L2+Framework

= Arabic Language and Literacy Framework K-8 =

L2 - Arabic as a Second Language


Standards ** || **Communication** Interpersonal Interpretive Presentational |||| ** Cultures ** Practices Perspectives Products Comparisons |||| **Comparisons**

Cpmparisons between languages || **Connections** Reflections on similarities and differences || ** Communities ** Language as a lifelong tool for effective communication || Curriculum Features ** |||||||||||||| || Program Strands ** |||| ** Reading ** |||| ** Writing ** |||||| ** Speaking and Listening ** || As students explore important questions, they naturally turn to fiction and nonfiction texts as sources of information. Students will experience, predictable whole stories, novels, plays, and poems as well as complete pieces of nonfiction ||||= Once students have researched their question, they write to present their understandings to classmates or to a wider audience. ||||> Students will converse, provide and obtain information, express feelings, emotions, and ideas, and exchange opinions in the target language. || Components ** |||| Interactive Read Aloud Modeled/Shared Reading Phonics/Word Study/ Spelling Poetry sharing/response |||| Guided Writing Interactive Writing Modeled/Shared Writing Handwriting |||||| Conversation Discussion Role Play Dramatization Presentations || Assessment ** |||| Grade level common assessments |||| Grade level common assessments |||||| BCH Writing Speaking and Listening Continuum Grade level common assessments || Freeman, D. E., and Freeman, Y. S. (1994). //Between worlds: Access to second language acquisition//. Portsmouth, NH: Heinemann. AERO World Languages Standards ||
 * Curriculum Features**
 * Organize curriculum around significant questions and solving meaningful problems. For example, students might investigate questions such as "How are we alike, and how are we different?" or "How does where we live influence how we live?"
 * Link content to life experiences and provide student choice in questions for investigation to promote meaningful connections
 * Provide opportunities for students to work collaboratively while reading and discussing authentic literature, writing responses, authoring their own books, investigating interesting questions, and reporting their findings
 * Experience Arabic through all four modes - read and write as well as speak and listen from the beginning of their experiences with Arabic
 * Involve students in activities that build their self-esteem and provide them with opportunities to succeed
 * Technology