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Elementary German Lesson

Elementary German Lesson. Wunderblume Schere , Papier , Wasser , Bleistift Schneide die Blume aus dem Papier . Falte die 5 Blätter . Leg die auf das Wasser . Schau , wie die Blume eröffnet. Wunderblume. • 1 st - 2 rd Following directions/making a Mother’s Day present

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Elementary German Lesson

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  1. Elementary German Lesson Wunderblume Schere, Papier, Wasser, Bleistift • Schneide die BlumeausdemPapier. • Falte die 5 Blätter. • Leg die auf das Wasser. • Schau, wie die Blumeeröffnet. Lori Winne, Doctoral Dissertation, December 2007

  2. Wunderblume • 1st - 2rd Following directions/making a Mother’s Day present • 3rd - 4th Writing a short poem or expression • 5th- 6th Science experiment - variables Lori Winne, Doctoral Dissertation, December 2007

  3. The Relationship Between Foreign Language Study in Elementary Schools and the Academic Achievement of Children Lori Winne, Ph.D. German/Spanish teacher Grove Patterson Academy Toledo, Ohio

  4. Compared an elementary school with a foreign language program and an elementary school without a foreign language program in each of four urban districts in Ohio. Lori Winne, Ph.D. Dissertation results, Dec. 2007

  5. The two schools in each district were similar in • population • poverty level • typology • % of minority students • % of parents with college degrees • parent professions • median income of parents

  6. Looked at three years of state achievement test scores in Grades 3, 4, and 5. Found positive results in all four schools with foreign language programs.

  7. Found that 89% of the foreign language students outscored their non foreign language counterparts in reading. • 64% of those FL students outperformed the district mean. • The remaining 25% were under the district mean but still higher than their non FL counterparts.

  8. Found that 85% of the foreign language students outscored their non foreign language counterparts in mathematics. • 64% of those FL students outperformed the district mean. • The remaining 21% were under the district mean but still higher than their non FL counterparts.

  9. Reading Results 2006-2007 • In all four districts in the study, 91% of FL students outperformed Non FL students • In 7 out of 12 test situations comparing students in the same school district, FL students outperformed Non FL students (58%) • In 4 out of 12 test situations, FL students outperformed Non FL students, even though FL students performed lower than their district (33%)

  10. Mathematics Results 2006-2007 • In all four districts in the study, 91% of FL students outperformed Non FL students • In 8 out of 12 test situations comparing students in the same school district, FL students outperformed Non FL students (66%) • In 3 out of 12 test situations, FL students outperformed Non FL students, even though FL students performed lower than their district (25%)

  11. Table 4.5 Comparison of Third Grade OAT Reading Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools

  12. Table 4.8 Comparison of Third Grade OAT Mathematics Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools

  13. Table 4.11 Comparison of Fourth Grade OAT Reading Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools

  14. Table 4.14 Comparison of Fourth Grade OAT Mathematics Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools

  15. Table 4.17 Comparison of Fifth Grade OAT Reading Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools

  16. Table 4.20 Comparison of Fifth Grade OAT Mathematics Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools

  17. Study Results Indicated that time spent in FL study did not reduce achievement scores and, in fact, appeared to have enhanced achievement scores in core content areas (reading and mathematics).

  18. Study Results Showed that students in FL schools have two advantages: enhanced test scores AND a second language.

  19. Priorities in Planning • Type of Program vs Language Output FLEX – Foreign Language Exploratory FLES – Foreign Language in the Elementary School Content Based FLES – Themes are math, social studies, science, and reading Partial Immersion – part day FL/ part day English Total Immersion - 100% in FL all day Lori Winne, Doctoral Dissertation, December 2007

  20. Elementary School Foreign Language Program Models FLES Content-based FLES Partial Immersion Total Immersion Dual-Immersion Minimal Time-----------------------------------------------------------------------Maximum Time Minimal Intensity---------------------------------------------------------------Maximum Intensity Minimal Grade Level Content----------------------------------Maximum Grade Level Content Minimal Proficiency--------------------------------------------------------Maximum Proficiency

  21. FLES (Foreign Language in the Elementary School) • 5-15% of school day (30-40 minutes per class) • at least 3-5 days per week) • Goal: To acquire proficiency in listening and speaking (varies by program); some proficiency in reading and writing (emphasis varies by program). • Content-based FLES • 15-50% of school day • Goal: To acquire proficiency in listening, speaking, reading, and writing; • Partial/Dual-Immersion • Approximately 50% • Goal: To become functionally proficient in the language and learn content • Total Immersion • 50-100% of instructional time • Goal: To become functionally proficient in the language and learn content

  22. Don’t promise what you can’t deliver! 20 minutes per week cannot produce proficiency! Lori Winne, Doctoral Dissertation, December 2007

  23. Priorities in Planning 2. Teacher – most valuable teacher training caution with H.S. retreads team with regular classroom teachers Lori Winne, Doctoral Dissertation, December 2007

  24. Priorities in Planning 3. Levels/Languages K-5 K-1, K-2, K-3, K-4, K-5 Lori Winne, Doctoral Dissertation, December 2007

  25. Priorities in Planning 4. Resources ODE - revised Content Standards ODE – Model Curriculum OFLA listserve Continual training & feedback FL conferences Time to create built into schedule Lori Winne, Doctoral Dissertation, December 2007

  26. Online Language Learning Main program vs resource 1. Type of program 2. Teacher 3. Levels/languages 4. Resources Lori Winne, Doctoral Dissertation, December 2007

  27. Ohio Foreign Language Association • www.ofla-online.org • Lori.winne@wikispaces.com • lwinne@frontier.com Lori Winne, Doctoral Dissertation, December 2007

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