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???