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Developing a Four-Year Comprehensive Program for Spanish Heritage Learners Graciella N poles & Kari Jaeckel Evanston Township High School Evanston, Illinois – PowerPoint PPT presentation

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Title: Developing a Four-Year Comprehensive Program for Spanish Heritage Learners


1
Developing a Four-Year Comprehensive Program for
Spanish Heritage Learners
  • Graciella Nápoles Kari Jaeckel
  • Evanston Township High School
  • Evanston, Illinois

2
Presentation Agenda
  1. Demographics Background Information
  2. Rationale for SHL Program
  3. Evolution of SHL Program at ETHS
  4. Curriculum Development
  5. Curricular Content
  6. Current Projects

3
Evanston Township High School
  • Four-year, comprehensive high school
  • Located in Evanston, Illinois, a Chicago suburb
    along the Lake Michigan Shore
  • Serves the city of Evanston and a portion of the
    neighboring village of Skokie
  • Total district population of approximately 78,000
  • Community offers ethnic, economic, racial, and
    cultural diversity that is reflected in the
    student body

4
Evanston Township High School District 202
Demographic Information
Demographic Information 2007-2008
5
Student Achievement at ETHS
4 performance levels (Prairie State Achievement
Examination Grade 11) 1 Academic Warning 2
Below Standards 3 Meets Standards 4 Exceeds
Standards (Based on PSAE Results April 2007)
Reading Scores
1 2 3 4
White Students 1.0 10.6 40.7 47.7
Hispanic Students 12.5 60.4 22.9 4.2
6
Demographic Information Students We Service
  • 10.7 of population at ETHS or students are
    Latino (2007-2008)
  • 5 years ago this was 7.5
  • 124 students enrolled in SHL courses in 2007-2008
  • Regular, Honors and AP levels in SHL classes
  • Enrollment of Latino students in 5 AP Spanish
    Literature course is steadily increasing
  • 54 Latino students have taken both the AP Spanish
    Language and Literature exams since 1997-1998
    all but one received passing scores (3,4, or 5)

7
Demographic Information Students We Service,
continued
  • Enrollment of Latino student in 5 AP Spanish
    Literature class
  • School year Latino students Class
    enrollment 3 or higher on AP exam
  • 07-08 5 38
  • also 9 in 4 AP
  • 06-07 10 45 100 Lang 93 Lit
  • also 4 in 4 AP
  • 05-06 14 39 100
    83 also 9 in 4 AP
  • 04-05 3 29 100 93
  • 03-04 5 29 100 86
  • 02-03 10 24 100 91
  • 01-02 7 28
    100 96
  • 00-01 5 20
    100 100

8
Identification and Placement of SHL Students
  • Articulation with Middle Schools
  • Collaboration with Counselors
  • Placement Process speaking, oral reading
    fluency, writing sample, teacher checklist

9
Creating a Spanish for Heritage Learners Program
  • Identify Heritage Language Learners
  • Students raised in homes where non-English
    languages are spoken
  • Students who speak and/or understand the heritage
    language
  • Students who are to some degree bilingual in
    English and the heritage language

10
Creating a Spanish for Heritage Learners Program,
continued
  • 2. Needs of Heritage Language Speakers
  • Opportunities to develop greater bilingual
    communication range
  • Opportunities to use heritage language to connect
    with other disciplines and acquire new info
  • Opportunities to develop insight into the nature
    of their heritage language and culture

11
Creating a Spanish for Heritage Learners Program,
continued
  • 3. Instructional Options for Heritage Speakers
  • Transfer of Literacy Skills
  • Focus on reading writing
  • Editing written language
  • Teaching strategies designed to monitor the use
    of non-standard register

12
Creating a Spanish for Heritage Learners Program,
continued
  • 4. Language Maintenance
  • Issues of identity and language
  • Reading culturally-relevant texts

13
Rationale for Spanish for Heritage Learners
Courses at ETHS
  • Goal To provide academically challenging and
    relevant courses to educate Latino students in
    Spanish, increasing their language and literacy
    skills in their home language
  • Academically equip students for future careers,
    higher education, and AP Language and Literature
    courses in Spanish

14
Rationale for Spanish for Heritage Learners
Courses at ETHS, continued
  • Courses contribute to ETHS goals as well as
    World-Class Instructional Design and Assessment
    (WIDA) goals
  • Provide opportunities for all students to perform
    at their fullest potential
  • Provide equitable educational opportunities for
    Latino students

15
Developing a Four-Year Sequence of Spanish for
Heritage Learners Courses
  • Characteristics of a Level 1 SHL Student
  • Often more English-dominant
  • Sometimes at a loss for vocabulary switches back
    and forth between Spanish and English in informal
    conversations
  • Can read and understand intermediate-level
    readings, but writing in Spanish, like speaking
    experience, has been limited to informal use of
    language at home and with bilingual friends
  • Often struggles academically
  • Literacy skills in English may also be low

16
Developing a Four-Year Sequence of Spanish for
Heritage Learners Courses, continued
  • Characteristics of a Level 2 SHL Student
  • May be more dominant in English than in Spanish
    for academic purposes, and have little or no
    schooling in Spanish, or
  • May be a native speaker of Spanish with limited
    formal schooling in Spanish
  • Lacks academic and literary vocabulary in Spanish
  • Can read and understand intermediate-level
    readings, but writing in Spanish, like speaking
    experience, is still limited
  • Often struggles academically
  • Literacy skills in English may also be low

17
Developing a Four-Year Sequence of Spanish for
Heritage Learners Courses, continued
  • Characteristics of a Level 3 SHL Student
  • Maybe fully bilingual in spoken language
  • May have some formal schooling in Spanish, but
    prefers to speak English, or
  • May be a native speaker of Spanish and an ELL,
    and have extended formal schooling in Spanish
  • Comprehends nearly all spoken Spanish, informal
    and formal, academic and personal
  • Rich vocabulary development in Spanish if student
    is more Spanish-dominant and has more schooling
    in Spanish developing Spanish vocabulary if
    schooling was primarily in English
  • Can read and understand most readings that use
    contemporary language and more concrete themes
    and topics is developing comprehension and
    confidence with abstract and symbolic language in
    Spanish
  • Writing in Spanish lacks development, often
    mimics spoken language
  • Often struggles academically
  • Literacy skills in English may be low

18
Developing a Four-Year Sequence of Spanish for
Heritage Learners Courses, continued
  • Characteristics of a Level 4 SHL Student
  • Has experience in academic Spanish
  • Can communicate in speaking and writing
    completely in Spanish, though may still code
    switch or use English in public/school settings
  • Comprehends nearly all spoken Spanish, informal
    and formal, academic and personal
  • Rich vocabulary development in Spanish if student
    is more Spanish-dominant and has more schooling
    in Spanish, developing Spanish vocabulary if
    schooling was primarily in English
  • Can read and understand most readings, and is
    developing confidence with abstract and symbolic
    language in Spanish
  • Writing in Spanish shows development, though
    common spelling, grammar and punctuation errors
    are still evident
  • Often struggles academically
  • Literacy skills in English may be low

19
General Strategies for Teaching Spanish Heritage
Learners
  • Holistic language arts approach, taking into
    account students backgrounds and cultures
  • Guide students in identifying what it means to be
    Latino
  • Foster positive attitudes through enabling
    students to gain a better understanding of their
    heritage language
  • Use of a variety of materials
    culturally-relevant readings (short stories and
    other selections), history and geography, current
    events articles and films

20
Sample Unit Level 1 Spanish For Heritage
Learners
  • Myths Legends of Latin America
  • OVERARCHING UNDERSTANDINGS
  • Students will understand what storytelling is and
    how its role has changed.
  • Students will understand what legends and myths
    are.
  • Students will understand the differences between
    legends and myths from various Hispanic cultures
    and other places around the world.
  • ESSENTIAL QUESTIONS
  • What is storytelling and how has its role
    changed?
  • What are legends and myths?
  • What are similarities and differences between
    legends and myths around the world, including the
    various Hispanic cultures?

21
Sample Unit Level 1 Spanish For Heritage
Learners, continued
  • Myths Legends of Latin America
  • DESCRIPTION OF FORMATIVE ASSESSMENTS
  • Participation in daily group and class
    discussions
  • Quizzes on individual readings
  • Dictations
  • Journal writing
  • Daily homework
  • Quizzes on sound-symbol correspondence
  • DESCRIPTION OF SUMMATIVE ASSESSMENTS
  • Paragraph summary of myth or legend
  • Guided expository writing using specific
    transition words
  • Unit exam
  • THINGS STUDENTS NEED TO KNOW AND BE ABLE TO DO
  • Comprehend text at a beginning/intermediate level
  • Understand correct sentence structure
  • Begin expository writing

22
Sample Unit Level 1 Spanish For Heritage
Learners, continued
  • Myths Legends of Latin America
  • OPPORTUNITIES TO LEARN
  • Reading Selections
  • Myths and Legends of Latin America
  • La llorona
  • La Virgen de Guadalupe
  • Los tres consejos
  • La comadre Sebastiana
  • Los novios
  • Guanina
  • La creación (hace mucho tiempo)
  • Vocabulary Development
  • Reading Related
  • Language Mechanics
  • Review of capitalization and punctuation
  • Dictations
  • Phonetics
  • Sound-symbol correspondence (review)

23
Sample Unit Level 1 Spanish For Heritage
Learners, continued
  • Myths Legends of Latin America
  • OPPORTUNITIES TO LEARN, continued
  • Language Structure
  • Review of sentence structure
  • Writing Development
  • Continue journal writing
  • Introduction to expository writing
  • Short paragraphs and transition words
  • Paragraph summary of legend or myth
  • Comparison/Contrast of two legends or myths
  • Film
  • Macario

24
Sample Unit Level 4/4AP Spanish For Heritage
Learners, continued
  • Literatura Fantástica Chac Mool
  • OVERARCHING UNDERSTANDINGS
  • Students will understand the characteristics of
    literatura fantástica.
  • Students will have an understanding of Fuentes
    short stories.
  • Students will have a better understanding of
    contemporary Mexican society.
  • Students will have a better understanding of
    Aztec mythology and symbols.
  • ESSENTIAL QUESTIONS
  • What is literatura fantástica?
  • What are the features of Fuentes short stories?
  • What are the characteristics of contemporary
    Mexican society and how are they reflected in
    Mexican literature?
  • What is the importance of Aztec myths and
    symbols?

25
Sample Unit Level 4/4AP Spanish For Heritage
Learners, continued
  • Literatura Fantástica Chac Mool
  • DESCRIPTION OF FORMATIVE ASSESSMENTS
  • Written assessments
  • Group assessments
  • DESCRIPTION OF SUMMATIVE ASSESSMENTS
  • Summary of the short story
  • Descriptive piece modeled after the style of the
    work cuento arqueológico
  • Unit exam
  • THINGS STUDENTS NEED TO KNOW AND BE ABLE TO DO
  • Read and comprehend unit selections
  • Identify elements of Aztec myths and recognize
    their influence in contemporary Mexico
  • Apply knowledge of writing concepts (description
    and summary)
  • Identify characteristics of literatura fantástica

26
Sample Unit Level 4/4AP Spanish For Heritage
Learners, continued
  • Literatura Fantástica Chac Mool
  • OPPORTUNITIES TO LEARN
  • Reading Selections
  • Chac Mool
  • Vocabulary Development
  • Reading Related
  • Definition of genre of literatura fantástica
  • Cultural Enrichment
  • Review of Aztec mythology
  • Contemporary Mexico
  • Writing Development
  • Cuento Aqueológico

27
Texts and Materials
  • Levels 1 2
  • Nuevas Vistas, Curso Uno
  • (Holt, Rinehart and Winston)
  • Nuevas Vistas, Curso Dos
  • (Holt, Rinehart and Winston)
  • Sendas Literarias (Pearson Prentice Hall)
  • Other short stories from a variety of sources
  • Levels 3 4
  • Manual de ortografía y gramática para hispanos
    (Pearson Prentice Hall)
  • Cinco maestros (Coleman, ed.)
  • Literary works from a variety of sources

28
Current Projects
  • Developing reading and writing strategies for all
    SHL classes
  • Through work in Professional Learning Community
  • Technology integration
  • Visual and audio prompts for designated topics
    and themes to enable students to employ registers
    of language in a variety of settings both aurally
    and orally (using the Language Laboratory).

29
Current Projects, continued
  • Reading Strategies (sample from Level 1)
  • El trabajo en el campo
  • by Rose del Castillo Guilbault
  • Before reading (sample questions)
  • 1. Conoces a alguien que trabaja en el campo?
  • 2. Qué tipo de vida lleva la gente en el campo?
  • 3. En dónde en los EE.UU. hay muchos
    trabajadores agrícolas de origen mexicano?

30
Current Projects, continued
  • Reading Strategies (sample from Level 1)
  • El trabajo en el campo
  • by Rose del Castillo Guilbault
  • While reading (sample questions)
  • 1. Cómo se sentía la narradora la primera vez
    que trabajó en el campo?
  • 2. Por qué el jefe de los campesinos no quería
    contratar a la familia?
  • 3. Qué comprendió la niña con respecto al
    trabajo agrícola de la familia mexicana?

31
Current Projects, continued
  • Reading Strategies (sample from Level 1)
  • El trabajo en el campo
  • by Rose del Castillo Guilbault
  • After reading (sample questions)
  • Multiple choice questions

32
Current Projects, continued
  • Reading Strategies (sample from Level 4)
  • Cartas de amor traicionado
  • by Isabel Allende
  • Before reading (sample questions)
  • 1. Si quisieras impresionar a una persona que no
    te conoce muy bien, qué tipo de cosas le
    escribirías en una carta o mensaje electrónico?
  • 2. Es posible enamorarse a través de la
    escritura?
  • 3. Qué te sugiere el título de este cuento?

33
Current Projects, continued
  • Reading Strategies (sample from Level 4)
  • Cartas de amor traicionado
  • by Isabel Allende
  • While reading (sample questions)
  • Qué había puesto Analía en una caja de sombreros
    durante un año?
  • 2. Qué hacía Luis cuando ella le mencionaba
    las cartas?
  • 3. Qué motivos tenía la persona que escribió
    las cartas?

34
Current Projects, continued
  • Reading Strategies (sample from Level 4)
  • Cartas de amor traicionado
  • by Isabel Allende
  • After reading (sample questions)
  • Multiple choice questions

35
Current Projects, continued
  • Writing Strategies
  • Cloze text activities taken from in-class
    readings
  • Guided essays representing a variety of genres

36
Current Projects, continued
  • Technology Integration
  • Listening activities including speakers from a
    variety of Spanish-speaking countries in
    different contexts
  • Video clips on a variety of topics with
    discussion prompts to follow
  • Internet research and PowerPoint presentations

37
Resources
  • Azulejo.  Colbert, Colbert, Kanter, Maura
    Sugano eds, Wayside Publishing.  2002.
  • La ensenanza del español a hispanohablantesPraxi
    s y teoría. M. Cecilia Colombi and Francisco X.
    Alarcon eds, Houghton Mifflin Co. 1997.
  • Teacher Preparation and the Heritage Language
    Learner What Teachers Need to Know. Guadalupe
    Valdez, Stanford University. 2000.
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