Table Of Content

UniversityofAlbertaLibrary Jmr^i Ii 1620 1678 2227 dat &ns i*0 «*J $3 KtfS- 9 -flfrS Sfjp 5 *r' : 'IB.to* s He* 4ac * I * it* ***** w i T» t? rfj PC 4112 A222 2002 CURRGDHT 1 SPANISH LANGUAGE ARTS KINDERGARTEN TO GRADE 3 PROGRAM RATIONALE meaningful, purposeful ways to meet their needs, interests and abilities. In bilingual programming, The Spanish language is important in Alberta the delivery of subject-area content, language and the world instruction and cultural information often occurs concurrently, promoting effective language Over 300 million people in the world speak acquisition. Spanish. It is the official language of the following countries: Argentina, Bolivia, Chile, Spanish language learning is a lifelong Colombia, Costa Rica, Cuba, Dominican endeavour Republic, Ecuador, El Salvador, Equatorial Guinea, Guatemala, Honduras, Mexico, Language learning is an active process that begins Nicaragua, Panama, Paraguay, Peru, Puerto Rico, at birth and continues throughout life. Language Spain, Uruguay and Venezuela, it is also spoken is acquired at various rates throughout a learner's in many other countries in which it is not the stages ofgrowth. It develops gradually. Students official language, including the United States of enhance their language abilities by applying their America and the Philippines. It is one ofthe most knowledge oflanguage in new and more complex widely spoken languages in the world. contexts and with increasing sophistication. They reflect on and use prior knowledge to extend and The value of Spanish bilingual programming for enhance theirunderstanding oflanguage. Alberta society as a whole is enormous, given the important economic role the Spanish-speaking Errors are an integral part ofthe language learning countries are playing in the international market process. By learning, experimenting with and and their increasing trading partnership with applying new language structures and vocabulary Alberta and Canada. in a variety of contexts, students develop and refine language proficiency. Spanish bilingual programming contributes to personal development Spanish bilingual language learning fosters cross-language competence Spanish bilingual programming establishes an environment in which both English and Spanish Most children develop a strong repertoire of languages are used and needed constantly for language skills in their first language in preschool purposes of communication, personal satisfaction years. Many ofthese skills are transferable to the and learning. Students have numerous new language learning context that Spanish opportunities to learn and use language in bilingual programming provides. Similarly, in Spanish Language Arts (K-3) /l ©AlbertaLearning,Alberta,Canada (Interim 2002) acquiring a new language, students develop new language learning strategies, language use language learning skills that can then be used in strategies and general learning strategies. This their first language. The continuous, concurrent program of studies provides a variety of learning development of first and second language skills, outcomes at all levels to promote the acquisition or skills in additional languages, is fostered in ofthese strategies. Spanish bilingual programming. Opportunities for linguistic knowledge and skill development in Spanish bilingual programming promotes both languages are maximized. intracultural and intercultural awareness Spanish bilingual language learning enhances Language and culture are intensely interwoven. all communication skills Language is a primary means by which cultural information is transmitted; culture influences The development of communication skills is linguistic form and content. Students in Spanish essential in effective bilingual programming. bilingual programming bring to their programs a Achievement in the six skill areas of listening, wide range of cultural backgrounds and speaking, reading, writing, viewing and experiences. This program of studies provides representing contributes to the development of opportunities and support for students to explore effective communicators. These skills are their own cultural backgrounds, experiences and interrelated and interdependent; facility in one identities, as well as those of members of the strengthens and supports the others. Proficiency school community, the local community and other in these language skills involves the development communities ofthe world. The Culture section of ofcomprehension and language production. This this program examines the dynamic nature of program of studies is designed to promote the culture through the various perspectives of development oflanguage skills for awide range of history, diversity and change. It also provides purposes, in a wide range of contexts, at opportunities for the exploration of similarities increasing levels offluency. and differences among and within Spanish-speaking communities around the world. Spanish bilingual language learning develops through the communicative approach Spanish bilingual programming develops global citizenship skills The communicative approach in second language instruction emphasizes the importance of Effective participation in the global marketplace, communicating a message. In the Spanish workplace and society requires strong bilingual program, students require support as communication, interpersonal and team skills, and they strive to express and understand thoughts, strong knowledge and understanding of cultures. ideas and feelings in two languages. The accuracy Spanish bilingual programming provides a rich of language, oral or written, although important environment for the development of the essential for precision of communication, is secondary to knowledge, skills and attitudes that promote communicating the message. The communicative effective global citizenship and enhance the approach acknowledges the important relationship economic and careerpotential ofthe student. This between accuracy and effective communication, program ofstudies has been developed to support but places slightly less emphasis on accuracy and the intellectual, social, emotional, creative, form. linguistic and cultural development of students in Spanishbilingual programs. Spanish bilingual language learning promotes the acquisition oflearning strategies Spanish language acquisition in bilingual programming is effectively supported by providing students with explicit instruction in 2/ Spanish Language Arts (K-3) (Interim 2002) ©AlbertaLearning,Alberta,Canada UNIVERSITY LIBRARY UNIVERSITY OF ALBERTA CONCEPTUAL MAP A SPIRAL PROGRESSION The program of studies provides outcomes for Language learning is integrative, not merely language and culture in general and for Spanish cumulative. Each new element that is added must language and culture specifically. However, be integrated into the whole of what has gone students in Spanish bilingual programs also study before. The model that best represents the English language arts and content from various students' language learning progress is an subjects taught in Spanish. The conceptual map expanding spiral. Their progression is not only below represents one relationship between the vertical (e.g., increased proficiency) but also outcomes for Spanish language arts and other horizontal (e.g., broader range ofapplications and components ofa Spanish bilingual program. experience with more text forms,1 contexts and so on). The spiral also represents how language learning activities are best structured. Particular areas of experience, learning strategies or language skills, for example, are revisited at different points in the program, but from a different perspective, in broader contexts or at a slightly higher level of proficiency each time. Learning is extended, reinforced and broadened with each successive pass. Grade3 AREAS OF EXPERIENCE Students may achieve the outcomes ofthe Spanish Language Arts Kindergarten to Grade 3 Program of Studies in the context of personal, public and educational experiences. The following chart, while not intended to be prescriptive, provides some sample areas of experience that may be incorporated from Kindergarten to Grade 3. Kindergarten Sample Areas ofExperience PURPOSE OF THE PROGRAM OF Personal Public Educational STUDIES Myfamily Goingshopping Storiesand K-3 Myhome Goingon rhymes This program ofstudies provides a progression of Mybody vacation Today'sweather Clothingforeach Jobspeopledo Domestic/wild specific outcomes from Kindergarten to Grade 3. season Beingagood animals Most often, the outcomes reflect a progression of Gamesandsongs neighbour Countingthings development that matches the developmental Favouritefoods Holidaysand Songsand Mybirthday festivals dances stages ofthe students. The specific outcomes for Aroundschool Sportsandgames each grade reflect the knowledge, skills and attitudes that students are expected to achieve by 1. Forasamplelistoftextforms, seetheendofthisprogramofstudies. Spanish Language Arts (K-3) /3 ©AlbertaLearning,Alberta,Canada (Interim 2002) the end of the grade. Students are expected to The General Language Component parallels The demonstrate the specific outcomes for the current Common Curriculum Framework for English grade and build upon their prior knowledge and Language Arts, Kindergarten to Grade 12: skills from previous grades. Western Canadian Protocolfor Collaboration in Basic Education, 1998. In this manner, both The outcomes presented are designed to represent English language instruction and Spanish the progression ofknowledge, skills and attitudes language instruction support the development of expected of students who have had no prior common language knowledge, skills and attitudes. exposure to Spanish upon entry into Kindergarten. The general outcomes in the General Language Nevertheless, students with prior exposure to Component, with only minor revisions, mirror Spanish can equally be challenged within this those in the English Language Arts Framework, program. but the specific outcomes have been adapted and refined more extensively fordelivery in Spanish. The general and specific outcomes established in this program are intended to be delivered in an The Specific Language Component provides the integrated manner, throughout an entire curricular detailed linguistic elements of Spanish, and extracurricular program. The achievement of descriptors of language competence for each the outcomes in bilingual programming is not grade, and outcomes to support necessarily the sole responsibility of the Spanish sociocultural/sociolinguistic and strategic language teacher. Outcomes may be achieved learning. through a variety ofprogramming experiences. While the Specific Language Component outlines the linguistic elements that students will need to PROGRAM OVERVIEW be able to use the Spanish language, the General Language Component provides the context and For ease ofuse, this program ofstudies is divided purpose for using the language, and outlines the into two sections: knowledge, skills and attitudes that students are to develop. The two components should be • Language Arts developed concurrently, so that the language being - General Language Component learned is the language that students will need and - Specific Language Component be able to apply. • Culture Culture These sections are designed to overlap in many areas. It is important that the sections be implemented in an integratedmanner. The Culture section fosters the development of essential knowledge, skills and attitudes related to Language Arts self, the Spanish language and culture, the community, and the world. This section is intended to be integrated with language learning, The Language Arts section of this program of as well as with the learnings related to other studies is intended to reflect an integrated, subject areas, and is an essential part of daily interdependent approach to language learning activities in Spanish bilingual programming. within a bilingual programming context. Language Arts in a Spanish bilingual context encompasses both English language arts and Spanish language arts. Spanish language arts includes a General Language Component and a Specific Language Component. 4/ Spanish Language Arts (K-3) (Interim 2002) ©AlbertaLearning,Alberta,Canada General Outcomes LanguageArts: Specific Language Component The general outcomes are broad statements that form the basis ofthis program ofstudies. Each General Outcome 6 general outcome outlines the key learnings that Students will acquire Spanish to understand and each section of the program is designed to appreciate languages, and use Spanish support. The general outcomes describe the confidently and competently in a variety of common goals that all students in the situations for communication, personal growth, Kindergarten to Grade 3 learning sequence are satisfaction and further learning. expected to achieve. Culture Spanish bilingual programming is designed to promote all-round personal development by General Outcome 7 fostering social, emotional, moral, intellectual Students will explore, understand and appreciate and creative growth. To support this growth and the cultures of the Spanish-speaking world for development, the Spanish Language Arts personal growth and satisfaction and for Kindergarten to Grade 3 program is built upon participating in and contributing to our the following seven general outcomes. multicultural Canadian society and the world. Language Arts: General Language Specific Outcomes Component Each general outcome includes specific General Outcome 1 outcomes that students are to achieve by the end Students will listen, speak, read, write, view and of each grade level. Specific outcomes are represent in Spanishto explore thoughts, ideas, grouped under cluster headings within each of feelings and experiences. the seven general outcomes. The specific outcomes are further categorized by strands General Outcome 2 identified in the left margin. Grade-specific Students will listen, speak, read, write, view and descriptions are then provided for each specific represent in Spanishto comprehendand respond outcome at each grade level. A specific strand personallyand critically to oral, print, visual and supporting a general outcome is developed from multimediatexts. Kindergarten to Grade 3. General Outcome 3 For a clearer understanding of the context and Students will listen, speak, read, write, view and intended developmental sequence, the document represent in Spanish to manage ideas and should be read vertically for specific outcomes information. expected by the end of each grade and horizontally for the developmental flow of General Outcome 4 outcomes from grade to grade. Students will listen, speak, read, write, viewand represent in Spanishto enhance the clarity and artistry ofcommunication. General Outcome 5 Students will listen, speak, read, write, view and represent in Spanish to celebrate and build community. Spanish Language Arts (K-3) /5 ©AlbertaLearning,Alberta,Canada (Interim 2002) Guide to Reading the Program of Studies General Outcome 4 Students will listen, speak, read, write, view and represent in Spanish to enhance the clarity and artistryofcommunication. clusterheading forspecific 4.1 GenerateandFocus outcomes Kindergarten Grade 1 Grade 2 Grade 3 Studentswillbeableto: • shareor • contributeideas generateand generate and representideas frompersonal contribute ideas contributeideas frompersonal experiencesfor onparticular onparticular C T3 experiences oral,printand topicsfororal, topicsfororal, visualtexts printand visual printand visual texts texts participatein share ideasand share ideasand use a varietyof shared oral, experiences, experiences, forms for print, visual using simple usingvarious particular and forms inthe forms for audiencesand multimedia classroom particular purposes experiences context audiences recognize that organize organize visuals orderideasto ideas visuals and andprintto create a expressedin familiarprint expressideas beginning, oral language toexpress andtell stories middle andend so73, canbe ideasandtell inownoral, represented stories printand visual andrecorded texts read eachpagehorizontally fordevelopmental flowof outcomes fromgradeto grade 6/ Spanish Language Arts (K-3) (Interim 2002) ©AlbertaLearning,Alberta,Canada LANGUAGE ARTS General Outcome 4 Students will listen, speak, read, write, view and General Language Component represent in Spanish to enhance the clarity and artistryofcommunication. The General Language Component has been structured and developed similarly to The General Outcome 5 Common Curriculum Framework for English Students will listen, speak, read, write, view and Language Arts, Kindergarten to Grade 12: represent in Spanish to celebrate and build Western Canadian Protocol for Collaboration community. in Basic Education, 1998, but it has been adapted for delivery in Spanish. The General Language Component provides the context and purpose for the development and use of the Spanish language. The commonalities with the English Language Arts Framework facilitate an integrated, contextualized approach to language learning. They also establish the essential language learnings that are common to both English and Spanish language programming, supporting and promoting a collaborative and integrated approach to language instruction. The specific outcomes established for each grade level reflect achievement expectations to be demonstrated in the Spanish language. General Outcomes The following five general outcomes outline the key learnings that the General Language Component is designedto support. General Outcome 1 Students will listen, speak, read, write, view and represent in Spanish to explore thoughts, ideas, feelings and experiences. General Outcome 2 Students will listen, speak, read, write, view and represent in Spanish to comprehend and respond personally and criticallyto oral, print, visual and multimedia texts. General Outcome 3 Students will listen, speak, read, write, view and represent in Spanish to manage ideas and information. Language Arts: General Language Component Spanish LanguageArts (K-3) II ©AlbertaLearning,Alberta,Canada (Interim 2002) 8/ Spanish Language Arts (K-3) ©AlbertaLearning,Alberta,Canada