Language Immersion Curriculum & Instruction

At the elementary level, instruction in literacy, science, and social studies is predominantly in Spanish, while math and writing are in English. Spanish is also infused throughout the day in classroom transitions and conversations and through songs, poetry, and Spanish language stories.  In this way, the language becomes not just a vehicle for learning specific content, but helps students develop general listening skills, spontaneous verbal expression, reading and writing skills as well as meaningful daily conversational skills. The rigor will continue to increase as students move on to the upper grades.

Our vision is to establish a district program known for its instructional quality and community enrichment. Our focus is on providing students with the critical structural elements of a second language, the cultural awareness of world citizens, and the skills and ability to engage in multilingual communication throughout their lifetime.

Current Delivery Model (Instructional Minutes/Percentages)

• K = 90%/10%
• 1st = 80%/20%
• 2nd = 70%/30%
• 3rd = 60%/40%
• 4th = 50%/50%
• 5th = 50%/50%

 *Percentages based on core curriculum subject areas (specials not included)

Spanish Language Goals

Students in Kindergarten will:

• Rely on cues from peers and pictures to understand basic conversations or instructions.
• Attempt to speak Spanish or will respond in native language.
• Repeat words, songs, and phrases in Spanish.
• Follow two-step oral directions, one step at a time
• Draw pictures in response to oral instructions 
• Respond in one or two-word responses.
• Begin to approximate correct pronunciation.
• Respond non-verbally to confirm or deny facts (e.g., thumbs up/thumbs down)
• Act out songs and stories using gestures

Students typically go through a silent period, where they are absorbing the new language, but do not yet speak it.

Students in First Grade will:

• Continue to rely on gestures and pictures, but are understanding new ideas and multi-step oral directions.
• May attempt to use new vocabulary and phrases, usually mixing their responses with their native language.
• Begin to verbalize independent ideas and retell simple stories with occasional errors.
• Begin to respond with simple sentences which may contain certain grammatical errors.
• Pronunciation is intelligible but not yet consistently speaking with a Spanish accent.

Students in Second Grade will:

• Use cues and vocabulary to learn new concepts and follow multi-step oral directions.
• Become more comfortable trying out new vocabulary and phrases with a decreased use of their native language.
• Verbalize independent ideas and retell simple stories with some support.
• Begin to respond with simple sentences with occasional errors.
• Use clear pronunciation and intonation, similar to that of a native speaker.

Students in Grades 3-5 will:

• Continue to apply skills acquired at the primary level.
• Understand and communicate information, ideas, and concepts necessary for sociocultural and academic success.
• Use contextual cues and vocabulary to learn new concepts and follow directions.
• Use short, common expressions or memorized statements. Students may begin to take risks forming more complex sentences or phrases.

Curriculum

Spanish instruction takes place primarily through Spanish language arts, science, social studies, transitions, and cultural enrichment lessons.

• Spanish Language Arts
• Go Math (1-5 English) enVision (KG Spanish)
• Mystery Science (K-5) Spanish
• Kids Discovery Social Studies (K-5) Spanish
• Health Great Body Shop (K-5) Spanish & English
• SEL Character Strong (K-5) English
• Literacy Intervention Programs: Estrellita/Lunita, Esperanza, and Intervenciones tempranas

SI Assessments

• BAS (Benchmark Assessment System) Spanish/English reading assessment
• IDEL: (Indicadores Dinamicos del Exito en la Lectura) Spanish reading assessment
• DIBELS: (Dynamic Indicators of Basic Early Literacy Skills) English reading assessment
• Palabras a su paso (Words Their Way) Spelling inventory
• STAMP (STAndards-based Measurement of Proficiency) Language proficiency test in reading, writing, listening and speaking
• OSAS: State testing grades 3-5

• The goal of the LO CMI program is to be a “two-way” program with priority given to Chinese native speakers and heritage speakers and including English only students.
• The focus of our program is to help students become proficient in the target language while mastering subject content across all disciplines. Language is not taught as a subject, it is the medium in which core instruction is delivered.
• Current Delivery Model (Approximate Instructional Minutes/Percentages)
  • K = 90%/10% (Mandarin Chinese is the target language of literacy instruction for grades K-2.)
  • 1st = 80%/20%
  • 2nd = 70%/30%
  • 3rd = 60%/40% (Starting at 3rd grade students begin to receive explicit literacy instruction in both languages.)
  • 4th = 50%/50%
  • 5th = 50%/50%

*Percentages based on core curriculum subject areas (specials not included)

Mandarin Chinese Language Goals

Students in Kindergarten will:

• Rely on cues from peers and pictures to understand basic conversations or instructions.
• Attempt to speak Mandarin or will respond in native language.
• Repeat words, songs, and phrases in Mandarin.
• Follow two-step oral directions, one step at a time
• Draw pictures in response to oral instructions 
• Respond in one or two word responses.
• Begin to approximate correct pronunciation.
• Respond non-verbally to confirm or deny facts (e.g., thumbs up/thumbs down)
• Act out songs and stories using gestures

Students in First Grade will:

• Continue to rely on gestures and pictures, but are understanding new ideas and multi-step oral directions.
• May attempt to use new vocabulary and phrases, usually mixing their responses with their native language.
• Begin to verbalize independent ideas and retell simple stories with occasional errors.
• Begin to respond with simple sentences which may contain certain grammatical errors.
• Pronunciation is intelligible but not yet consistently speaking with a Mandarin accent.

Students in Second Grade will:

• Use cues and vocabulary to learn new concepts and follow multi step oral directions.
• Become more comfortable trying out new vocabulary and phrases with a decreased use of their native language.
• Verbalize independent ideas and retell simple stories with some support.
• Begin to respond with simple sentences with occasional errors.
• Sometimes they will start to use clear pronunciation and intonation, similar to that of a native speaker.

Students in Grades 3-5 will:

• Continue to apply skills acquired at the primary level.
• Understand and communicate information, ideas and concepts necessary for sociocultural and academic success.
• Use contextual cues and vocabulary to learn new concepts and follow directions.
• Use short, common expressions or memorized statements. Students may begin to take risks forming more complex sentences or phrases.

Curriculum

Mandarin Chinese instruction takes place primarily through Mandarin Chinese language arts, math, science, social studies, transitions, and cultural enrichment lessons.

• 《小学华文-欢乐伙伴》Mandarin Chinese Language Arts
• iReady Math is our primary curriculum. The print is in English, but much of the explanation in class happens in Chinese. To supplement this, we use Ren Jiao Ban and Singapore Math.
• FOSS Science (K-5) English
• Kids Discovery Social Studies (K-5) English
• Health Great Body Shop (K-5) English
• SEL Character Strong (K-5) English
• Literacy Intervention Programs: Level Learning

The K-12 Lake Oswego Spanish Immersion Program allows Spanish Immersion students to continue improving their Spanish proficiency at Lakeridge Middle School and Lakeridge High School.

Grades 6-8 at Lakeridge Middle School

Social Studies in Spanish 

• 6th Grade & 7th Grade Social Studies Curriculum- Ancient Civilizations and the Medieval world - in Spanish with a focus on writing in the past tense and vocabulary development
• 8th Grade Social Studies Curriculum -US History- in Spanish with a focus on writing and  literacy development through primary sources 

Spanish Literacy 

• 6th grade- review and development of present and past Spanish tenses.
• 7th grade - Continued development of Spanish grammar, writing, and syntax.
• 8th grade - Development of Spanish past, future, and conditional tenses.

Target Language Goals:

• Students can start and sustain conversations for informal daily topics or literary ones.
• Students can read and write about different literary genres.
• Students can demonstrate knowledge of their Social Studies grade-level goals.
• Students can demonstrate socio-cultural competencies.

Grades 9-12 at Lakeridge High School

In 9th and 10th grade, Spanish Immersion students take Spanish courses as shown below. They also take Spanish Immersion: World History/Geography and Spanish Immersion: US History and Government. In 11th and 12th grade, they have the following Spanish course pathway.

Spanish Immersion Cohorts

Spanish Immersion students who successfully complete the 9th and 10th grade Spanish Immersion Social Studies courses AND one of the Spanish course pathways above will graduate with Spanish Immersion honors. Spanish 4, AP Spanish Language and Culture, and the PSU Challenge course Civilizations and Cultures of the Spanish Speaking World are honors courses. Spanish 4 and the PSU Challenge Course are also dual credit courses. See the Dual Credit Coursework section above for more information. 

SI students will be eligible to earn the Oregon State Seal of Biliteracy by earning a 4 or higher on the AP Language and Culture exam or an Intermediate High on the STAMPS test. Some colleges award college credit based on the Seal of Biliteracy.

Spanish Proficiency Target: ACTFL Intermediate High to Advanced Low: 

• Students can write a thesis statement and informative essay using proper grammar, a variety of vocabulary, and evidence from a variety of sources. 
• Students can write an argumentative essay using references and appropriate grammar. 
• Students can engage in a high-level academic conversation or debate with their peers. 
• Students can read and comprehend the central ideas and details of grade-level nonfiction and fiction texts. 
• Students can listen to and comprehend a variety of audio selections with different accents and contexts and then offer a summary of what was talked about with supporting details. 
• Students can participate in spontaneous conversations regarding both academic and non-academic topics using mostly correct grammar and appropriate vocabulary.