At Hillside Elementary School
Presented by:
Colette Tutino Smith
• FLES stands for “Foreign Language in
Elementary School”
• A FLES program allows students to learn a
foreign language through the natural order of
language acquisition: comprehension, speaking,
reading and writing.
• In FLES classes students learn grammar
indirectly by using the language to
communicate. They also become aware of
Spanish-speaking cultures through a variety of
lessons and activities in which they learn to
compare, contrast and appreciate cultural
differences and similarities.
• FLES classes at Hillside are taught for 30
minutes each. Classes meet twice in the six
day (A-F) cycle.
• A variety of activities are used to foster use
of the target language and allow children the
opportunity to experience both the Spanish
language and culture.
• Students acquire and practice the language
through the use of visuals, songs and
manipulatives and by acting, listening,
reading, writing, participating in peer
conversations, role-playing, playing
games, creating and viewing presentations
and through TPR (total physical response).
• Visuals
• Actions
• TPR- total physical
response
• Songs
• Conversations
• Dialogues
• Role-plays
• Games
• Puppets
• Smartboard Technology
During each FLES lesson
students are acquiring the
language through a
variety of visual, auditory,
peer and kinesthetic
activities.
Students are always hearing
and speaking the
language and they begin
to read and write in
Spanish as they progress
through the program.
In keeping with the philosophy espoused in the New York State LOTE Syllabus, we
believe that language is our connection to the community and to the world. Through
language, we express concerns and dreams and share experiences and ideas. The
benefits derived from the study of a second language are numerous. Empirical
findings indicate that second language study:
•
•
•
•
•
•
•
•
fosters a sense of humanity and friendship
increases students' adaptability to different environments and modes of acting and
thinking
furnishes the key to thinking patterns, cultures, and social institutions for other
peoples
provides insights into the human mind and language itself
prepares students for a world in which nations and peoples are increasingly
interdependent
develops the skills and habits essential to the learning process, creative inquiry, and
critical thinking
helps students to increase their sensitivity to and understanding of the language,
values, customs, and traditions of others
enhances career and professional advancement
We believe that all students should be exposed to world language learning beginning
at the kindergarten level. The four communication skills of speaking, listening, reading
and writing should be presented through a curriculum that integrates oral skills,
accuracy of expression and cultural awareness. Our goal is for our students to
acquire proficiencies in all aspects of the target language for meaningful
communication as stated in the New York State and National Standards.
New York State Standards for
Languages Other Than English (NYS LOTE)
•
•
Standard 1: Students will be able to use
a language other than English for
communication.
Standard 2: Students will develop
cross-cultural skills and understandings.
The National Standards for Foreign
Language Education:
Five C’s of Foreign Language
Education
1.
2.
3.
4.
5.
Communication is the heart of second language
study, whether the communication takes place
face-to-face, in writing, or across centuries
through the reading of literature.
Through the study of other languages, students
gain a knowledge and understanding of the
cultures that use that language and, in fact,
cannot truly master the language until they have
also mastered the cultural contexts in which the
language occurs.
Learning language provides connections to
additional bodies of knowledge that may be
unavailable to the monolingual English speaker.
Through comparisons and contrasts with the
language being studied, students develop
insight into the nature of language and the
concept of culture and realize that there are
multiple ways of viewing the world.
Together, these elements enable the student of
languages to participate in multilingual
communities at home and around the world in
a variety of contexts and in culturally appropriate
ways.
•
•
•
•
•
•
•
Kindergarten Units
First Grade Units
Getting to Know You
Colors
Numbers 0-10
Family
Pets
Parts of the Body
Mexico and
Cinco de mayo
• Getting to Know You
and review of K units
• Numbers 0-20
• Weather
• Clothing
• Fruits and Vegetables
• Beverages
Second Grade Units
Third Grade Units
• Getting to Know You
and review of K and 1
units
• Numbers 0-30
• Puerto Rico
• Clothing (extended
from grade 1)
• Weather (extended
from grade 1)
• Review of grade 2 units
• Numbers 0-50
• Introduction to Latin
America
• Chile
• Argentina
• Peru
• Costa Rica
• Ecuador
Fourth Grade Units
• Review of Grade 3
units
• Numbers 0-100
• Spain
• Dominican Republic
• Mexico
• Pastimes and Sports
Throughout all grade levels and units of study students are constantly
reviewing “Getting to Know You” questions and answers, numbers,
colors, weather and the calendar.
In addition, to help them reach cultural awareness, students are studying
important Holidays/traditions in Spanish- speaking countries as they
come about during the school year.
FLES lessons are also tailored to make connections to previously learned
material as well as other subject areas such as: Math, Science, Art,
Social Studies and English.
• Students are informally assessed based on their
participation and comprehension of daily class activities.
• Students are formally evaluated, periodically, through
oral and auditory assessments (conversations and
listening activities).
• Students also complete written assessments that include
projects such as the “All About Me” book/poster,
passport project, travel brochure, group presentations
and menu project.
Please enjoy a sample Smartboard lesson
and video clip of your students at work!