Watertown Public Schools

30 Common Street Watertown, Massachusetts 02472-3492

Phone: (617) 926-7700 Fax: (617) 923-1234

Mary C. DeLai

Assistant Superintendent

Finance & Operations

Kathleen Desmarais, M.Ed.

Director of Student Services

Dede Galdston, Ed.D.

Superintendent of Schools

Theresa B. McGuinness, Ed.D. Assistant Superintendent

Teaching, Learning, & Assessment

Craig Hardimon, M.Ed.

Director of Human Resources

MEMORANDUM

To: Watertown School Committee

From: Adam Silverberg, World Language Coordinator

CC: Dr. Dede Galdston, Superintendent of Schools, Dr. Theresa McGuinness, Assistant Superintendent

Date: September 28, 2017

RE: Foreign Language in the Elementary Schools (FLES) Update

This school year is year two of the implementation of the Foreign Language in the Elementary Schools (FLES)

Program. The Program has grown and has proven to be successful. Currently, every student in Kindergarten and

Grade 1 receives Spanish instruction thirty minutes per day, three days per week. The model of instruction

includes teacher and student interaction in the target language, Spanish. The goal is for all students to attain the

novice-high level of communication by the end of fifth grade. Attached is the Executive Summary from Year 1,

which further details the program, its rationale, the research, its goals, a definition of novice-high proficiency, and

more.

The FLES Program will add one grade per year until there is a fully implemented K-5 program. Students in the

FLES Program will achieve district goals of becoming more culturally aware and globally competent citizens.

Additionally, second language acquisition strengthens knowledge of the first language and promotes English

literacy skills.

In Year 1, teachers and the World Language Coordinator developed a scope and sequence of the Kindergarten

curriculum (see attached kindergarten curriculum). The scope and sequence was revisited and revised frequently

throughout the school year. Units were developed based on students’ abilities to communicate in Spanish.

Thought was also given to what students learn in their general education classrooms. Additionally, three

interview-based assessments were written and administered to all students. The results of the assessments

demonstrate that students considerably improved their language skills throughout the year. For example, in the

May/June Assessment, 80 percent of students provided correct answers to all questions either on their own or with

a prompt from the teacher (see attached Assessment Data documents).

A parent survey was conducted in May 2017 with 83 parents responding across the district. The results were

resoundingly positive. One hundred percent of parents mentioned that they like that their child is learning

Spanish, that their child can speak some words in Spanish, and that they want their child to continue taking

Spanish in first grade. Ninety-nine percent of parents responded that their child likes learning Spanish, and that

they are happy with the FLES Program (see attached Parent Survey).

This school year, the FLES Program was added to first grade. Two teachers continued their work from last year,

and two new teachers were hired to help grow the program. During August 2017, this group of teachers and the

World Language Coordinator created a scope and sequence for first-grade curriculum (see attached first-grade

curriculum). This group will continue to revisit and revise the curriculum as needed. They will create

performance-based assessments for first-grade students and assess students multiple times during this school year.

The group will also develop curriculum for grades 2-5.

9 | ACTFL PROFICIENCY GUIDELINES 2012 © ACTFL, INC., 2012

ACTFL Proficiency Guidelines 2012 – SPEAKING

NOVICENovice-level speakers can communicate short messages on highly predictable, everyday topics that affect them directly. They do so primarily through the use of isolated words and phrases that have been encountered, memorized, and recalled. Novice-level speak-ers may be difficult to understand even by the most sympathetic interlocutors accustomed to non-native speech.

Novice HighSpeakers at the Novice High sublevel are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communica-tive tasks in straightforward social situa tions. Conversation is restricted to a few of the predict able topics necessary for survival in the target language culture, such as basic personal informa tion, basic objects, and a limited number of activi-ties, preferences, and immediate needs. Novice High speakers respond to simple, direct questions or requests for informa-tion. They are also able to ask a few formulaic questions.

Novice High speakers are able to express personal meaning by relying heavily on learned phrases or recombinations of these and what they hear from their interlocutor. Their language consists primarily of short and some times incomplete sentences in the present, and may be hesitant or inaccurate. On the other hand, since their language often consists of expansions of learned material and stock phrases, they may sometimes sound surprisingly fluent and accurate. Pronuncia-tion, vocabu lary, and syntax may be strongly influenced by the first language. Frequent misun derstandings may arise but, with repeti tion or rephras ing, Novice High speakers can generally be understood by sympathetic interlocutors used to non-natives. When called on to handle a variety of topics and perform functions pertaining to the Interme diate level, a Novice High speaker can sometimes respond in intelligible sentences, but will not be able to sustain sentence-level discourse.

Novice MidSpeakers at the Novice Mid sublevel communicate minimally by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may say only two or three words at a time or give an occasional stock answer. They pause frequently as they search for simple vocabulary or attempt to recycle their own and their interlocutor’s words. Novice Mid speakers may be understood with difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics and perform functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence.

Novice LowSpeakers at the Novice Low sublevel have no real functional ability and, because of their pronunciation, may be unintelli-gible. Given adequate time and familiar cues, they may be able to exchange greetings, give their identity, and name a num-ber of familiar objects from their immediate environment. They are unable to perform functions or handle topics pertaining to the Intermediate level, and cannot therefore participate in a true conversational exchange.

9/28/2017 **K Curriculum Map** - Google Docs

https://docs.google.com/document/d/1Idy0A18BW7WbkCtyjk1nYPoMbl1DLD9MQ2xD9ULsAkM/edit 1/6

Kindergarten Curriculum Map (2016­2017) Units Topics Can do statements List of essenal vocabulary Common MA Standards Acvies/Games/Songs/Videos/Books Unit 1 Becoming part of a (school) community: topic: Escuela Essenal/Guiding Quesons: ¿Qué haces en el salón? ¿Qué palabras usamos para los úles escolares en español?

‐Greengs ‐Colors ‐Basic direcons ‐Back to school theme

‐Classroom objects

‐ I can respond to someone asking me my name ‐name the colors (3‐8 or more) ‐idenfy 5 colors ‐I can tell what colors (objects) I see (yo veo…) ‐I can say what colors I like (me gusta.) ‐follow basic direcons (sit, stand, walk, move hands, “listos”) ‐respond to a greeng queson ‐ I can say hello and goodbye ‐ I can respond to hello and goodbye from someone ‐ bien/mal/mas o menos ‐ Idenfy classroom objects (when shown) use “por favor” when “asking” for a classroom object Language chunks: ¿Cómo te llamas? Me llamo _________ ¿Cómo estas? Bien/mal/más o menos Yo veo__________ Me gusta__________(colors).

Greengs/Farewells Hola, Buenos días, Buenas noches, Buenas tardes, Adiós, Hasta mañana Bien, mal, mas o menos. Introducons ¿Cómo te llamas?, Me llamo…, Colors Los colores, azul, verde, rojo, amarillo, anaranjado, morado, marrón o café, blanco, negro, gris. Basic Direcons levántense (párense), siéntense, levanta la mano, manos arriba, manos abajo, manos al centro, caminen, salten Basic Quesons/Answers of courtesy ¿Cómo estás?, (muy) bien, (muy) mal, Por favor, Gracias, De nada, Sí, No Classroom objects lápiz, crayones (crayolas), libro, papel, jeras, pega(mento)/goma, marcadores Numbers Recitar los números del 1 al 10.

ELA RL MA 1 (preK) ELA RL MA 3 (preK) ELA RL MA 10 ELA RI MA all (preK) ELA SL MA 1a, 1b ELA SL MA 4 Math pK.CC MA 1 Math pK.CC MA 2 Math pK.CC MA 4 Math pK.CC MA 5 SS PreK.4 HG ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Summave Assessments ‐Interview to assess performance ‐‐ interpersonal responding to quesons ‐Mochila ‐‐ put things in your bag at the end of the unit

Acvies/Games Bingo: numbers and colors Bingo: úles escolares Cards of color trains (individual bags) Toys in different colors /sorng game Poster of a “color train” on the floor Cutouts of animals from the book Brown Bear, Brown Bear Veo, veo el color…(in the classroom) Different color blocks Linking blocks different colors in lile bags Duck,duck, goose usando cómo te llamas/estás **Mochila** Songs/Videos Buenos Dias by Orozco Cuenta Conmigo by Calico Colores, Colores by Calico Hola amigos by Singalingo Camina by Singalingo Books David va a la escuela Oso pardo, oso pardo El día de Ricardo (BB) ¿Cómo van a la escuela los dinosaurios ? (behavior) Freight Train (BB) Mouse Paint (BB) Anno’s Counng Book(BB)

9/28/2017 **K Curriculum Map** - Google Docs

https://docs.google.com/document/d/1Idy0A18BW7WbkCtyjk1nYPoMbl1DLD9MQ2xD9ULsAkM/edit 2/6

Units Topics Can do statements List of essenal vocabulary Common MA Standards Acvies/Games/Songs/Videos/Books Unit 2 My body and clothes Essenal/Guiding Quesons: ¿Qué ropa me pongo en el otoño? ¿Qué palabras usamos para describir mi cuerpo?

‐Body ‐Clothes

‐ The weather and the calendar ‐Fall

I can: ‐idenfy body parts (point) ‐recitar 1‐15 ‐idenfy basic clothing for the changing seasons ‐tell what I need to wear (necesito…) ‐tell what I have (on) ‐‐ teacher with tengo, students, respond ‐ I can repeat phrases about what I have and need ‐I can respond to quesons about what I am wearing ‐ I can answer a yes/no quesons about what I have on ‐I can use the calendar count ‐I can say/sing/recite/chant Monday‐Sunday ‐ I can repeat what the weather is ‐I can express different colors related to the changing leaves on trees ‐I can talk about trees, leaves, and pumpkins, apples during the changing season ‐ I can begin use “y tu” to ask a friend something Language chunk: ‐Yo necesito ______. ‐Yo tengo________. ‐ Hace ___ (weather) ‐ Está ____ (weather) ‐ Me llamo ___. ‐ Hoy es… (day/date) ‐ “y tú” ‐‐ teacher exposure ‐ Yo veo el pantalón azul, las medias rojas (unit 1).

Body parts cuerpo, cabeza, orejas,los ojos, rodillas, nariz, la boca, los brazos, manos, piernas, pies, hombros Clothes la ropa, la camiseta, los pantalones, las medias, el vesdo, los zapatos, la chaqueta,¿qué enes puesto?, ¿enes ___(pantalón, camiseta, etc)? Calendar/weather el calendario, lunes, martes, miércoles, jueves, viernes, sábado, domingo (sepembre, octubre, noviembre, diciembre), hace calor, hace frío, hace sol, está soleado, hace viento Fall el árbol, las hojas, la calabaza, la manzana, espantapájaros Numbers Recitar 1‐15 General quesons yes/no either/or ¿qué necesitas? ¿necesitas ___crayón, jeras, etc? ¿Qué día es hoy? ¿Qué empo hace hoy? ‐¿Cómo estás? Estoy bien ‐¿De qué color es el pantalón? ‐¿Dónde está partes del cuerpo? ‐¿Qué ves?

ELA RL MA 1 ELA RL MA 3 ELA RL MA 10 ELA RI MA ELA SL MA 1a, 1b ELA SL MA 4 Math K.CC MA 5 PreK ESS2‐5(MA) K ESS2‐1 K LS1‐2(MA)

Acvies/Games ‐Leaves of different colors (individual bags) ‐Poster board of “apple picking” trees ‐Graph to show how many yellow, red and green apples the student have. ‐Boy with different clothes (velcro) ‐Clothing cutouts (individual bags) ‐20 pairs of sox matching game ‐Parts of a body from construcon paper (cabeza,brazos,pies,piernas,manos, tronco) ‐“ Veo la camisa azul”, “veo los pantalones ”, etc. ‐Scarf game ‐ veo colores ‐Shakers ‐ Yo tengo colores ‐Poster of the weather ‐use body puzzle. put 3 parts together missing one. (necesito:cabeza) ‐Mochila con úles escolares/arculos escolares. ‐Bingo: Arculos escolares ‐Bingo/partes del cuerpo **Interacve person book** Songs/Videos ‐Tengo dos manitas (video) ‐Partes de la cara (video) ‐Partes del cuerpo (video) ‐Llegó el otoño (video) ‐Don Alfredo Baila (video) ‐Cinco calabazas (video) ‐Quién se comió la manzana ‐Mi cuerpo hace musica (song) ‐Ponte a bailar (song)

Books ‐¡El otoño Llegó! ‐Ten apples on my head! ‐La Viejecita que no le tenía miedo a nada ‐Go Away Big Green Monster! ‐Laboriosos deditos ‐Damos Gracias

9/28/2017 **K Curriculum Map** - Google Docs

https://docs.google.com/document/d/1Idy0A18BW7WbkCtyjk1nYPoMbl1DLD9MQ2xD9ULsAkM/edit 3/6

‐Rainy City Rainbow (BB) ‐De la cabeza a los pies ‐Veo el Otoño ‐Celebra el día de Acción de Gracias con Beto y Gaby ‐Otoño por Tanya Thayer (WPL) ‐Calabazas ‐Sopa de Calabazas

Units Topics Can do statements List of essenal vocabulary Common MA Standards Acvies/Games/Songs/Videos/Books Unit 3 All about ME (and my family and friends) Essenal Quesons: What makes a family? How do families differ?

‐Family members ‐Numbers 1‐20 ‐Likes/dislikes ‐Basic emoons ‐Descripons of self

I can: ‐idenfy members of my family ‐respond to how I am feeling describe how my family members feel ‐describe the size of my family ‐describe my friends ‐describe myself ‐respond to quesons about myself (how old, where I live) ‐list what I like ‐tell what I like and don’t like ‐list common foods ‐categorize fruits and vegetables ‐talk about my favorite things (colors, acvies, foods, animals) ‐Count how many foods/colors/family members/objects/etc. are in a group ‐Compliment others’ “clothes” using “me gusta” ‐Respond to a compliment with “gracias” Language chunks: ‐En mi familia… ‐Yo tengo ___ ‐Yo soy ___ ‐Mi amigo/familia es __ ‐Tengo __ años ‐Soy de ___ (‐Vivo en ___) ‐Me gusta ___ ‐No me gusta ___

Family mamá, papá, hermano, hermana, abuelo, abuela, perro, gato,yo Number 0‐20 Likes and dislikes Me gusta comer/beber… pan, queso, leche, arroz, pollo, agua, sopa Food cognates Descripons of feelings ¿Cómo estás? ‐‐ Estoy… feliz, triste, cansado, entusiasmado Descripons of self and others Tengo ojos ____. ¿Cuántos años enes tú? ‐‐ Yo tengo _ años. (¿Dónde vives? ‐‐ Vivo en Watertown.) (¿De dónde eres? ‐‐ Soy de) Watertown, mi familia es de ___.

ELA RL MA 1 ELA RL MA 3 ELA RL MA 10 ELA RI MA ELA SL MA 1a, 1b ELA SL MA 4 Math K.CC MA 3 Match K.CC MA 5 Math K.MD MA 3 SS PreK‐K.3 G SS PreK‐K.4 G

Acvies/Games ‐Poster of family members (fotos) ‐Play food and Illustraons of food ‐Match game of mama and baby animals ‐Finger puppets of family ‐La familia (individual bags) ‐Librito de la familia ‐Mi familia con paletas de madera ‐Scarfs (Me gusta /Yo tengo focus on color) ‐Shakers (Me gusta/ Yo tengo focus on color) ‐Family bag‐take out a doll and say Yo tengo__. ‐Partner acvity: pictures of mulcultural/different types of families for kids to point and say: Yo veo la mamá, etc. ‐Partner acvity: Idenfy family members on books, Yo veo__. ‐Role play family members ‐Fruit bingo ‐Fruit dominoes ‐Me gusta/No me gusta with plates ‐Individual weather wheels **Cuadro de la familia** Photos of children expressing emoons Songs/Videos ‐La familia dedo (song/video) ‐Torllas para mama, torllas para papa (song) ‐Las frutas ‐La sopa canción (vegetales) ‐Authenc video: Making torllas ‐Música Libre website Tradional song:

9/28/2017 **K Curriculum Map** - Google Docs

https://docs.google.com/document/d/1Idy0A18BW7WbkCtyjk1nYPoMbl1DLD9MQ2xD9ULsAkM/edit 4/6

‐Los Pollitos Dicen (song/video) ‐Torllas, torllas ‐Chocolate (song/video) Books When Sophie gets angry‐really, really angry... ‐¡Llegó el invierno! ‐Food/La Comida ‐¿ Eres mi Mama ? ‐Is your mama a llama? ‐Let’s Eat! A comer! ‐Te Quiero, Abuela ‐Magda’s Torllas ‐My Grandma, Mi abuelita ‐Maya’s Blanket/La manta de Maya ‐Who’s in my family? ‐Con Mi Hermano ‐Más, más, más dijo el bebé ‐Yum! Mm, Mm! Que Rico! ‐Un Día de Nieve (BB) ‐Where is my Teddy? (BB) ‐La Oruga Muy Hambrienta ‐La sopa de tomate y papa (Sanllana) ‐Susi amasa (Sanllana)Lile Bear (shopping cart) ‐Invierno ‐The Empanadas that Abuela Made.

Units Topics Can do statements List of essenal vocabulary Common MA Standards Acvies/Games/Songs/Videos/Books Unit 4: All around me Essenal Quesons: What are houses like?

‐Casa ‐Pets ‐Shapes ‐Sizes

I can: ‐Idenfy places around the school (school,office, library, parque, gimnasio, enfermería, cafetería, mi salón.) ‐Idenfy community helpers (police, fire, etc. ‐‐ we have dolls and songs) ‐Idenfy rooms in a house ‐Describe the house (size and color) ‐ tell what you do in each room (one word ) ‐Answer: Qué haces en cada cuarto ‐Lavarse/cocinar/comer/dormir/leer ‐ Answer: “que te gusta hacer en cada cuarto” ‐idenfy pets

Casa : la cocina, el comedor, el baño , la sala, el dormitorio/el cuarto, etc. verbos: cocinar, comer, lavarse las manos/los dientes, leer, dormir Mascotas: gato, perro, pez, conejo, tortuga, pájaro ‐¿Tienes una mascota?

ELA RL MA 1 ELA RL MA 3 ELA RL MA 10 ELA RI MA ELA SL MA 1a, 1b ELA SL MA 4 Math K.G MA 2 Math K.G MA 5 PreK LS1‐1(MA) SS PreK.5 HG SS PreK‐K.6 C SS PreK‐K.7a C

Acvies/Games Poster board de una casa ‐Individual house with furniture ‐make a house/animals with shapes ‐Hand puppets of animals ‐Animal puzzles ‐Bingo: shapes and animals/pets ‐Poster board de figuras geometricas/colores ‐Under the cup, where is osito? ‐Animal sounds ‐Create a house ‐Partner Acvity: house puzzle ‐Yo necesito__.

1st Grade Curriculum Map (2017­2018) Last year material ; New material ; Assessed material

# Topics Can do statements Unit Assessments List of essenal vocabulary Unit 1 Becoming part of a (school) community: topic: Escuela Essenal Quesons: What is a community? What makes a school a school? 8 weeks

Greengs

Describing the classroom

Follow direcons

School Building

I can... ‐ say my name ‐ ask for someone’s name (using y tú) ‐ I can respond to someone asking me my name ‐ count 1‐31 ‐describe the classroom with colors ‐Describe the classroom with sizes ‐Idenfy classroom objects when shown ‐Describe classroom objects ‐Follow basic direcons (sit, stand, walk, move hands, “listos”) ‐respond to a queson about how I feel “como estas” ‐ ask someone else how they feel using “y tu” ‐ use “por favor” when ‐“asking” for a classroom object “Necesito ___, por favor” ‐ I can say hello and goodbye ‐ I can respond to hello and goodbye from someone ‐ I can tell what colors (objects) I see (yo veo…) ‐ Make predicons in books about school ‐ Illustrate school ‐ Present a school “yo veo/tengo/me gusta” ‐ List/idenfy workers of a school ‐List/idenfy places in a school ‐Tell what classes I have in a day ‐Tell what classes I like/dislike in a day. ‐Recognize different places in the school ‐Categorize where you do things

Students draw their own school (or are given schools). Students present what they have in a school, the sizes of classrooms, what they like, the workers in the school. Interpreve listening ‐‐ circle what the teacher says about the school Interpersonal: teacher hands out two schools.. Students ask and answer quesons about each other’s schools ‐‐ funconal language “y tu” ‐‐‐‐ Other interpersonal ‐‐ partners… brief convos ‐‐ informal Greeng each other and ask how are you Teacher role of student: follow direcons Interpreve: follow basic direcons

Greengs/Farewells Hola, buenos días, buenas noches, adiós, hasta luego, hasta mañana (word ladders), me llamo, cómo te llamas Classroom objects lápiz, crayones (crayolas), libro, papel, jeras, pega(mento)/goma, marcadores,mochila, regla, borrador/goma de borrar, sacapuntas The school La biblioteca, el salón, la cafetería, el parque, el gimnasio, la oficina, el salón de arte, el salón de música, la enfermería El salón ‐‐ escribir la cafetería ‐‐ comer salón de arte ‐‐ dibujar, Biblioteca ‐‐ leer Parque ‐‐ jugar Gimnasio ‐‐ saltar/jugar Salón de música ‐‐ cantar (tocar) Enfermería ‐‐ llorar Language chunks: Yo veo __ Yo tengo ___ Yo necesito __, por favor. Me gusta ___ Mi escuela ene ___.

Language Funcons:

Answer quesons by lisng, naming and idenfying

Ask basic quesons (y tú)

# Topics Can do statements Unit Assessments List of essenal vocabulary Unit 2: What I like to do! Why do people have hobbies?

Body

Clothes

Acvies/Sports

Feelings

Injuries

I can ‐name an acvity/sport ‐name clothes necessary for the acvity ‐name body parts that I need to do that acvity ‐compare and contrast two acvies ‐tell how you feel when you parcipate in an acvity ‐explain where you do certain acvies (in the school?)

Present a hobby ‐‐ explain what the hobby is, what body parts you need, what clothes you need to wear, how you feel when playing, where you play it

Body: cuerpo, cabeza, orejas,los ojos, rodillas, nariz, la boca, los brazos, manos, piernas, pies, hombros Clothes: la ropa, la camiseta, los pantalones, las medias , el vesdo, los zapatos, la chaqueta, las zapalla, traje de baño, pantalones cortos/pantaloneta/shorts Acvidades Deportes: béisbol, básquetbol, fútbol, fútbol americano, hockey, lacrosse, tenis, esquiar, snowboarding, la natación Verbos Bailar, cantar, tocar el instrumento , pintar , dibujar, leer, j ugar en mi iPad, jugar videojuegos, ver televisión, panar Jugar, correr , nadar, praccar Cosas La pelota/ el balón, el bate, la raqueta, el palo Senmientos : Feliz, triste, emocionado , cansado Injuries: Me duele ______ Language Chunks: ¿Qué haces? Yo (no) _______ (conjugate a verb) Me gusta ______ Necesito _____ Estoy _____. Mi acvidad/pasaempo/deporte favorito es...

# Topics Can Do Statements Unit Assessments List of essenal vocabulary Unit 3 It’s not all about me! What makes a community a community?

Community helpers Clothes Descripon of people Places around town Modes of transportaon Shapes

I can: ‐ answer who/what quesons about my community helpers ‐idenfy community helpers ‐describe community helpers ‐describe myself ‐respond to “quién,” “dónde” y “cómo es…” ‐say where people work ‐create a mode of transportaon ‐describe a mode of transportaon using shapes ‐talk about what each person does ‐Tell what there is on a map

I can answer who/what quesons about my community helpers I can describe a community helper

Community helpers: Personas, Bombero, policía, enfermero, cartero, doctor(a)/médico, recolector de basura, maestro Descripon of people: Soy/Es alto, bajo, fuerte, simpáco, inteligente, bueno, malo. Places: Hay: Estación de bomberos, estacion de policia, hospital, el correo, escuela, el basurero Verbos importantes: Trabajar, proteger, cuidar, enseñar, Transportaon: Camión de bomberos, carro de policía, ambulancia, camión de correo, camión de basura Shapes: triángulo , círculo, cuadrado, rectángulo rombo, corazón, óvalo Language Chunks: Hay ____ (places) ¿Quién es? ¿Cómo es? ¿Dónde está? Soy ___ Es ___ ¿y tú? Me gusta ____ ____ es mi favorito.

# Topics Can do statements Unit Assessments List of essenal vocabulary Unit 4: Habitats and Living Organisms: La Selva Tropical What is a habitat? What makes a rainforest alive?

Plants

Animals/Insects ( Descripons)

Weather/Climate

Maps/Globes

Basic Needs

Colors

I can: ‐list animals ‐Idenfy animals ‐Describe animals (size, shape, color, do) ‐Describe where animals live ‐Idenfy where a rainforest is on a map ‐Explain what animals’ basic needs are ‐Name at least 1 Spanish‐speaking country that has a rainforest ‐Create and present an animal ‐list plants ‐describe plants (colors/shape/sizes/where things live) ‐I can talk about animal families

Explain what animals’ basic needs are?? ‐Create and present an animal ‐create and present a habitat

Animales: mono, pájaros , coquí/rana, culebras, iguanas, tortugas , Insectos: mariposa, mosquitos, hormigas, araña, Plantas: árbol, flor, pasto/césped, hojas , erra, agua, sol Verbos: Volar, trepar los árboles, picar, marchar Beber, comer, dormir , vivir, buscar, moverse, saltar, caminar, arrastrarse, Descripon of animals/habitat: Soy/Es alto, bajo, fuerte, simpáco, inteligente, bueno, malo , largo, corto, lluvioso, húmedo, neblina, suave, duro, Language Chunks: ¿Dónde vive el ___? El mono trepa el árbol. Las hormigas marchan. El pájaro vuela. La mariposa vuela. El mosquito pica. Las plantas/el árbol necesita(n) sol/agua/aire, protección Yo necesito ____. Animal necesita ____.

9/28/2017 FLES (Pre)Kindergarten Parents' Survey 2016-2017

https://docs.google.com/forms/d/1Inb1XbIU16gKPurjCPKb1PTRZgUiMrndi9-Mu_SiheQ/viewanalytics 1/8

FLES (Pre)Kindergarten Parents' Survey2016-201783 responses

My child's school is...82 responses

My child's Spanish teacher is...78 responses

My child is in...82 responses

Cunniff

Hosmer

Lowell

13.4%

45.1%

41.5%

(Ms.) Señora Gerena

(Ms.) Señora McCready

30.8%

9/28/2017 FLES (Pre)Kindergarten Parents' Survey 2016-2017

https://docs.google.com/forms/d/1Inb1XbIU16gKPurjCPKb1PTRZgUiMrndi9-Mu_SiheQ/viewanalytics 2/8

82 responses

I expect my child to understand his/her teacher during Spanish class.82 responses

My child tells me what he/she learns in Spanish class.81 responses

Pre K

Kindergarten

69.5%

30.5%

Always

Most of the time

Sometimes

Rarely

Never

11%

42.7%

45.1%

Yes

No

93.8%

9/28/2017 FLES (Pre)Kindergarten Parents' Survey 2016-2017

https://docs.google.com/forms/d/1Inb1XbIU16gKPurjCPKb1PTRZgUiMrndi9-Mu_SiheQ/viewanalytics 3/8

I like that my child is learning Spanish in Kindergarten.82 responses

My child likes learning Spanish.82 responses

My child can speak some words in Spanish.81 responses

Yes

No

100%

Yes

No

98.8%

Yes

No

100%

9/28/2017 FLES (Pre)Kindergarten Parents' Survey 2016-2017

https://docs.google.com/forms/d/1Inb1XbIU16gKPurjCPKb1PTRZgUiMrndi9-Mu_SiheQ/viewanalytics 4/8

I want my child to continue taking Spanish in 1st grade.82 responses

I am happy with the FLES Progam82 responses

Please add any additional comments for feedback.50 responses

It would be great if you could provide us handouts spanish that was learned for the day. (2)

I observed my son's Watertown youth baseball team counting in Spanish for their pre-game stretching routine -it was so fun to watch! They all seemed very proud. I have also observed some classmates singing Spanish

Yes

No

100%

Yes

No

98.8%

9/28/2017 FLES (Pre)Kindergarten Parents' Survey 2016-2017

https://docs.google.com/forms/d/1Inb1XbIU16gKPurjCPKb1PTRZgUiMrndi9-Mu_SiheQ/viewanalytics 5/8

it was so fun to watch! They all seemed very proud. I have also observed some classmates singing Spanishsongs on the playground.

We're so happy our son has the opportunity for Spanish learning in elementary school! We consider ourselvesso lucky he has this opportunity. Thank you!!!

would love to have other language options in the future

I wish the words aligned more with the curriculum and were reinforced throughout the day. I feel like it wasn'tmeaningful to my child and he didn't use th vocabulary often

My son, Sagan, loves his teacher and loves learning Spanish (he always refers to it as espanol) and we lovewhen he teaches us new words he has learned! Senora Shapre is so wonderful and really cares about herstudents. I also love the fact that she is from Peru and can teach the kids culture as well as language. We feelso lucky Sagan is a pioneer student for the program and can't wait to see how he does in the years to come.

I think it's great that students are starting a second language in kindergarten!

Everyone I've spoken to is VERY happy about the program and thinks it's a crucial part of the curriculum.

Thank you for this amazing addition to the elementary curriculum!! My daughter sings, counts and says somewords/phrases in Spanish here at home due to what she has learned in your program. We have had a greatkindergarten experience and this program is a real highlight. I am so glad that Watertown is starting to teach alanguage at this young age. I believe it is adding so much to their education and helping expand their minds ata time when their brains can really absorb another language. Please let me know if there is anything I can do tosupport the program going forward. Christinamjmurphy@gmail.com Thank you!!

Love the program. Ms McCready is amazing.

The expect my child to understand is a vague question. I do not know how much of the class is in onlySpanish. If the whole class is then I do not expect my child to understand. If only a small part is then I expectmy child to fully understand. I suspect it is somewhere in the middle, hence my response.

Spanish is my son's favorite thing about kindergarten. I am so happy that Watertown started this program.

I love the addition of Spanish to the curriculum, but I worry it's cutting back on already minimal recreation time.This is a larger issue for the school board, but an important one to consider.

My daughter really LOVES her Spanish class. She tries to teach me words at home. Her sister who is in 2ndgrade is bummed that she does not have Spanish classes. i hope this program continues all the way yo the 5thgrade

I think it's great that this will be a continuing program as the kids progress through the grades. Starting earlywill be a huge advantage over taking language classes later in their learning careers.

My Pre K child loves her teacher and learning Spanish! I am blown away about how fast she has picked upSpanish and how much she is loving it!! Hope it can continue!

My daughter Quinn LOVES Spanish. She uses Spanish words at home, sings songs in Spanish and enjoyspassing along her knowledge. Senora McCready is now a household name. I sincerely hope this program

continues all through elementary and middle school as being able to speak a 2nd language is such a benetand advantage.

This is such a wonderful program, my son loves learning Spanish and has been teaching me words at home.

Luke loves Spanish! At the park, a family was speaking Spanish and we used a few words he knew with them.Hola, Me llamo Luke. He also knows many colors and counting. I am very impressed with the program andSenora Sharpe

This was a great addition to the curriculum -- my daughter loves sharing what she has learned.

9/28/2017 FLES (Pre)Kindergarten Parents' Survey 2016-2017

https://docs.google.com/forms/d/1Inb1XbIU16gKPurjCPKb1PTRZgUiMrndi9-Mu_SiheQ/viewanalytics 6/8

This was a great addition to the curriculum -- my daughter loves sharing what she has learned.

We moved here from Arlington largely because of the Spanish program. I am very disappointed thatPrekindergarten won't have it next year. It is imperative that second languages be taught as early as possible,and it is truly backwards to start teaching them in middle school. I had early FL exposure in my own privategradeschool and it was a huge academic advantage for me in high school - it freed me up to focus on othersubjects that were more challenging for me. I then tested out of the gen eds in college.

My child, Garvin Toye, and my husband and I are so happy with the Spanish program and can't stress enoughhow great and important it is to be continued. Thank you for taking the time to consider our feedback!!!

It's been a great experience for us! She comes home singing the songs, recognizes words here and there if shesees a sign in Spanish, etc.

We are a one-language household, and we couldn't be happier with the program! My daughter LOVES learning Spanish - it's easily her favorite part of the day. She now asks to watch herfavorite TV shows or listen to music in Spanish, so she can recognize words. She asks other grown ups if theyspeak Spanish and if she can talk with them. She regularly sings the songs they learn, and "teaches" it to herlittle sister when they play school. This program has been incredible for her - we've seen her learn and grow.She said to me this morning that she "loves languages and wants to learn more of them". I truly, truly hope thatthis is a program that follows her up through the years.

While I indicated that my son likes learning Spanish, he sometimes complains! I mentioned this to his teacherand she indicated that it might be because it sometimes goes too slow for him. Love that he sometimesbreaks into Spanish words in the middle of a sentence or counts in Spanish without prompting. I love that hehas this opportunity and hope that it continues throughout his elementary 'career'.

My daughter loves learning Spanish. She teaches her sister the words she learns. And we practice at home.We would be very sad if this program did not continue.

Our family is extremely happy with Spanish being incorporated into the curriculum at this early age when theyare sponges for information. The foundation being created will last a lifetime. We hope this program continuesas we see this as a very useful and benecial life skill that will enrich their lives.

I love this program. My daughter says it's her favorite class and she has learned so much. She impresses mewith her spainish daily!

This has been a wonderful program! I'm so thrilled my son has been able to participate in it. He will be playingLegos or doing other such acivity and will sing songs in Spanish to himself- it's great! Please continue thisprogram- it's SO great for these kids! Thank you!

Please keep this program going. See this pre-k class all the way through m. It will give you good data and thekids the best chance at being Bilingual: win win!

It has been a wonderful experience for our son, opening the door to many wonderful conversations aboutdiversity, other languages and cultures.

My son, Jack has learned so much this year. I'd love for him to be continue Spanish in rst grade. It wasamazing and very impressed with the Spanish he has learned. Thank you for allowing this wonderful

experience.

This program is an outstanding opportunity for our children.

This is an outstanding program for our children. Learning a second and/or third language at this early age willmake it much easier for our children to develop better language skills, and expand their brains and horizons tounderstand other languages and cultures. We are blessed to have this program.

We really appreciate this program and think it is a wonderful initiative

9/28/2017 FLES (Pre)Kindergarten Parents' Survey 2016-2017

https://docs.google.com/forms/d/1Inb1XbIU16gKPurjCPKb1PTRZgUiMrndi9-Mu_SiheQ/viewanalytics 7/8

I love the program. It's giving our students a big advantage academically. Do it again!

This is a great program!!! Please please please continue it and let me know if you need any parents toadvocate for continuation of program (I'm at kellymccoy3@gmail.com). My daughter has had a greatexperience and now regularly incorporates the Spanish words for objects in her everyday conversation,teaching me things she has learned. She also walks around the housing singing songs in Spanish.

Kayden loves learning Spanish

I think that this was an excellent idea to add a FL when the mind is young and the eagerness to learn is there.Kuddos to whoever thought of this idea. Hope it continues on to higher grades.

Señora McCready and Mrs. Connors have made learning Spanish an exciting part of our daughter's dailyroutine. She has thoroughly enjoyed this school year.

I always ask my child what she did during Spanish, but since its early in the day when she has it, and late in theday when I see her, she does (try to?) remember. Anyway, I'm very excited for this program, and hope it will beable to expand through the WPS system as she grows.

I have a son who is going into second grade and I would love for him to begin learning Spanish, as well.

I LOVE this program! Spanish is my son's favorite part of the day

My child is uent in Spanish but señora Gerena does a good job accommodating her

I think it is fantastic that you are including another language as part of the curriculum.

I LOVE that my son is learning Spanish in pre-K. I think it is helping his brain development - this is why it is soimportant to me. I also think it is helping build literacy and other learning. I am so very impressed by SraMcCready. My son is more excited about Spanish than other parts of his day. He sings songs in Spanish all thetime at home and teaches me words, whereas he won't say anything about other topics he is learning about.

The FLES program is part of the reason we decided to stay in the Watertown District. We feel very lucky thatour kids will have the opportunity to learn a second language. Simon loves Spanish so much that he is trying toteach his younger brother what he learns. He is constantly singing the songs at home and seems to really bepicking up on the language. Senora McCready teaches very meaningful lessons and teaches students to lovethe language. Her songs and games make the learning really fun. I just asked Simon what he thinks aboutSenora McCready and he said, "She's always happy and I think she can speak a little English." :) Our familyloves it!

Our mother language is Spanish but I like because she come at home with news song and she like it and shealways toll me señora Gerena is so sweet

Leila loves learning spanish with Señora McCready. She brings home new words almost every night that she'sbeen learning and incorporates them into her vocabulary. I think this program is wonderful and hope itcontinues.

Please include your name if you wish.49 responses

3

3 (6.1%)3 (6.1%)3 (6.1%)

9/28/2017 FLES (Pre)Kindergarten Parents' Survey 2016-2017

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Forms

FLES November Assessment Data

Nombre Hola Como estas Adios¿Cómo te llamas?

Colores (identifica 3) use manipulatives Contar 1-10

El cuerpo (donde esta). Identify 3 Notes

Average Scores 1.822 1.457 1.602 1.532 1.710 1.755 1.866% of 1s and 2s combined 94.05% 91.08% 85.50% 89.22% 86.62% 93.31% 95.91%# of 2s 237 147 201 172 227 221 244% 2s 88.10% 54.65% 74.72% 63.94% 84.39% 82.16% 90.71%# of 1s 16 98 29 68 6 30 14% of 1s 5.95% 36.43% 10.78% 25.28% 2.23% 11.15% 5.20%# of 0s 16 24 39 29 36 18 11% of 0s 5.95% 8.92% 14.50% 10.78% 13.38% 6.69% 4.09%Total # of Students 269 269 269 269 269 269 269

FLES February Assessment Data

Nombre Hola Como estas Adios¿Cómo te llamas?

Colores (identifica 5) Contar 1-20

El cuerpo (donde esta). Identify 5 La ropa La familia Los objetos

Me gusta/no Me gusta Notes

Average Scores 1.902 1.879 1.894 1.663 1.830 1.917 1.761 1.530 1.280 1.917% of 1s and 2s combined 96.97% 98.48% 98.48% 93.56% 95.45% 97.35% 93.18% 84.85% 73.11% 98.48%# of 2s 246 236 240 192 231 133 249 219 180 145 246% 2s 93.18% 89.39% 90.91% 72.73% 87.50% 94.32% 82.95% 68.18% 54.92% 93.18%# of 1s 10 24 20 55 21 8 27 44 48 14% of 1s 3.79% 9.09% 7.58% 20.83% 7.95% 3.03% 10.23% 16.67% 18.18% 5.30%# of 0s 8 4 4 17 12 7 18 40 71 4% of 0s 3.03% 1.52% 1.52% 6.44% 4.55% 2.65% 6.82% 15.15% 26.89% 1.52%Total # of Students 264 264 264 264 264 264 264 264 264 264 264

FLES May/June Assessment Data

Nombre Hola Como estas

El cuerpo (donde esta). Identify 5 La familia La ropa

Los objetos (0-12)

Figuras/Tamaños

La casa/mascotas notes

0=red; 1=yellow, 2=green

0=red; 1=yellow, 2=green

0-2=red; 3-5=yellow; 6+=green

0-2=red; 3-4=yellow; 5+=green

0-1=red; 2-3=yellow; 4+=green

0-3=red; 4-5=yellow; 6-12=green

0-4=red; 5-8=yellow; 9-12=green

0-3=red; 4-6=yellow; 7-8=green

Average Scores 1.977 1.889 8.364 5.716 3.203 7.739 9.149 6.126% of 1s and 2s combined 98.48% 96.20% 97.72% 95.06% 82.51% 79.85% 88.97% 89.35%# of GREEN 255 238 245 207 138 181 178 139% GREEN 96.96% 90.49% 93.16% 78.71% 52.47% 68.82% 67.68% 52.85%# of YELLOW 4 15 12 43 79 29 56 96% of YELLOW 1.52% 5.70% 4.56% 16.35% 30.04% 11.03% 21.29% 36.50%# of RED 1 7 3 10 43 50 26 25% of RED 0.38% 2.66% 1.14% 3.80% 16.35% 19.01% 9.89% 9.51%Total # of Students 263 263 263 263 263 263 263 263

Program Evaluation

Foreign Language in the Elementary Schools (FLES)

Watertown Public Schools

Year 1

2016­2017

Completed by:

Adam Silverberg, MAT, C.A.G.S

World Language Coordinator, K­12

Watertown Public Schools

June 12, 2017

Contents

Contents 1

Executive Summary 2 Program Description 2

Rationale 2

What the Research Says 2

Goals 2

Watertown FLES Model: 2

Hiring Process 3

Instructional Time for FLES 3

Assessment 3

Future Implementation Plan: 4

Frequently Asked Questions 4

Budget 6

Curriculum 7

Student Assessment Data 8

Survey 9

Future of the Program 10

Additional Research 11

Surrounding Schools with FLES Programs 12

Addendum 13

1

Executive Summary

Program Description

FLES stands for Foreign Language in the Elementary School . During the 2016­2017 school year, all Pre­Kindergarten (PreK) and Kindergarten students were taught Spanish using a

proficiency­based learning model. This foreign language class will be the first in a sequence of

an articulated K­12 program in the study of Spanish language and culture.

Rationale

Studies show that learning a second language increases cognitive abilities, interpersonal skills,

and study habits. Becoming proficient in a second language is also an invaluable 21st century

skill (see What the Research Says ).

In Watertown, it is our mission to develop 21st century learners who are globally competent

citizens. Learning a second language and culture not only provides students with language

skills, but it also opens their eyes to the larger world.

What the Research Says

https://www.actfl.org/advocacy/what­the­research­shows ­ Language learning correlates with higher success on standardized tests

­ Language learning benefits students’ reading abilities

­ Language learning improves cognitive abilities

­ Language learning increase social skills

Goals

The goals of the Watertown Public Schools FLES program are to: ­ Develop functional proficiency in Spanish at the beginning stages of language

acquisition.

­ Develop language learners to be proficient at the novice high range upon completion of

K­5 Spanish instruction (based on ACTFL guidelines).

­ Develop language acquisition in the three modes of communication: interpersonal,

interpretive, and presentational.

­ Promote globally competent citizens by studying cultures of the Spanish­speaking world.

­ Provide support to academic content areas, when possible.

Watertown FLES Model:

­ Instruction takes place in the target language at least 90% of the time.

­ Gradually, students use the target language at least 90% of the time in class.

2

­ Creates and uses curriculum guides that promote proficiency in Spanish. These guides

are based on the objectives of what students can do in Spanish. ­ Aims to achieve the Novice­High level of proficiency after a K­5 sequence. Novice­High

language learners can:

­ Speak and write in simple sentences

­ Engage in simple conversations on a variety of topics

­ Read and understand brief texts

­ Follow directions

­ Assesses students informally and formally through a variety of in class activities

­ Assess students via internal common assessments to monitor progress

Hiring Process

During the 2015­2016 and 2016­2017 school year, a team of Kindergarten general education

teachers, elementary Principals, a member of the World Language Department, and the World

Language Coordinator, and current FLES teachers (in year 2) interviewed candidates. Final

candidates were given the opportunity to execute a short lesson to a Kindergarten class.

In order to grow the program, new teachers will be needed annually. The hiring teams in future

years should include at least: the World Language Coordinator, 1 current FLES teacher, 1

elementary Principal/Assistant Principal, 1 classroom teacher of the relevant grades. To be able

to instruct all students in grades K­5, 7­9 teachers will be needed over 6 years.

All FLES teachers must be licensed teachers in Massachusetts, preferably in Spanish for

grades PreK­4 and 5­12. A general education elementary teaching license can also be

acceptable in the absence of an elementary Spanish license. A Watertown assessment for

Spanish communication and knowledge will be conducted in these circumstances.

Instructional Time for FLES

FLES instruction will be part of the regular school day. In Year 1, students in PreK and

Kindergarten receive 30 minutes of Spanish instruction five days per week.

Taking into consideration the cost, the effects on scheduling, and the minutes of direct general

education instruction, in future years, Spanish FLES classes will meet 3 days per week for 30

minute for a total of 90 minutes per week. It is more important for Spanish instruction to occur

more frequently rather than for more time during fewer sessions.

In Year 2, (2017­2018) PreK instruction will be eliminated and First Grade will be added while

maintaining Kindergarten.

Assessment

At the younger grades and lower proficiency levels, Spanish teachers will create their own

informal and formal formative and summative assessments. Summative assessments will be

common among all teachers and classes. They will occur three times per year. Data from these

assessments will be recorded and reported.

3

Since one of the goals of the program is for students to graduate a K­5 sequence with a

Novice­High proficiency level, it is important to formally assess students. The STAMP and/or

AAPPL are official, national assessment tools that assess students’ ability in speaking, listening,

reading, and writing in accordance with ACTFL standards. It is recommended that students in

3rd and/or 5th grade participate in STAMP and/or AAPPL testing. These two years are

recommended in order to assess and calibrate student growth data according to national

standards. The tests cost $15 per student.

Future Implementation Plan:

Year Potential Staffing Needs Grades Offered

2016­2017 3 teachers PreK, Kindergarten (K)

2017­2018 4 teachers PreK , Kindergarten, 1st grade

2018­2019 4­5 teachers K, 1st, 2nd grade

2019­2020 6 teachers K, 1st, 2nd, 3rd grade

2020­2021 7 teachers K, 1st, 2nd, 3rd, 4th grade

2021­2022 8­9 teachers K, 1st, 2nd, 3rd, 4th, 5th grade

2022­2023 Implementation of updated curriculum 6­8 Middle

School; class offerings/structure

Frequently Asked Questions

Q: What is FLES? Why FLES? A: FLES stands for Foreign Language in the Elementary School. It is frequent exposure to another language, in addition to the regular instruction. Students are taught in the target

language for at least 30 minutes a class, at least 3 times a week by a proficient foreign

language speaker. Watertown Public Schools chose FLES because a FLES program can reach

all learners. Also, the FLES program not only promotes language growth, but research also

shows that students’ performance on reading, writing and math assessments improves.*

The goals of the program are:

Students will develop communication skills in a second language.

Students will develop a respect, understanding and appreciation of other cultures.

Content in other disciplines can be reinforced and enriched.

Q: What language is chosen? Why? A: Spanish has been chosen as the language of instruction for FLES. Spanish was chosen for many reasons. Spanish is the largest spoken minority language among Watertown students.

4

Spanish is the largest minority language spoken in the United States. Spanish is a great bridge

language into other Latin­based languages (French, Italian, Romanian, Portuguese).

Q: How often will FLES instruction take place? A: 3 times per week for 30 minutes.

Q: Who delivers instruction? A: A Massachusetts licensed K­4 and/or 5­12 Spanish Foreign Language teacher.

Q: Why are we starting in kindergarten? A: The district chose to begin in kindergarten because the goals of the FLES program are closely related to the goals of the kindergarten curriculum. Research shows that younger

children are more flexible with their thinking and are better able to learn a new language than

older learners. Studies have indicated that early second­language learning promotes increases

in cognitive benefits, academic achievement, self­esteem, creativity, and positive attitudes

toward diversity.*

Q: My child is already learning another language at home. Won’t learning Spanish confuse her/him? A: Actually research shows that the more languages we learn, the better. Young children’s brains are flexible and able to learn many languages at the same time.

Q: My child already speaks Spanish. Won’t s/he be bored? A: The FLES program will integrate native Spanish speakers and provide instruction at their levels. This will be your child’s chance to shine and be an example for their classmates.

Q: What are the future goals of the program? A: The district’s goal is to continue to expand FLES programing annually until K­5 implementation has occurred.

Q: Why is this program only starting in kindergarten? Why won’t it be offered to other grades in the first year? A: In order to best develop curriculum and ensure success for the long term, the district is focusing on one grade during the first year.

Q: In an already crowded elementary day, how do we make time for this program? A: Time spent on certain activities and subjects will be reviewed. In order to not lose time for other subjects and activities, one of the FLES program’s goal is to help support and enrich the

curriculum. Reallocating time for this program will benefit the cognitive development of students

over the long­term.*

Q : What is being taken out of the current curriculum? A: Although time will be allocated to the FLES program, the FLES program strives to support and enrich the curriculum. School schedules will continue to ensure that all learning objectives

are fulfilled.

Q: What program/curriculum will be used?

5

A: A team of district staff comprised of elementary teachers, the World Language Coordinator,

FLES teachers, and ELL teachers will develop the curriculum. The curriculum will support and

enrich grade level concepts as much as possible through units of study.

Q: How will students be assessed? A: Teachers will informally assess what students “can do” with the language to monitor progress through observations and class participation. During years 3 and 5, students will be assessed

with national evaluations or district­created evaluations that assess language performance.

Q: Who will be in the FLES program? A: All students able to participate in the general education classroom setting will participate in the FLES program.

Q: Where will the instruction occur? A: All instruction will occur in the general education classroom taught by the licensed K­4 and 5­12 Spanish teacher.

Q: What are the future goals of the program? A: The district’s goal is to continue to expand FLES programing annually until K­5 implementation has occurred.

Q: How will new students to the district be integrated into the FLES program? A: Regardless of when students arrive in the Watertown Public Schools, they will participate

with their grade­level classmates at their regular FLES time.

*For further research: http://www.actfl.org/advocacy/what­the­research­shows

Budget

In order to budget for the FLES program, the following will be requested:

# of teachers required per sections each year

7­9 teachers after K­5 program implemented

$1,000 per school per year to budget for Spanish books

$1,000 per school per year to budget for instructional materials (could increase based on

number of teachers per year)

Annual summer professional development for curriculum writing

$30/hour per teacher

$2,000­$3,000 per summer

6

Curriculum

During the spring of 2016, the summer of 2016, and throughout the 2016­2017 school year, a

FLES Kindergarten curriculum has been developed and continues to be developed.

The curriculum has been developed based on the national standards of the American Council

for Teaching Foreign Languages (ACTFL). The main objectives of the program is for students to

gain proficiency in the three modes of communication in Spanish; interpersonal (speaking and

listening and writing), interpretive (reading and listening), and presentational (speaking, writing,

and listening).

The curriculum has been developed via a backwards design approach. Students are to be

working on reaching a “novice­mid” level of communication by the end of year 3 of language

learning. Novice­mid students are able to communicate using words, phrases, and memorized

chunks. Novice­mid students are working on speaking in sentences. In order for students to

reach this level of proficiency, the curriculum writing is based on what students “can do” with the

language. These can do statements are based on the NCSSFL­ACTFL Can Do statements

document. https://www.actfl.org/sites/default/files/pdfs/Can­Do_Statements_2015.pdf

Units in the Kindergarten level were loosely based on the input of Kindergarten teachers in

order to align to ­­ when possible ­­ the Kindergarten general education curriculum.

Units were also developed by using the Massachusetts Common Core Standards in literacy,

math, science, and social studies.

As of April 2017, the Kindergarten curriculum has been completed for the year. Unit 1 for 1st

grade has been written. Two days will be spent during the summer prior to the 2017­2018

school year to further develop the Grade 1 curriculum. The goal is to have a completed Grade 1

curriculum by June 2018.

Summer professional development in July 2016 proved invaluable. Yearly summer professional

development may be necessary for the pre­development of future grades’ curriculum. Below is

the curriculum for Kindergarten and a user­friendly Parent “can do” statement guidelines.

K Curriculum Map

https://docs.google.com/document/d/1Idy0A18BW7WbkCtyjk1nYPoMbl1DLD9MQ2xD9ULsAkM

Parent­friendly “can do” document

https://docs.google.com/document/d/1nYY­8­NTweKI4Uc5mHaQF3i8Hl8GPYI0L_tOmWDnET0/

Draft of Grade 1 Curriculum Map

https://docs.google.com/document/d/1AzfOT1eLX3_tOlfUm6NITWn7c68jwZoWdgb5OkZTy0g/

7

Student Assessment Data

Students in the 2016­2017 school year were formally assessed three times. The assessments

were created by the FLES teachers and World Language Coordinator. The assessments are

common among all teachers and buildings. The assessments were delivered in November,

February, and May/June.

In alignment with the goals of the program, students were asked questions in Spanish. Students

were given the opportunity to prove what they CAN DO in Spanish. The results were compiled

in three Google spreadsheets. Students were given the opportunity to prove that they could

“produce language without support,” “produce language with support,” or “could not produce

language.” Below are the November, February, and May/June Assessments and Data. Initial

data analysis was conducted by the FLES Spanish teachers and the World Language

Coordinator. Further data analysis will be used to inform instruction, pacing, and future writing of

the curriculum.

November Assessment Guidelines:

https://docs.google.com/document/d/1cxTOMFfvTv9NAdOMk9_H8GgaI0c_XSpHPG_OUTfc­eg

/edit

November Assessment Results Spreadsheet:

https://docs.google.com/a/watertown.k12.ma.us/spreadsheets/d/1DZGWBt2TmxQjjGxaLvLtQH

SOpfYgPBccYlaOlTEtYcE/edit?usp=sharing

February Assessment Guidelines:

https://docs.google.com/document/d/1wRkTXNEqnoBlJc­DBkiVFKWnuXeI8lEEdc9pupzE10A/e

dit

February Assessment Results Spreadsheet:

https://docs.google.com/spreadsheets/d/1Ru1IBf0_CRIuplp­1nHJ4z1VFzYk7mP­MxIG74nJdcs/

May/June Assessment Guidelines:

https://docs.google.com/document/d/1Vl9TNRFJTpMeHbw15raDONsCvu0LVBP8TuayLfLuBTM

/edit

May/June Assessment Spreadsheet:

https://docs.google.com/spreadsheets/d/1Hf3qnZjBJL3VsIwQmXjX5a3V0cBtm36Wb5e8bVbsm

6c/edit#gid=0

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Survey

During the 2016­2017 school year, a survey was sent to parents of PreK and Kindergarten

students. The results were overwhelmingly positive in the support of the program.

The following survey with results was given to parents:

https://docs.google.com/a/watertown.k12.ma.us/forms/d/1Inb1XbIU16gKPurjCPKb1PTRZgUiMr

ndi9­Mu_SiheQ/edit?usp=drive_web

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Future of the Program

In order for this program to be a successful and sustainable program the following is

recommended:

­ Summer professional development to work on curriculum annually to develop additional

grades

­ Review of time on learning Spanish determined per grade

­ Determine the expected outcome for students’ proficiency levels (based on the number

of hours they meet)

­ Teacher training in determining student performance (OPI)

­ Budget decision → potentially 7­9 teachers hired (maximum) in grades K­5 over 6 years.

­ We have hired 4 teachers as of June 2017.

­ Time to re­write the 6­12 curriculum (in future years)

­ Spanish for beginners course (new students to Watertown)

­ Spanish for “intermediate” learners (Novice­high proficient students)

­ Review the model of students in 6th and 7th and 8th grade who need extra reading

support

­ Since students will be taking a language for 6 years, it may be recommended that

students should continue taking Spanish or starting a new language (Italian/ or

Arabic) in 6th grade regardless of the need for reading support.

­ In grades 3 and 5, paying for a national exam to measure students’ proficiency levels

(AAPPL is one example $10­$20 per student. $10 for just an interpersonal speaking

task, $5 for interpretive reading/listening and $5 for presentational writing).

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Additional Research

American Council for Teaching Foreign Languages (ACTFL)

https://www.actfl.org/advocacy/what­the­research­shows

Department Website

http://watertownworldlanguages.blogspot.com/p/why­learn­language.html

Who Benefits?

https://www.actfl.org/advocacy/who­benefits

The Superior Social Skills of Bilinguals

https://www.nytimes.com/2016/03/13/opinion/sunday/the­superior­social­skills­of­bilinguals.html

?smid=tw­nytimes&smtyp=cur&_r=1

Bilingual Workers are in high demand

http://www.bostonglobe.com/business/2017/03/12/wanted­bilingual­workers/t8C9txqPmwCtIGD

HX1jSTI/story.html?s_campaign=bostonglobe%3Asocialflow%3Atwitter

Learning Boosts Creativity

https://www.fluentin3months.com/creativity/

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Surrounding Schools with FLES Programs

During the 2015­2016 school year, the World Language Coordinator and Kindergarten teachers

visited FLES programs in Brookline and Needham.

During the 2016­2017 school year, the Department Coordinator and FLES Spanish teachers

visited and observed programs in Brookline, Needham, and Sharon. Based on these

observations, Watertown is confident that our program has been a success during the planning

year and Year 1 of implementation.

It is the goal of the department to establish and maintain connections with surrounding districts

to develop strong programs regionally. Sharon Public Schools and Watertown Public Schools

are looking to create an annual professional development conference for eastern MA FLES

Programs.

The following school districts have FLES programs that we have been in contact with.

Wellesley Public Schools

Needham Public Schools

Brookline Public Schools

Sharon Public Schools

Mendon­Upton Public Schools

The following districts also have FLES programs:

Bedford Public Schools

Lincoln Public Schools

Weston Public Schools

Wayland Public Schools

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Addendum

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