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Spanish  Language  Standards:  

Spanish  Language  Arts  

vs.  Spanish  Language  Development  

Standards  and  their  Impact  on  Literacy  

John  F.  Hilliard  

jhilliard@cntrmail.org  

EducaGon  Specialist  

Illinois  Resource  Center  

FY13  Program  Directors  Mee3ng  

September  10,  2012  

Spanish  Language     Development  Standards  

CONTENT  STANDARDS  

LANGUAGE  DEVELOPMENT    STANDARDS  

STANDARDS  AND  ASSESSMENT  LANDSCAPE  FOR  ENGLISH  LANGUAGE  LEARNERS  

IN  ILLINOIS  

MEASURE  

ISAT  &  PSAE/ACT            

PARCC  (14/15)      

 

ACCESS  for  ELLs®          

ASSETS  (15/16)    

PODER  

John  F.  Hilliard,  Illinois  Resource  Center  ©  

Early  Learning  Language  Development   Standards  

ALTERNATE-­‐ACCESS  

English  Language   Proficiency  Standards  –  Alternate  MPIs  

In  Development  

English  Language    Proficiency  Standards  -­‐2007  ediGon   Spanish  Language  Arts  Standards  

IL  Early  Learning  Standards   SC  Part  228  

SC  Part  228  

MODEL  for  entering  K  

IL  Learning  Standards,  including  

the  Common  Core  

(2)

Spanish  Language  Development  

Standards  

SALSA

 Project=  

S

panish  

A

cademic  

L

anguage  

S

tandards  &  

A

ssessment  

 

PODER

 =  

P

rueba  

O

pGma  del  

E

spañol  

R

ealizado  

 

hep://www.wida.us/standards/salsa.aspx

   

 

Contact:  Lorena  Mancilla  

lmancilla@wisc.edu

   

 

 

Language  Development  Standards  

English  Language  Development  Standards  -­‐  ACCESS  

Spanish  Language  Development  Standards  -­‐  PODER  

(3)

Bilingual  Processing  

Apples  growed  on  trees.  

MONOLINGUAL  

BILINGUAL  

Apples  grow  on  noses  

?  

Seman4cally  anomalous  

Bilingual  Processing  

“Cogni4ve  and  Linguis4c  Porcessing  in  the  Bilingual  Mind”,  Ellen  Bialystock  &  Fergus  Craik,    

Correct  

(4)

MONOLINGUAL  

BILINGUAL  

COLOR  

SHAPE  

“Cogni4ve  and  Linguis4c  Porcessing  in  the  Bilingual  Mind”,  Ellen  Bialystock  &  Fergus  Craik,    

E  N  G  L  I  S  H    Language  Development   Standards  

ELDS  1  

English  language  learners  communicate  for   Social  and  Instruc3onal  purposes  within  the   school  seIng  

 

ELDS  2  

English  language  learners  communicate   informaGon,  ideas  and  concepts  necessary   for  academic  success  in  the  content  area  of   Language  Arts  

ELDS  3  

English  language  learners  communicate   informaGon,  ideas  and  concepts  necessary   for  academic  success  in  the  content  area  of   Mathema3cs  

ELDS  4  

English  language  learners  communicate   informaGon,  ideas  and  concepts  necessary   for  academic  success  in  the  content  area  of   Science  

ELDS  5  

English  language  learners  communicate   informaGon,  ideas  and  concepts  necessary   for  academic  success  in  the  content  area  of   Social  Studies  

S  P  A  N  I  S  H  Language  Development  Standards  

Spanish  language  learners  communicate  for   Social  and  Instruc3onal  purposes  within  the   school  seIng  

 

SLDS  1  

Spanish  language  learners  communicate   informaGon,  ideas  and  concepts  necessary  for   academic  success  in  the  content  area  of   Language  Arts  

SLDS  2  

Spanish  language  learners  communicate   informaGon,  ideas  and  concepts  necessary  for   academic  success  in  the  content  area  of   Mathema3cs  

SLDS  3  

Spanish  language  learners  communicate   informaGon,  ideas  and  concepts  necessary  for   academic  success  in  the  content  area  of   Science  

SLDS  4  

Spanish  language  learners  communicate   informaGon,  ideas  and  concepts  necessary  for   academic  success  in  the  content  area  of  Social   Studies  

SLDS  5  

Adapted  from  WIDA  ELPS  by  M.  Goelieb,  M.  Castro,  G.  Ernst-­‐Slavit,  J.  Hilliard,  S.  Ibarra-­‐Johnson,  Robin  Lisboa,  and  Patricia  Venegas  11/2010  

Dynamic  bilinguals   use  their     meta-­‐linguisGc  and     meta-­‐cultural  resources    

to  navigate    within  and  between  their   two  languages  as  a  tool  to  

promote  social  and   academic  parGcipaGon   and  achievement.                    

(5)

Second  Language  Learner  of   Spanish  (NaGve  English  Speaker

)  

Newly  Arrived  Immigrant  Child  w/  

formal  educaGon  and/or  home   literacy  support  

Two  Language  Learner  

Heritage  Language  Learner   Newly  Arrived  Immigrant  Child  

w/  liele  to  no  formal  educaGon   and/or  no  home  literacy  support  

Developed by J. Hilliard, The Illinois Resource Center, 2007

English  

English  

English  

English  

English  

English  

English   English   English  

English  

English  

(6)

Spanish Language Arts Standards

On January 19, 2006 the Illinois State Board of

Education adopted Spanish Language Arts

Standards for the state of Illinois.

Spanish & English Versions:

http://www.wida.us/standards/sla.aspx

The  Development  Process  

§

Developed  in  2005  by  Spanish  educators  in  dual  

language,  developmental  bilingual,  and  Spanish  as  a  

Second  language  programs  

 

§

Represented  by  the  states  of  WI,  IL,  DE,  and  D.C.  

§

On  January  19,  2006  the  Illinois  State  Board  of  

EducaGon  adopted  Spanish  Language  Arts  Standards  

for  the  state  of  Illinois.  

 

§

Spanish  &  English  Versions:  

hep://www.wida.us/standards/sla.aspx

   

(7)

Importance  of  Spanish  Language  Arts  

Standards  

Recognizes  Spanish  language  arts  as  a  valued  

content  area  

Facilitates  programmaGc  cohesion  

Sets  uniform  instrucGonal  and  assessment  

targets  and  benchmarks  

Encourages  collaboraGon  of  teachers  

Promotes  arGculaGon  between  grade  levels  

Spanish  speaking  students  in  the  United  States  

learn  their  naGve  language  within  the  context  of  the  

wider,  predominantly  English  speaking  society.  

 

Spanish  speaking  students  represent  a  variety  of  

Spanish  language  communiGes

.  

 

Principles  behind  the  Spanish  Language  Arts  

Standards  

(8)

AddiGonal  Principles  

High  levels  knowledge  and  skills  developed  in  the  

naGve  language,  in  this  case  Spanish,  transfer  to  the  

second  language,  English.  

 

High  levels  of  knowledge  and  skills  in  two  languages  

lead  to  bilingualism,  an  individual  and  societal  asset  

(TESOL,  1997).  

 

Students

 cultural  experiences  and  heritage  are  

resources  to  be  incorporated  in  the  implementaGon  of  

standards-­‐based  educaGon.  

Benchmark  Grade  Levels  

Early  Elementary  (1)  

 

Late  Elementary  (2)  

 

Middle/Junior  High  School  (3)  

 

(9)

Spanish  Language  Arts  Standards  

1.  Reading  and  Literature:  RepresentaGon  of  Spanish  

speaking  socieGes  

2.      WriGng:  Communicate  effecGvely  in  Spanish  

 

3. 

Oral  Language:  Listen  and  speak  effecGvely  in  Spanish  

4. 

Language  Use  and  Structure:  ApplicaGon  of  funcGon  

and  syntax  of  Spanish  for  effecGve  communicaGon  

A. Use correct grammar, spelling, punctuation, and capitalization

EARLY  ELEMENTARY   LATE  ELEMENTARY   MIDDLE/JUNIOR  HIGH  

SCHOOL   HIGH  SCHOOL  

Looking at the SLA Standards

4. LANGUAGE USE AND STRUCTURE: Apply knowledge of the function and structure of the Spanish

language to communicate effectively.

Rationale:The essential basis of Spanish language arts is language. Language exists in many variations, and the ability to use it well is frequently a source of power, respect, and financial success. However, if students are unaware of how language works, they may be unable to use it effectively.

4.A.1f Apply the appropriate use of “tu”

and “Ud.” in oral and written communication (e.g. letter writing).

 

4.A.2f Differentiate and apply the appropriate use of “tu” and “Ud.” in oral and written communication (e.g. letter writing, oral presentations).

4.A.3f Make appropriate choices when speaking and writing, such as formal or informal language, considering the purpose and context of the communication.

4.A.4f Identify use of different forms of “tu” an “Ud.” (such as vosotros) in Spanish speaking countries

 

4.A.1g Consult picture dictionaries, dictionaries, glossaries, and other sources to find the meaning of words.

 

4.A.2g Consult dictionaries, thesauruses and other sources to find and compare definitions, choose among synonyms, and spell words correctly.

 

4.A.3g Consult dictionaries, thesauruses, handbooks, and other grammar texts when choosing words, phrases, and expressions for use in oral and written presentations.

 

4.A.4g Examine the

origin, history, denotation, connotation, and usage of Spanish words and phrases by consulting dictionaries, thesauruses, handbooks, electronic media, and other sources of information about language.

(10)

A. Use correct grammar, spelling, punctuation, and capitalization

EARLY  ELEMENTARY   LATE  ELEMENTARY   MIDDLE/JUNIOR  HIGH  

SCHOOL   HIGH  SCHOOL  

Looking at the SLA Standards

4. LANGUAGE USE AND STRUCTURE: Apply knowledge of the function and structure of the Spanish

language to communicate effectively.

Rationale:The essential basis of Spanish language arts is language. Language exists in many variations, and the ability to use it well is frequently a source of power, respect, and financial success. However, if students are unaware of how language works, they may be unable to use it effectively.

4.A.3f Make appropriate choices when speaking and writing, such as formal or informal language, considering the purpose and context of the communication.

4.A.1g Consult picture dictionaries, dictionaries, glossaries, and other sources to find the meaning of words.

 

4.A.2g Consult dictionaries, thesauruses and other sources to find and compare definitions, choose among synonyms, and spell words correctly.

 

4.A.3g Consult dictionaries, thesauruses, handbooks, and other grammar texts when choosing words, phrases, and expressions for use in oral and written presentations.

 

4.A.1f Apply the appropriate use of “tu”

and “Ud.” in oral and written communication (e.g. letter writing).

 

4.A.2f Differentiate and apply the appropriate use of “tu” and “Ud.” in oral and written communication (e.g. letter writing, oral presentations).

4.A.4f Identify use of different forms of “tu”

an “Ud.” (such as vosotros) in Spanish speaking countries

 

4.A.4g Examine the origin, history, denotation, connotation, and usage of

Spanish words and phrases by consulting dictionaries, thesauruses, handbooks, electronic media, and other sources of information about language.

Programmatic Implication of SLA

Standards

New criteria for exiting students from

programs

Measure for evaluating effectiveness of

program

(11)

Curricular Implication of SLA

Standards

Instructional Implication of SLA

Standards

(12)

Spanish  Literacy  

Spring  

11  

Spanish  IniGal  Literacy  Methods  

SyntheGc  

AnalyGc  

EclecGc  

(13)

❶  

❷  

WHOLE  

❸  

❹  

❺  

❷  

PART  

T

O  

METODOS SINTETICOS

SYNTHETIC METHODS

developed  by  J.  Hilliard,  IRC  

❶  

❷  

WHOLE  

❸  

❹  

❺  

T

PART  

❷  

O  

METODOS ANALITICOS

ANALYTIC METHODS

(14)

METODOS ECLECTICOS

ECLECTIC METHODS

❶  

❷  

WHOLE  

❸  

❹  

❺  

❷  

PART  

T

O  

❶  

❷  

WHOLE  

❸  

❹  

❺  

T

PART  

❷  

O  

developed  by  J.  Hilliard,  IRC  

a  (a),  e  (e),  i  (i),    

o  (o),  u  (u)  

ma  -­‐-­‐  eme  (m)  a  (a)  –           ma  

no  –  ene  (n)  o  (o)  -­‐-­‐no  

vowels  &  

their  names  

consonants  &  

their  names  

syllables  

mano  

words  

sentences  

Mi  mamá  

me  dió  la  

mano.  

El método alfabético o deletreo

(Alphabetic or Spelling Method)

b  (be),  c  (ce),    

d  (de),  f  (efe),  g  (ge),  

h  (ache),  etc.  

(15)

BASIC DECODING UNIT

FOCUS:

a  (a),  e  (e),  i  (i),    

o  (o),  u  (u)  

b  (be),  c  (ce),    

d  (de),  f  (efe),  g  (ge),  

h  (ache),  etc.  

vowels  &  

their  names  

consonants  &  

their  names  

syllables  

mano  

words  

sentences  

Mi  mama  

me  dio  la  

mano.  

El método alfabético o deletreo

(Alphabetic or Spelling Method)

ma  -­‐-­‐  eme  (m)  a  (a)  –           ma  

no  –  ene  (n)  o  (o)  -­‐-­‐no  

developed  by  J.  Hilliard,  IRC  

S

as, sa, es,

se

is, si, os, so

vowels

consonants

syllables

Susi, se,

asea

words

sentences

Susi se

asea.

El método de palabras (palabras

generadoras) (Generative Word Method)

a, e, i, o, u

new words &

sentences

Ese es

un oso.

(16)

FOCUS

:

S

as, sa, es,

se

is, si, os, so

vowels

consonants

syllables

Susi, se,

asea

words

sentences

Susi se

asea.

El método de palabras (palabras

generadoras) (Generative Word Method)

a, e, i, o, u

new words &

sentences

Ese es

un oso.

developed  by  J.  Hilliard,  IRC  

a, e, i, o, u

b, c, d, f, g,

h, l, m, n, p,

q, r, s, t, ,v,

w, x, y

ma, me,

mi, mo, mu

vowels consonants

syllables

mamá,

amo,

mima

words

sentences

Amo a mi

mamá.

Taught concurrently

El método sílabico

(Syllabic Method)

(17)

a, e, i, o, u

b, c, d, f, g, h,

l, m, n, p, q, r,

s, t, ,v, w, x, y

ma, me,

mi, mo, mu

vowels consonants

syllables

mamá,

amo,

mima

words

sentences

Amo a mi

mamá.

BASIC DECODING

UNIT

Taught concurrently

El método sílabico

(Syllabic Method)

FOCUS:

developed  by  J.  Hilliard,  IRC  

Natural

Sound

Phoneme(s)

Associated

Words

Stories & Songs

containing

examples to

reinforce sounds

Grapheme(s)

M

, U

Tengo

una vaca

lechera

Muuu

Eme, U

Mmm

Uuuu

Mujer

Muñeca

Muchacho

El método onomatopéyico

(Onomatopoeic Method)

(18)

FOCUS:

Natural Sound

Phoneme(s)

Associated

Words

Stories & Songs

containing

examples to

reinforce sounds

Grapheme(s)

M, U

Tengo una

vaca

lechera

Muuu

Eme,

U

Mmm

Uuuu

Mujer

Muñeca

Muchacho

El método onomatopéyico

(Onomatopoeic Method)

developed  by  J.  Hilliard,  IRC  

a, e, i, o, u

Ia, ie, io, ua, ue,

uo

ay, ey, oy, au, eu

b, c, d, f, g, h,

l, m, n, p, q, r,

s, t, ,v, w, x, y

ma, me,

mi, mo, mu

vowels &

dipthongs

consonants

syllables

mamá,

amo,

mima

words

phrases,

sentences &

paragraphs

Amo a mi

mamá.

El método fónico o fonético

(Phonemic Method)

(19)

PE  

a, e, i, o, u

ia, ie, io, ua, ue,

uo

ay, ey, oy, au, eu

b, c, d, f, g, h,

l, m, n, p, q, r,

s, t, ,v, w, x, y

ma, me,

mi, mo, mu

vowels &

dipthongs

consonants

syllables

mamá,

amo,

mima

words

phrases,

sentences &

paragraphs

Amo a mi

mamá.

FOCUS

El método fónico o fonético

(Phonemic Method)

Phoneme

developed  by  J.  Hilliard,  IRC  

mamá, amo, mi, a

SIGHT WORDS

SENTENCES

Amo a mi mamá.

a, e, i, o, u

VOWELS

El método global o ideovisual

(Global or Visual Concept Method)

(20)

mamá, amo, mi, a

SIGHT WORDS

SENTENCES

Amo a mi mamá.

a, e, i, o, u

VOWELS

FOCUS:

Sentence

El método global o ideovisual

(Global or Visual Concept Method)

References

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