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 StandardsCONTENT STANDARDS
LANGUAGE DEVELOPMENT STANDARDSSTANDARDS 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, includingthe Common Core
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
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
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.
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
EnglishEnglish
English
English English EnglishEnglish
English
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
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
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)
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.
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
Curricular Implication of SLA
Standards
Instructional Implication of SLA
Standards
Spanish Literacy
Spring
11
Spanish IniGal Literacy Methods
•
SyntheGc
•
AnalyGc
•
EclecGc
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
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.
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.
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)
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)
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)
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