Meeting Michigan Graduation Requirements

for Languages Other Than English (LOTE)

Integrating Grade Level Content Expectations

andState Standards & Benchmarks

Across the Curriculum

ConvivenciaSept 2008

©

Michigan High SchoolGraduation Requirements

• English• 4 years

• Mathematics• 4 years, including algebra

• Science• 3 years

• Social Studies• 3 years

• World Languages (Languages Other Than English - LOTE)

(Class of 2016) • 2 years (or their equivalent)

• Visual, Performing, or Applied Arts• 1 year

• Physical Education• 1 year

• On-line Learning Experience

Michigan State Content Standards & Benchmarks

World Language Studies - Vision

• World Languages is the study of • Languages• Cultures

• Learners • develop the ability to

communicate • interlinguistically • interculturally

• gain insight into • themselves and others

• Learners acquire knowledge of • the structure and function

of languages and society

• Studying languages provides learners with access to • knowledge and skills

necessary to function in a global

• community• marketplace• workplace

MiDoE, Draft Standards for World Languages, July 1997

Michigan State Content Standards & Benchmarks

World Language Studies - Description

•Unique discipline

• Spiraling

•Content Standards must be flexible and attainable by students starting additional language learning

•at different times •participating in different types of programs

•The degree and depth to which students attain these standards is commensurate with the length and depth of relevant instruction

MiDoE, Draft Standards for World Languages, July 1997

Credit Verification

Adding to the Status Quo -- Every body doestwo years in high school or its equivalent 7th-9th

A developmental K-8 program, integrating Grade Level Content Expectations and State Standards & Benchmarks

to verify credit achievement prior to high school

Add FTE World Language

Teachers

D-Novice High Certification

.

Why start in elementary school?

• Children, before the age of ten, are able to master the pronunciation of a world language in addition to the mother tongue• use a language acquisition area of the brain• those who begin later use a different area of the brain

• Children who have studied a world language show greater cognitive thinking in such areas as • Flexibility• Creativity• Divergent thinking

• Children who have studied a world language develop a sense of • openness to different people• appreciation of other cultures

1 Adapted from Lipton, G. 2004. Practical Handbook to Elementary FL Programs (FLES*). Blueprints for Learning, PO Box 2632, Kensington, MD 20891, 4th Edition.

• Integrated & developmental studies translate to life-long learning

• Children who study a world language have • a positive self-image• an impression of success at school

• Children who studied a world language have better results than those who have not studied a WL on • standardized tests (in English) in

• reading• language arts• mathematics

• Continuation of WL study into secondary school and beyond, brings favorable results • on AP examinations• at the university level

Adapted from Lipton, G. 2004. Practical Handbook to Elementary FL Programs (FLES*). Blueprints for Learning, PO Box 2632, Kensington, MD 20891, 4th Edition.

Community Approach

Integrating GLCEs with cross-curricular State Standards, addresses the five interconnected Cs of World Language Studies: • Communication• Cultures• Connections• Comparisons• Communities

• Varied emphasis at each grade level is given to development of content knowledge and skills using a language other than English to • Listen• Speak• Read• Write• Understand Culture

Our Consultants meet with a local Community Advisory Committee to

determine language choices and program development

Program ComponentsGrades Sessions per week & length of

sessionsAnnual instructional

hours Total program

hours

K – 3 Minimum TWO times per week at 20 minutes per session

Including minimum ONE Culture Focus session per month at 40 minutes per session[1]

27 hours 135 hours

4-6 Minimum TWO times per week at 30 minutes per session

Including minimum TWO Culture Focus session per month at 30 minutes per session

36 hours 72 hours

7-8 Integrated 9-week Exploratories: Minimum FIVE times per week @

40-60 minutes per session, including cross curricular studies and TWO Culture Focus sessions per month

@ 40 -60 minutes per session

30-45 hours 60-90 hours

267-297 hours

Developing School Skills and

Target World Language & Cultural Foundations

Reinforcing Standard Curriculum via Target World Language

Exploring & Learning via Target

World Language

Proficien

cy Testing to

meet Graduatio

n

Requirement

Kindergarten

Mexico & the Caribbean

Developing Reading & Writing Skills

Greetings & Farewells

Responsibility & School Behavior

Living or Non-Living?

Plants & Animals (Pets)

Geometric Shapes & Patterns

Measuring Time:

Past/Present/Future

Milestone Events

1 st GradeSouthern South America: Chile,

Argentina, Paraguay, & Uruguay

My FamilyLeadersBaby AnimalsSink or Float?

2nd Grade

Northern South America:

Colombia, Venezuela,

Ecuador, Peru, Bolivia

My Community

Transportation

Continents

Plants

3rd GradeMexico & SpainIndigenous PeoplesColonizationLeaders & ActivistsSolar System

4 th GradeHispanic Immigrants to

Michigan: MexicoPuerto

Rico, CubaMultilingualismFood Chain/Food WebAgriculture & Climate

Money

5th GradeCentral America (Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, Panama)Explorers/EmpiresWeatherFriction/Resistance