1. Spanish Immersion Information Night- ¡Bienvenidos!  March 22, 2016  First grade: 2016-2017  Mrs. Rosemarie Zorrilla  March 22, 2016  First grade: 2016-2017  Mrs. Rosemarie Zorrilla

2. TEAM

3. Welcome!  Manheim Township SD  2016-2107: Nitrauer Elementary School  Spanish Immersion Program  (Grades 1-4)  Program began in 1994-1995  Manheim Township SD  2016-2107: Nitrauer Elementary School  Spanish Immersion Program  (Grades 1-4)  Program began in 1994-1995

4. What is immersion?  Immersion is a method of instruction in which the regular school curriculum is taught through the medium of a second language.  In immersion classes, students learn subjects in the target language through a variety of techniques. The target language is learned concurrently with the curricular content.  Immersion is a method of instruction in which the regular school curriculum is taught through the medium of a second language.  In immersion classes, students learn subjects in the target language through a variety of techniques. The target language is learned concurrently with the curricular content.

5. Brain Research Second Language acquisition has an open window for brain connection from birth to age ten; therefore, introducing a second language at an early grade level would appear the most recommended practice, especially for achieving native-like fluency

6. Advantages of Total Immersion  Total immersion is the most effective way of developing foreign language proficiency. The intensity of the immersion experience coupled with the amount of exposure to the foreign language ensures that students have the necessary language skills to deal with the curriculum as they proceed through the elementary grades. (Center for Applied Linguistics)  Immersion can actually enhance English language development as children cultivate cognitive processing in the immersion language. These cognitive processes include the foundation for reading and language transfer. (Cloud, Genessee, & Hamayan, 2000)  Total immersion is the most effective way of developing foreign language proficiency. The intensity of the immersion experience coupled with the amount of exposure to the foreign language ensures that students have the necessary language skills to deal with the curriculum as they proceed through the elementary grades. (Center for Applied Linguistics)  Immersion can actually enhance English language development as children cultivate cognitive processing in the immersion language. These cognitive processes include the foundation for reading and language transfer. (Cloud, Genessee, & Hamayan, 2000)

7. Goals of Spanish Immersion Students will acquire proficiency in the Spanish Language. Students will demonstrate academic achievement at or above grade level as measured by formal and informal assessments. Teachers will ensure student success in content knowledge and fluency in Spanish. A partnership between parents, teachers, and administration will create bilingual, bi-literate, and bicultural students. The District will recruit and retain highly qualified staff and provide sufficient resources to support SI program success. Students will acquire proficiency in the Spanish Language. Students will demonstrate academic achievement at or above grade level as measured by formal and informal assessments. Teachers will ensure student success in content knowledge and fluency in Spanish. A partnership between parents, teachers, and administration will create bilingual, bi-literate, and bicultural students. The District will recruit and retain highly qualified staff and provide sufficient resources to support SI program success.

8. Instruction and Curriculum Grades 1-4:  MTSD Curriculum (math, ELA, science, social studies…)  Spanish: ACTFL guidelines  Content/Specials  WIN (2nd grade-second semester) Grades 1-4:  MTSD Curriculum (math, ELA, science, social studies…)  Spanish: ACTFL guidelines  Content/Specials  WIN (2nd grade-second semester)

9. World Language Opportunities (grades 5-8)  SI-Grades 5-6: Approximately 80% of instruction in Spanish (LA, Science, SS and Homeroom) (Math-English)  Grades 7-8: Immersion Spanish (1 period) or  Other- Grades 7-8: Level 1 classes-- French, German, and Spanish  SI-Grades 5-6: Approximately 80% of instruction in Spanish (LA, Science, SS and Homeroom) (Math-English)  Grades 7-8: Immersion Spanish (1 period) or  Other- Grades 7-8: Level 1 classes-- French, German, and Spanish

10. Grades 7-12  Your child will not miss the chance to learn a second language if he/she is not in the Spanish Immersion Program.  Manheim Township SD has many offerings in World Languages for our students.  Your child will not miss the chance to learn a second language if he/she is not in the Spanish Immersion Program.  Manheim Township SD has many offerings in World Languages for our students.

11. Language Opportunities at MTHS Grades 9-12:  Chinese 1,2,3,4  Spanish, French and German 1-AP/IB  Spanish III: Immersion and Native Speakers  Spanish Culture and Civilization  Spanish: Semester electives + Open Campus-Online (Business and Medical) Grades 9-12:  Chinese 1,2,3,4  Spanish, French and German 1-AP/IB  Spanish III: Immersion and Native Speakers  Spanish Culture and Civilization  Spanish: Semester electives + Open Campus-Online (Business and Medical)

12. Research demonstrates…  Demonstrates that all people can learn to speak a second language. The most important difference is that the ability to adopt a native accent appears to be age-related.

13. Things to Consider/Criteria  How do I know if my child is a good candidate for the Spanish immersion program? What criteria must my child meet in order to be considered for the lottery?

14. Things to Consider/Criteria- Mrs. Kim Kichline- K-6 Literacy Consultant Sra. Maritza Delgado- First grade immersion teacher

15. The Spanish Immersion Candidate What we know….

16. Joseph Torgesen  Children who are destined to be poor readers in fourth grade almost invariably have difficulties in kindergarten and first grade with critical phonological skills.

17. Difficulty in…  Knowledge of letter names  Phonemic awareness (ability to hear, distinguish, and blend individual sounds)  Ability to match sound to print  Skills in using the alphabetic principle  Knowledge of letter names  Phonemic awareness (ability to hear, distinguish, and blend individual sounds)  Ability to match sound to print  Skills in using the alphabetic principle

18. National Reading Panel Identified Critical Components of Early Reading Instruction  Explicit teaching to build:  Phonemic awareness and phonemic decoding skills  Fluency in word recognition and text processing  Reading comprehension  Oral language vocabulary  Spelling and writing skills  Explicit teaching to build:  Phonemic awareness and phonemic decoding skills  Fluency in word recognition and text processing  Reading comprehension  Oral language vocabulary  Spelling and writing skills

19. Literacy Behaviors that Indicate the Onset of Early Reading  The Child:  Recognizes all alphabet letters fluently  Demonstrates phonological awareness by tapping syllables, producing rhyming words, sorting words by beginning phonemes, isolating beginning phonemes, and blending single consonant onsets with rhymes  Demonstrates knowledge of consonant letter- sound relationships  The Child:  Recognizes all alphabet letters fluently  Demonstrates phonological awareness by tapping syllables, producing rhyming words, sorting words by beginning phonemes, isolating beginning phonemes, and blending single consonant onsets with rhymes  Demonstrates knowledge of consonant letter- sound relationships

20. Literacy Behaviors continued…  The Child:  Spells words with boundary phonemes included on some words  During finger-point reading, memorizes text and tracks print with nearly one-on-one correspondence  Corrects tracking during finger-point reading using concept of word and letter-sound checking  The Child:  Spells words with boundary phonemes included on some words  During finger-point reading, memorizes text and tracks print with nearly one-on-one correspondence  Corrects tracking during finger-point reading using concept of word and letter-sound checking

21.  The Child:  Attempts independent reading of familiar text using memorization, finger-point reading, known words, and letter-sound cross-checking  Retells important events from stories and main details from informational text with some literary and technical vocabulary  The Child:  Attempts independent reading of familiar text using memorization, finger-point reading, known words, and letter-sound cross-checking  Retells important events from stories and main details from informational text with some literary and technical vocabulary Literacy Behaviors continued…

22. We Know… The stronger a child is in his/her first language (English), the stronger he/she will be in a second language.

23. Señora Delgado  Unas características de un estudiante que tiene éxito en el programa de inmersión de español~

24. Characteristics:  1. Positive attitude  2. Confident  3. Works well with others  4. Enjoys reading  5. Risk-taker  6. Passion for learning  7. Strong work ethic- will persevere!  1. Positive attitude  2. Confident  3. Works well with others  4. Enjoys reading  5. Risk-taker  6. Passion for learning  7. Strong work ethic- will persevere!

25. Readiness Criteria for Entering Spanish Immersion  Benchmark in the English Dynamic Indicator of Basic Early Literacy Skills (DIBELS)  Proficient in reading English kindergarten sight words  Proficient in English letter recognition and letter sound  Proficient in numbers and operations  Benchmark in the English Dynamic Indicator of Basic Early Literacy Skills (DIBELS)  Proficient in reading English kindergarten sight words  Proficient in English letter recognition and letter sound  Proficient in numbers and operations

26. Criteria continued…  Participates in choral reading and interactive responses  Listens, follows instructions, and expresses thoughts easily  Proficient on district literacy assessments  Participates in choral reading and interactive responses  Listens, follows instructions, and expresses thoughts easily  Proficient on district literacy assessments

27. Social Considerations

28. Parental Perspective  Mrs. Lisa Boll-  parent of Joshua and Kaylee Boll  Mrs. Lisa Boll-  parent of Joshua and Kaylee Boll

29.  Students will continue the program through fourth grade.  Home language is English**  There will be 25 students in the first grade Immersion classroom.  Please read and review the Parental Commitment form.   Encourage your student to become bilingual, bi-literate, and bicultural!  Students will continue the program through fourth grade.  Home language is English**  There will be 25 students in the first grade Immersion classroom.  Please read and review the Parental Commitment form.   Encourage your student to become bilingual, bi-literate, and bicultural! Commitments

30.  Read to your child every night in English.  Practice writing skills in English as often as possible.  Once they begin reading, encourage your child to read to others in Spanish.  Offer encouraging words and verbal support of the program-- very important when your child is frustrated!  Supply your child with books, videos, computer programs, etc. in Spanish for your child to use at home.  Read to your child every night in English.  Practice writing skills in English as often as possible.  Once they begin reading, encourage your child to read to others in Spanish.  Offer encouraging words and verbal support of the program-- very important when your child is frustrated!  Supply your child with books, videos, computer programs, etc. in Spanish for your child to use at home. Commitments at Home

31. Registration and Admission Guidelines-2016  Week of 5/2/16: Classroom visitations @ Nitrauer Elementary School (Please call 569-4239 for appt)  Application: 4/11/16 open -- 9:00am 5/20/16 closed-- 4:00pm (Lottery application process online)  6/20/16: Parent notification of lottery eligibility (email)  6/29/16 at 2:00pm: Lottery held at District Office (Parents only)  Week of 5/2/16: Classroom visitations @ Nitrauer Elementary School (Please call 569-4239 for appt)  Application: 4/11/16 open -- 9:00am 5/20/16 closed-- 4:00pm (Lottery application process online)  6/20/16: Parent notification of lottery eligibility (email)  6/29/16 at 2:00pm: Lottery held at District Office (Parents only)

32. ¿Preguntas?