At Hillside Elementary School Presented by: Colette Tutino Smith

FLES stands for “Foreign Language in Elementary School” A FLES program allows students to learn a foreign language through the natural order of language acquisition: comprehension, speaking, reading and writing. In FLES classes students learn grammar indirectly by using the language to communicate. They also become aware of Spanish-speaking cultures through a variety of lessons and activities in which they learn to compare, contrast and appreciate cultural differences and similarities.

FLES classes at Hillside are taught for 30 minutes each. Classes meet twice in the six day (A-F) cycle. A variety of activities are used to foster use of the target language and allow children the opportunity to experience both the Spanish language and culture. Students acquire and practice the language through the use of visuals, songs and manipulatives and by acting, listening, reading, writing, participating in peer conversations, role-playing, playing games, creating and viewing presentations and through TPR (total physical response).

Visuals Actions TPR- total physical response Songs Conversations Dialogues Role-plays Games Puppets Smartboard Technology During each FLES lesson students are acquiring the language through a variety of visual, auditory, peer and kinesthetic activities. Students are always hearing and speaking the language and they begin to read and write in Spanish as they progress through the program.

In keeping with the philosophy espoused in the New York State LOTE Syllabus, we believe that language is our connection to the community and to the world. Through language, we express concerns and dreams and share experiences and ideas. The benefits derived from the study of a second language are numerous. Empirical findings indicate that second language study: fosters a sense of humanity and friendship increases students' adaptability to different environments and modes of acting and thinking furnishes the key to thinking patterns, cultures, and social institutions for other peoples provides insights into the human mind and language itself prepares students for a world in which nations and peoples are increasingly interdependent develops the skills and habits essential to the learning process, creative inquiry, and critical thinking helps students to increase their sensitivity to and understanding of the language, values, customs, and traditions of others enhances career and professional advancement We believe that all students should be exposed to world language learning beginning at the kindergarten level. The four communication skills of speaking, listening, reading and writing should be presented through a curriculum that integrates oral skills, accuracy of expression and cultural awareness. Our goal is for our students to acquire proficiencies in all aspects of the target language for meaningful communication as stated in the New York State and National Standards.

New York State Standards for Languages Other Than English (NYS LOTE) Standard 1: Students will be able to use a language other than English for communication. Standard 2: Students will develop cross-cultural skills and understandings.

1. Communication is the heart of second language study, whether the communication takes place face-to-face, in writing, or across centuries through the reading of literature. 2. Through the study of other languages, students gain a knowledge and understanding of the cultures that use that language and, in fact, cannot truly master the language until they have also mastered the cultural contexts in which the language occurs. 3. Learning language provides connections to additional bodies of knowledge that may be unavailable to the monolingual English speaker. 4. Through comparisons and contrasts with the language being studied, students develop insight into the nature of language and the concept of culture and realize that there are multiple ways of viewing the world. 5. Together, these elements enable the student of languages to participate in multilingual communities at home and around the world in a variety of contexts and in culturally appropriate ways. The National Standards for Foreign Language Education: Five C’s of Foreign Language Education

Kindergarten Units Getting to Know You Colors Numbers 0-10 Family Pets Parts of the Body Mexico and Cinco de mayo First Grade Units Getting to Know You and review of K units Numbers 0-20 Weather Clothing Fruits and Vegetables Beverages

Second Grade Units Getting to Know You and review of K and 1 units Numbers 0-30 Puerto Rico Clothing (extended from grade 1) Weather (extended from grade 1) Third Grade Units Review of grade 2 units Numbers 0-50 Introduction to Latin America Chile Argentina Peru Costa Rica Ecuador

Fourth Grade Units Review of Grade 3 units Numbers Spain Dominican Republic Mexico Pastimes and Sports

Throughout all grade levels and units of study students are constantly reviewing “Getting to Know You” questions and answers, numbers, colors, weather and the calendar. In addition, to help them reach cultural awareness, students are studying important Holidays/traditions in Spanish- speaking countries as they come about during the school year. FLES lessons are also tailored to make connections to previously learned material as well as other subject areas such as: Math, Science, Art, Social Studies and English.

Students are informally assessed based on their participation and comprehension of daily class activities. Students are formally evaluated, periodically, through oral and auditory assessments (conversations and listening activities). Students also complete written assessments that include projects such as the “All About Me” book/poster, passport project, travel brochure, group presentations and menu project.

Please enjoy a sample Smartboard lesson and video clip of your students at work!