Goldilocks y Los Tres Osos Are Visiting the Computer Lab

Spanish integration hasn't officially launched yet, but Goldilocks y los tres osos have been making an appearance in Computer Lab.

Some of our grades K-2 classrooms have had the fun of watching episodes of Salsa, an award-winning show for young learners of Spanish, produced by Georgia Public Broadcasting. Students were introduced to the show with the familiar story of "Goldilocks y Los Tres Osos" (or "Goldilocks and Three Bears").

The shows are entirely in Spanish, giving students an immersion experience. And they are designed to help students gain familiarity with particular words and phrases—for example, in the story of "Los Tres Osos," the emphasis is on the words grande (big) and pequeno/a (small).

Watch "Los Tres Osos" with your kids by clicking on this link. And check out all the episodes you can watch at home for more Spanish immersion. 

Spanish Integration Hits Claxton

Get ready for Spanish integration to hit Claxton!

We'll kick off the campaign shortly, and you can expect to hear your child using Spanish phrases, singing in Spanish, and playing online games designed to help them learn the language.

In the meantime, you can read Claxton's Spanish Integration Mission Statement here:

Claxton Elementary School

Spanish Integration Mission Statement

September 2015

            Many studies have shown that foreign language learning increases critical thinking skills, creativity, and flexibility in young children. Students who are learning a foreign language tend to out-score students who are not on standardized tests as well. In their Racial Equity work, Claxton faculty and staff have identified the need for cultural empathy and providing leadership roles for all Claxton students.

            In recognition of these important benefits of early language learning, Claxton Elementary School has adopted a curriculum-wide Spanish Integration program.

            Our goals are:

·      To provide Claxton students with the cognitive and educational benefits of early language learning.

·      To create an environment of inclusion, acceptance, understanding, and fun.

·      To equip Claxton students with crucial 21^st century skills for living in an increasingly diverse society.

·      To offer leadership opportunities for all students.

·      To prepare students for middle and high school foreign language study.

            Our methods are:

·      Consistent school-wide introduction of Spanish words and phrases through avenues such as CLX Morning News, on-line resources, and school-wide campaigns.

·      Targeted activities in all specialist offerings designed to foster Spanish-language learning and understanding of Latino culture.

·      Consistent use of Spanish commands and expressions of praise by teachers.

·      Consistent use of student-motivated Spanish language learning opportunities through Daily 5, Social Studies lessons, and brain breaks.

·      Teacher modeling of a willingness to try to learn and speak a new language.

·      Taking advantage of leadership opportunities for all students and their families.

·      Providing parental volunteer support with translation and classroom speaking.

·      Providing PTO financial support and coordination of the Spanish Integration program.

            It is our intent that these goals and methods align with North Carolina World Language Essential Standards. In particular, these goals and methods are designed to align with:

·      NL.CLL.1: Use the language to engage in interpersonal communication.

·      NL.CLL.1.1: Use single words and simple, memorized phrases to express needs, preferences, and feelings.

·      NL.CLL.1.2: Use culturally appropriate greetings, farewells, apologies, and expressions of courtesy.

·      NL.CLL.2: Understand words and concepts presented in the language.

·      NL.CLL.2.1: Understand the meaning of simple, spoken greetings, words, and phrases, when accompanied by visual clues and/or prompts, as needed.

·      NL.CLL.2.4: Interpret phrases, commands, simple questions and descriptions that are presented with accompanying gestures, intonations, and other visual and auditory clues.

·      NL.CLL.3: Use the language to present information to an audience.

·      NL.CLL.3.2: Use the language to recite memorized poetry and songs from the target culture.

·      NL.CLL.4: Compare the students’ culture and the target culture.

·      NL.CLL.4.1: Compare behaviors, such as gestures and greetings, in the target culture and the students’ culture.