select language 5. Develop budget Source: Language and Children: Making the Match by Helena Curtain and Carol Ann Pesola

4. Program Planning Checklist 6. Develop curriculum 7. Plan articulation with 6-12 program 8. Plan for evaluation of program 9. Design public relations activities 10. Disseminate program information Source: Language and Children: Making the Match by Helena Curtain and Carol Ann Pesola

5. Elementary Language Programs  Total Immersion: All instruction takes place in the target language.  Two-Way Immersion: At least half of the learning time is spent in the target language.  Partial Immersion: Up to half of the learning time is in the target language. Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

6. Elementary Language Programs  Content-Based FLES: Proficiency focused language instruction integrated into content area.  FLES: A minimum of 75 minutes per week with a listening and speaking focus.  FLEX: Classes are usually conducted in English as an introduction to the foreign language and culture. Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

7. Waunakee Example  Content-Based FLES: Students learn Social Studies concepts while developing proficiency in the target language. Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

8. Waunakee Example  Started in 1 st and 2 nd grade in 2006-2007  Expanded to 3 rd grade last year, 4 th grade this year, until full implementation through 6 th grade  Meet 3x/week, for 30 minute class periods at all grade levels Classroom teacher’s presence is not required Classroom teacher’s presence is not required Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

9. Waunakee Example  District conducted a study of the entire world language program in 2000-01.  Area of concern High percentage of students enrolled in the MS world language program (Spanish) take Level 1 Spanish again at the high school. High percentage of students enrolled in the MS world language program (Spanish) take Level 1 Spanish again at the high school.  Began study of an elementary world language program. Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

10. The Process  Formed an Ad Hoc Committee in Fall 2004: classroom teachers classroom teachers world language teachers world language teachers principals principals administrators administrators parents parents world language consultants (DPI and UW) world language consultants (DPI and UW) school board members school board members Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

11. The Process  Gathered information research research contacted other successful elementary programs contacted other successful elementary programs developed rationale for elementary world language program developed rationale for elementary world language program  Visited sites Menasha Menasha Appleton Appleton Kettle Moraine Kettle Moraine Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

12. The Process  Sent out parent survey to all elementary families in Winter 2005  Developed a proposal to present to the full school board in Fall 2005, including: a budget a budget potential schedule potential schedule space usage space usage Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

13. Parent Survey  Questions we asked: Do you think a language other than English should be taught at the elementary level? Do you think a language other than English should be taught at the elementary level? What do you see as the benefits of early lang. learning? What do you see as the benefits of early lang. learning? Should the district offer the same language at all elementary schools? Should the district offer the same language at all elementary schools? What language should be offered? What language should be offered? Should the study of a language be required? Should the study of a language be required? Is a language other than English spoken at home? Is a language other than English spoken at home? Have you traveled or lived in another country where your native language was not spoken? Have you traveled or lived in another country where your native language was not spoken? Have you studied a world language? Have you studied a world language?

14. The Proposal  Made a recommendation to implement an elementary world language program in Waunakee  Recommendation included a FLES program, integrating social studies and/or science into the language instruction, so nothing is “added to” a student’s already busy schedule Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

15. The Proposal  Spanish was proposed as the required language for all three elementary schools; parent survey strongly suggested Spanish  French should be introduced at the 6 th grade level in a semester long course  Elementary World Language teacher should have a strong elementary teaching background and fluency in the language Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

16. The Proposal  District would explore K-12 scope and sequence so students are able to attain a high level of fluency  An inter-disciplinary approach should be implemented (science or social studies)  Program should be annually assessed Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

17. Program Planning Checklist 1. Hold district-wide planning meetings 2. Complete mission statement, program philosophy 3. Select program model and goals 4. Select language 5. Develop budget Source: Language and Children: Making the Match by Helena Curtain and Carol Ann Pesola Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

18. Program Planning Checklist 6. Develop curriculum 7. Plan articulation with 6-12 program 8. Plan for evaluation of program 9. Design public relations activities 10. Disseminate program information Source: Language and Children: Making the Match by Helena Curtain and Carol Ann Pesola Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

19. How to Gain Support  Parent survey  Establish a well-rounded committee (advocates of the program, but also skeptics)  Research! ERIC Digest (www.eric.ed.gov/) ERIC Digest (www.eric.ed.gov/)www.eric.ed.gov/ Center for Applied Linguistics (www.cal.org) Center for Applied Linguistics (www.cal.org)www.cal.org Ñandutí (www.cal.org/earlylang/) Ñandutí (www.cal.org/earlylang/)www.cal.org/earlylang/ Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

20. How to Gain Support  Hold informational sessions for parents and grade level teachers.  Invite community leaders and school board members frequently to visit and observe classes.  Develop a financial plan including staffing needs and resources. Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

21. How to Gain Support  Include grade level teachers in curricular planning. Teacher investment in world language is crucial. Teacher investment in world language is crucial. Grade level teachers are share holders in this project. Grade level teachers are share holders in this project. Seek their input. Seek their input. Make your program a help not a hindrance. Make your program a help not a hindrance. Share curriculum with grade level teachers before you start teaching. Share curriculum with grade level teachers before you start teaching. Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

22. Beginning the Program  Start slowly: Plan lessons that are inviting to your students and colleagues.  Explain how the class will run. A new immersion experience could be overwhelming. Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

23. Beginning the Program  Establish a routine. An initial routine prepares students to “switch” languages. Students build confidence when they can predict what will happen next. Beginning class with a routine also allows teachers to prepare for the upcoming class. Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

24. Beginning the Program  Expect a little tension. Change is difficult.  Allow students time to accept the new challenge.  Explain your content to grade level teachers. Consider a weekly e-mail. Consider a weekly e-mail. Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

25. Beginning the Program  Manage expectations. Provide information on language proficiency. Provide information on language proficiency. Use documented examples of what is normal for your type of program. Use documented examples of what is normal for your type of program.  Expect visitors Your program is new and exciting! Your program is new and exciting! Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

26. Planning the Curriculum Grade by Grade

27. Grade Level Curriculum  Each grade level is centered on the content standards for Social Studies.  Each grade level has a focus country. Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

28. Unit Plans  Concepts  Language Focus  Key Structures and Vocabulary Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

29. FIRST GRADE CURRICULUM UNIT: Waunakee Community School District UNIT THEME: Where I Live and Where I Go to School: My School Days TIMELINE: 9 days CONCEPTSLANGUAGE FOCUS (Ss will do the following in Spanish) KEY STRUCTURES AND VOCABULARY MATERIALSASSESSMENTS (Ss will do the following in Spanish)  Typical sequence of the school day and week  Honduras is a place where people speak Spanish  Schools in Honduras are different (times and days of instruction, number of kids in a class, uniforms)  The difference between “big” and “small” RECEPTIVE  Recognize the days of the week in writing and put them in order  Understand the question “When is your birthday?”  Understand the question “What is the date today?”  Understand the names of the different special classes they have  Recognize the names of the USA and Honduras in Spanish  Understand that Honduras is a Spanish- speaking country PRODUCTIVE  Tell time to the hour  Count to 31  Give the date  Tell their birthday  Copy the days of the week  Compare things RECEPTIVE  Repitan por favor.  Siéntanse en el piso.  Buenos días o buenas tardes.  ¿Cómo estás/está?  Muy bien.  Gracias.  ¿Y usted?  ¿Cuántos años tienes?  ¿Cuando es tu cumpleaños?  ¿Qué es la fecha?  País  Honduras/los Estados Unidos PRODUCTIVE  Buenos días o buenas tardes.  ¿Cómo estás/está?  Muy bien.  Gracias.  ¿Y usted?  Numbers 1-31 Books: Las escuelas, Diferentes escuelas, Escuelas de ayer y hoy, Si llevas un ratón a la escuela, Boomer va a la escuela, ¡Fiesta! Primer día de escuela Visuals: Calendar, school employees flashcards, clock, mock Schedule, Cumpleaños Feliz poster, Schools in Honduras book RECEPTIVE  Follows verbal and visual cues PRODUCTIVE  Written assessment of “Mi cumpleaños es el # de ______.”  Create and label a calendar

30. Lesson Plans  Activities  Assessments  Materials  Standards Waunakee: The Proposal Elementary Language Programs Beginning the Program Program Planning Gaining Support Planning

31. Unit Theme: Where I Live and Where I Go To School: My School Days Week 5 Lesson: Day 9 School in Honduras, AssessmentGrade: 1 Concepts:  Typical sequence of the school day and week  Honduras is a place where people speak Spanish  Schools in Honduras are different (times and days of instruction, number of kids in a class, uniforms)  The difference between “big” and “small Language Focus: RECEPTIVE  Recognize the days of the week in writing and put them in order  Understand the question “When is your birthday?”  Understand the question “What is the date today?”  Understand the names of the different special classes they have  Recognize the names of the USA and Honduras in Spanish  Understand that Honduras is a Spanish-speaking country PRODUCTIVE  Tell time to the hour  Count to 31  Give the date  Tell their birthday  Copy the days of the week  Compare things according to size (big vs. small) Key Structures and Vocabulary: RECEPTIVE  Repitan por favor.  Siéntanse en el piso.  Buenos días o buenas tardes.  Muy bien.  Gracias.  ¿Y usted?  ¿Cuántos años tienes?  ¿Cuando es tu cumpleaños?  ¿Qué es la fecha?  ¿Qué hora es?  País  Honduras/los Estados Unidos PRODUCTIVE  Buenos días o buenas tardes.  El ___ de septiembre.  Es la una/Son las ____.  Numbers 1-31 Activities: 1.Greet students in Spanish. Have students greet one another in round robin, asking how they are. 2.Do the calendar. Sing days of week song, months song. 3.Have them create a September/October calendar: write the month and year, cut out days of weeks, order them, glue them, write the numbers. 4.Collect calendars. 5.Read teacher-made Honduras book. Assessment: 1. Create and label a calendar. Materials: Calendar, worksheet of calendar/days of week names, Honduras book Standards: B.4.1 Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and charts

32. Questions?