Dearington
Elementary
School for
Innovation
Presents:
Dearington
Elementary
School--a fully
accredited school!
•Introduction
Optimizing
developmental
outcomes during
critical early
years through
Elementary
Foreign Language
•Activity...
This activity was
designed to
reinforce the
following SOL’s:
Math S.O.L.’s
•K.1identifying
more, fewer, or
the same
•K.2 Counting
numbers orally
Math S.O.L.’s
•K.3 Identifying
Ordinal numbers
1st - 3rd
•K.5 Count forward
to thirty and
backward from 10.
Math S.O.L.’s
•K.6 Adding and
subtracting whole
numbers up to ten.
•K.7 Count forward
to thirty and
backward from 10.
Math S.O.L.’s
•K.14 Counting and
Tallying
•K.15 Using Graphs
English S.O.L.’s
•K.1 Using oral
language
•K.2 Listening and
Speaking
vocabularies
English S.O.L.’s
•K.3 Using rules
for oral language
•K.4 Manipulating
Phonemes
The purpose of
this program is to
help
children learn.
“One in three American
children enter kindergarten
without the basic skills, let
alone the habits and
attitudes that are so crucial
to academic success.”
Miller, 1998
1/3
of school
children enter
school already
“playing catchup”
30%
30%
35%
30%
35%
35%
Why this program
works...
We believe:
With very few
exceptions, all
children can learn
basic skills when given
enough time and
opportunity.
Teaching children the
basics in two
languages reinforces
the skills in both
languages. In doing so,
it allows the students
twice as much time and
opportunity to master
critical concepts.
The program is
designed to do the
following:
•Align the foreignlanguage curriculum
with English
instruction
When foreign language
instruction is correlated
with the curriculum, the
essentials are taught
over and over again.
The more children are
exposed to the ideas, the
more easily they learn
them.
• Coordinate with
the Virginia
Standards of
Learning
• Strengthen
reading foundations
• Increase Math
awareness and
skills
How does this
program help atrisk children?
1. At-risk children
often have not learned
analytical skills and
function primarily in
holistic, creative ways.
2. The majority of
children, especially atrisk kids, are
kinesthetic learners.
3. Children who come
from unstable
environments need
activities that build
confidence, provide
enjoyable experiences,
and allow for a stable,
non-threatening
atmosphere.
It is essential that
educators employ
techniques that help
these young children
learn in ways that they
understand.
Children may be using
mainly one side of their
brain and haven’t
learned to use both
sides efficiently.
Brain Structure
Holistic:
Visual spatial
Sequential:
•Systematic,
•Holistic
functions such
as dancing &
gymnastics
•logical
•Memory is
stored in
auditory, visual
& spatial
modalities.
• abstraction
•symbolic
•Language,
•mathematics,
•reasoning
• Memory stored
in language format.
Why does this program
work?
•It builds confidence.
Children feel secure and
confident learning
something even their
parents or teachers may
not know.
Why does this program
work?
•Children learn in a foreign
language differently than
in their native language.
Some at-risk children
actually learn better in
Spanish.
Why does this program
work?
•The program is nonthreatening. The language
is taught in a way that none
are afraid to participate.
Children choose when they
are ready to speak on their
own.
Why does this program
work?
•Success for All!
•Leave No Child
Behind
Questions???
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