what is fles? foreign language early start learning a foreign language in elementary school is...
TRANSCRIPT
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What is FLES?Foreign Language Early Start
Learning a foreign language in elementary school is essential
to a child’s success.
Why? How?
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• Language acquisition is easier at a young age because the area for language development in the cortex of the brain grows up until puberty.
• Children are more eager & receptive to learning at an earlier age, they want to know.
• Children are curious, interested & absorb new information.
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SpanishScienceGeography
MusicSocial Studies
Art
Communication Skills
Math Multicultural Understandings
Social SkillsSpanish Language
Arts
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• When children learn about cultures other than their own, their eyes are opened to differences which leads to acceptance.
• Children learn more about their own language when they learn a second language.
• They develop an understanding for language concepts which also aid in learning other languages in the future.
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• ¿Qué tiempo hace?
• Hace buen tiempo.
• Hace mal tiempo.
• Hace calor.
• Está lloviendo.
• Está nublado.
• Está nevando. Hace frío.
• Hace sol.
• Hace viento.
• Hace fresco.
Spanish
Science
Communication Skills
Social Skills
Geography
Math
Music
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¿ Qué tiempo hace ?
En el otoño En el invierno
_______________ _______________
En la primavera En el verano
_______________ _______________
Ilustrado y Escrito por___________________
Spanish
Communication Skills
ScienceSpanish Language
Arts
Art
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Spanish
Social Skills Geography
Science
Math
Multicultural Understandings
![Page 8: What is FLES? Foreign Language Early Start Learning a foreign language in elementary school is essential to a child’s success. Why? How?](https://reader035.vdocuments.us/reader035/viewer/2022062417/551bed92550346b9588b6419/html5/thumbnails/8.jpg)
Spanish
Multicultural Understandings
Science
Spanish Language
Arts
Art
Geography
Communication Skills
Math
Social Studies
Social Skills
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Spanish
Social Skills
Spanish Language
Arts
Science
Geography
Art
Communication Skills
Math
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• Songs, gestures, games, visuals, drama & activities motivate all children to learn a foreign language, be creative & problem solve.
• Children’s ability to learn other subjects within the grade level curriculum improves when presented & reinforced in a second language.
• The interdisciplinary approach used in FLES allows students to make connections & construct new understandings.
• Vital listening skills are developed along with oral communication & socialization.
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Interdisciplinary FLES Instruction
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Benefits of classroom teacher’s participation in FLES lessons:
• As a role model they validate that learning a foreign language is important.
• They set an example that listening & participation matters.
• Teachers can learn Spanish.• They can better support Spanish-speakers in
their classroom.• They can follow-up “teachable moments” when
grade level content & topic stimulate interest.• They can reinforce the content area that
compliments the curriculum to extend learning.
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How Teacher Participation Has Enhanced The FLES & Regular Class Lessons:
• When teaching numbers; 0 – 20, one more & one less, teachers have continued the lessons in English.
• When teaching horizontal, vertical & diagonal directions in a Bingo game, a teacher mentioned that they were learning about directions & showed the following at the end of the FLES class on oak tag:
6 + 4 = 10
6
+ 4
10Horizontal
Vertical
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How Teacher Participation Has Enhanced The FLES & Regular Class Lessons:
• When playing Bingo, teachers circulate to see which students recognize the numbers & help guide children to find the numbers by counting with fingers in Spanish when needed. These observations lead to valuable insight of bilingual & less able student achievement.
• While waiting for FLES to begin, students have their folders out with their name cards & are practicing from a handout stored in their folders, with their classroom teacher.
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How Teacher Participation Has Enhanced The FLES & Regular Class Lessons:
• Teachers play FLES songs I’ve recorded on tape to reinforce learning during circle time.
• Teachers made tape copies for their grade.• When a map was needed to show Mexico, the
teacher supplied me with one. • Teachers have the days’ schedule on the board
so students are empowered to keep track of when to be ready for FLES & other subjects. Thus little start up time is wasted while time management skills & responsibility are
learned.
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How Teacher Participation Has Enhanced The FLES & Regular Class Lessons:
• Teacher participates in morning greetings/sharing circle time in Spanish as well as English, i.e. the days of the week, Today is …, Yesterday was …, Tomorrow will be ….
• When teaching noun gender, a teacher typed & illustrated the masculine o and the feminine a example I drew on the board for a handout to distribute to the children to tape into their FLES folders.
• Teachers share what they are teaching.
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How Teacher Participation Has Enhanced The FLES & Regular Class Lessons:
• While doing a lesson displaying even numbers 0 to 12 vertically on the board, the students discovered a pattern & that odd numbers were missing. They mentioned the homework assignment given by the classroom teacher the night before.
• After finishing a FLES lesson with shapes and patterns, the teacher participated & continued the lesson activity, elaborating in English because the students were actively engaged.
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How Teacher Participation Has Enhanced The FLES & Regular Class Lessons:
• A teacher labeled a poster of shapes in Spanish during a lesson on shapes & placed it on the wall.
• A teacher wrote the frequently used stop, look, listen, & silence words in Spanish next to the words in English.
• Teachers extend the Thanksgiving lesson with print shop having children illustrate foods they like which are also healthy for you.
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How Teacher Participation Has Enhanced The FLES & Regular Class Lessons:
• After doing a unit on Columbus & the continents in FLES, the teacher continued with the social studies lesson because the children showed interest in finding the continents on a map. After a student found a map in their social studies text book, they all pulled out their text books to look.
• A teacher collected the folders asking the children in Spanish to “Put it in the box.” - “Ponlo en la caja.”
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How Teacher Participation Has Enhanced The FLES & Regular Class Lessons:
• Teachers participated in the science lesson on chocolate to discover what happens to solid chocolate in your mouth, or to powdered chocolate when placed in a glass of water.
• Teachers sing along, move to the songs, participate in the games & repeat in Spanish whatever is said.
• Teachers have drawn illustrations during the lesson.
• Teachers help hand out papers, crayons, etc. to save instructional time.
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How Teacher Participation Has Enhanced The FLES & Regular Class Lessons:
• Teachers have followed the lessons by using the vocabulary & song handouts made especially for teachers who want to learn Spanish as they participate during the lesson.
• Spanish-speaking students know, feel good, & benefit when teachers show they try to understand & communicate in Spanish.
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Thinking
Gesturing
Building
Touching
Having Fun WhileLearning Coloring
Acting
Interacting
SmilingLaughing Reading
Writing
Drawing
Observing
Speaking
Singing
Listening
FLES Process Meets: Multiple Learning Styles
Multiple Intelligences ADHD/ADD Learning Needs
Skill Development NeedsApplicable to:
All Grade Levels All Content Areas
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Teacher to Teacher FLES Goal:
• Collaborate during the FLES lesson to promote the highest outcomes for the children involved in the program.
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Created by Claire-Louise Meng
• Spanish FLES Instructor District Wide
• Uniondale Schools Long Island, New York
• K – 12 Spanish Instruction Experience
• 11 Years Teaching Experience
• Favorite Travel Location Is The Caribbean, Puerto Rico
01-09 -2006