Puente de Hozho Elementary School

Our Diné Language Program is a rigorous language preservation and revitaliztion program for families looking for a culturally-relevant educational experience that is rooted in Diné culture, leadership, and college preparation.  Below is a full description of our Diné Language Program, and we ask all interested families to preview the information with care and attention. 

THE VISION OF THE PROGRAM

The  Diné Immersion Program educates the future guardians of the Diné language and culture by building a bridge of beauty between the timeless teachings of the past with the knowledge and technologies of the present.

MISSION STATEMENT AND GOALS 

The mission of the Diné Immersion Program is to provide an educational environment in which students can learn the Diné language and live the Diné culture while pursuing the following goals:

A         Academic excellence:  Students will meet or exceed all academic, language, and cultural standards.

B         Bilingualism:  Students will become proficient  speakers, readers, and writers    of Diné and English.

C         Cultural immersion:  Students will become aware of the Beauty Way teachings and will be encouraged to apply these teachings in all aspects of their lives with home and community support.

D         Diné technologies:  Students will utilize modern technologies to explore Diné     language, culture, art, literature, and history.   

OUR PHILOSOPHY OF DINÉ LANGUAGE TEACHING 

Our Diné language is a gift from the Holy People.  It enables us to connect with the Creator, Mother Earth, the Universe, and all things in it.  Our language uniquely identifies us as Diné and is used wisely and thoughtfully to express kind words and positive feelings.  It is also used for thinking and planning, with life and with prayer.  Our language is the birthright of all Diné children.

For many students, learning another language provides academic, social, and even professional benefits.  For Diné children, learning the Diné language is essential to self-identity and cultural survival.  If we lose our language, we will lose the soul of our culture.

Preserving the Diné language must be a collective effort shared by parents, students, teachers, and the community. To preserve the language, we must teach it to our children.  To teach it, we must speak the language and speak it often.  

The most effective way to learn a language is to be fully immersed in it at home, at school, and in the community.   Language is learned by first listening to meaningful language and then speaking the language in meaningful situations.  Language is learned through practice, daily routines, repetition, songs, stories, and role-playing.  Mistakes are encouraged to instill perseverance and strength, as learning is scaffolded to produce proficiency in language.

An effective Dine immersion program will help preserve the Diné language. It will include academic and conversational instruction. Subject matter, such as math, science, social studies, etc., will be taught using the Diné language. In addition, certain language structures will be taught explicitly. During immersion instruction, teachers will stay in the language by speaking Diné Bizaad while encouraging students to do the same.

In the Beauty Way teachings, our children will learn the language and culture so they can prepare themselves for a better future, with a greater sense of who they are and their role in the world. In the Beauty Way they will walk, in beauty they have walked, in beauty they will learn their Diné language and culture. Hozho nahasdlii.

DESCRIPTION OF PROGRAM ACTIVITIES 

The Diné Immersion Program provides students in grades K-5 content-based Diné language instruction utilizing a multi-faceted approach to maximize each student’s language learning experience. Specifically, the program offers:  

(1)  Thematic/Integrated Approach:  Academic content is taught through cultural and academic themes, such as Self, Hogan, Winter Stories, Living Things, and Astronomy.  Language, content, and culture are integrated throughout the curriculum.  Immersion teachers incorporate into their content lessons objectives for oral language, reading, and writing. 

(2) Direct Diné Language Instruction:  In addition to content-based language  instruction, for a portion of each day students also receive direct  instruction to develop specific listening, speaking, reading, and writing skills in Diné. 

(3)  Indirect Diné Language Instruction:  Diné language is reinforced throughout the day as students are “immersed” in the language in all subject areas.

(4)  Situation-specific Diné Language Instruction: To increase conversational fluency and to supplement direct Diné language instruction, Immersion teachers also provide students with daily situation-specific language instruction (i.e., going to the cafeteria; getting on and off the bus; going to the computer lab; etc.). 

(5)  Language Arts:  Language Arts (oral, reading, and writing skills) are taught in both languages (Diné and English).   

ORGANIZATION OF INSTRUCTIONAL TIME

Instructional time in the Diné Immersion Program is divided between Diné and English.  In kindergarten and first grade, instructional time in Diné is about 80% and 70%, respectively.  Beginning in second grade, the program aims for a 50/50 balance between instructional time in English and instructional time in Diné.  Some subjects are taught in both languages (i.e., Reading), while other subjects are primarily taught in one language and reinforced in the other language.  In grades K-3, subject matter is integrated into the thematic units.  Academic subject instruction is divided between the Diné and English programs as follows: 

TEACHING STRATEGIES AND TECHNIQUES

Diné language immersion instructors utilize a variety of well-established approaches, strategies, and techniques to teach listening, speaking, reading, writing. grammar, and vocabulary in the Diné language.   These include:

ORAL LANGUAGE:

• Direct, structured language instruction reinforced by authentic practice (i.e., role playing, guided conversation, unscripted conversation, songs, modeling, responding to scenarios, field trips, service projects, performances, projects, etc.)
• Situation-specific language instruction reinforced by authentic practice;
• Indirect instruction via immersion in Diné language in content areas for at  least 50% of the instructional day;

READING: 

• Phonics-based reading instruction
• Functional reading instruction
• Reading in the content-areas
• Grade level high frequency Vocabulary Lists

WRITING: 

• 6-Traits writing instruction
• Writing process
• Functional writing instruction
• Writing in the content-areas

GRAMMAR: 

• Direct, structured grammar instruction reinforced by authentic practice (i.e., role playing, responding to scenarios, field trips, service projects, performances, projects, etc.)
• Situation-specific grammar instruction reinforced by authentic practice;
• Indirect grammar instruction via immersion in Diné language in content areas for at least 50% of the instructional day;
• Grade level high frequency Verb Lists

VOCABULARY: 

• Grade level high frequency vocabulary lists
• Functional vocabulary instruction
• Academic  vocabulary instruction
• Content-specific vocabulary instruction

LANGUAGE ASSESSMENT PLAN

Teachers in the Diné Immersion  Program use a variety of assessments to monitor each student’s progress as he or she learns to speak, read, and write the Diné language.  These assessments include:  class exams and quizzes, written assignments, classroom presentations, role-playing scenarios, homework assignments, projects, and other  activities.  In addition, three major assessments are given to all students in the program to measure their progress annually:

• Diné Oral Language Proficiency Assessment (DOLPA)
• Diné Reading Assessment (DRA)
• Diné Writing Assessment

These three tests are administered at the beginning and end of each school year in grades 1-5. In kindergarten the tests are only administered at the end of the school year.   In addition, the Kindergarten Diagnostic Assessment (KDA) is administered in Diné to kindergarten students in the fall and in the spring for pre-post results.

LANGUAGE OVERVIEW

Language is life, and language is sacred.  It is the bridge to hozho (the Beauty Way).  Language both distinguishes and connects us as human beings.  By learning to speak, read, and write Diné bizaad, children can reconnect with their  Diné culture and heritage, or they can explore a new world that is a window to their own.  All become future guardians of the Diné language.  For this reason, students in the Diné Immersion Program are taught the language skills needed to express themselves using Diné bizaad both formally and informally, in conversational and academic contexts.  Our goal is for all students to become highly competent speakers, readers, and writers of the Diné language.    

COMMON GOALS FOR GRADES K-5

Speaking and Listening 

Students will develop basic skills to converse in the Diné language at school, at home, and in the community.  Children will converse with grandparents and elders expressing themselves in authentic dialogue about everyday matters using correct grammar while honoring and preserving their language. 

Reading

Students in the Diné Immersion Program will increase their vocabulary through decoding age-appropriate text.  They will also effectively summarize with details and support to increase their understanding of the text.  They will be able to answer questions derived from the text while making inferences and be able to explain what the text is about to others.  In answering questions, with support students will be able to use a variety of points of view (POV) while paying particular attention to their audience. 

Writing

Students will express themselves and communicate effectively through writing for a variety of purposes, such as:  descriptive, narrative, persuasive, and informational.   They will use correct grammar, punctuation, and spelling, including diacritical marks.  They will learn a wide range of expressive possibilities to develop their own unique and diverse voices as writers.

KINDERGARTEN & FIRST GRADE 

Speaking and Listening 

• Exhibits good behavior (wait until speaker is finished)
• Listens for information to ask questions
• Listens for enjoyment/appreciation (knows events in a story, says something nice about presentation)
• Introduces self using name and 4 clans
• Sings and explains meaning of vocabulary in songs
• Tells about self, home and family using simple unscripted conversation
• Retells stories (personal experiences, narrative, etc) in logical order using sequential words (altse, aadoo, nt’ee, akeedi)

Reading

• Participates in group oral reading activities
• Reads and comprehends elements of short literature (story, informational, functional text)
• Reads effectively with expression and fluency
• Reads and follows simple multi-step directions 

Writing

• Uses correct conventions in writing a story/paragraph
• Uses correct grammar in sentences (nouns, verbs, adjectives, etc) in daily writing
• Uses the Writing Process on a research paper
• Uses Six-Traits Writing in different types of writing (story, report, poetry, personal narrative, communication)

SECOND GRADE

Speaking:

• Introduces self using Four Clan in sequential order.

1. Nishli Bashi’chiin  3.Da’shi’chei 4.Da’shi’nali.

• States the name of place where he or she is from.
• States his or her mother’s, father’s, maternal and paternal names.
• States the names of his or her siblings.
• Asks and answers simple questions.

Who?/Hai?, What?/Ha’aat’ii?, Where?/Haadi?, How?/Haash yi’t’eego?

• Follows three step directions.
• Engages in a simple conversation.
• Sings songs and participates in dances.
• Use first, second, and third person pronouns in conversations.

Shi, Shima, Shizhe’e, Shi chei, Shinali, Ni’, Bi’

• States the days of week, Month, Year, Seasons, Colors, Numbers and the Alphabet.

Reading

• Reads and comprehends main ideas.
• Retells what happened in a story including main ideas, details about characters, setting and events. Ha’aat’ii Bahane, Hai bahane’, Haa’di a’hoo t’iid
• Makes connections to his or her own background knowledge.
• Reads silently and selects own reading materials.

Writing

• Writes in complete sentences with correct punctuation.
• Uses capital letters correctly.
• Writes stories with a beginning, middle, and end.
• Conducts basic research from a book, i-pad, etc.
• Use the Navajo dictionary effectively.
• Creates a shared research and writing project on an i-pad and poster board.
• Uses first, second, third person point of view.
• Edits his or her own writing for spelling and punctuation.
• Writes a one page narrative with action, thoughts and feelings.

THIRD GRADE

 Speaking and Listening

• Introduces self by four clans and explains their meaning; as well as out of order.                                                                                                                                  
• Engages in simple conversations using familiar words.
• Comprehends most simple scripted conversations and some unscripted conversations.
• Comprehends most age-appropriate academic discourse.
• Engages in simple scripted and some unscripted conversations.
• Speaks with mostly comprehensible pronunciation.
• Responds appropriately to simple scripted and some unscripted conversations and  most age-appropriate academic discourse.
• Responds with some extended discourse.
• Expresses self in complete sentences with correct grammar most of the time.
• Speaks using the following most of the time: correct verb conjugations, correct subject-verb agreement, correct pronouns, correct syntax.

Reading

• Can do the following with support:  decodes age-appropriate text, summarize it, answers simple questions about it, and explain it to someone else using what they have learned.
• Reads and comprehends simple literature, poetry, informational and functional text with support.
• Reads and comprehends a personal research paper.
• Reads with fluency and mostly correct grammar.

Writing

• With support, writes about a topic, using complete sentences and correct grammar most of the time.  
• Uses the following most of the time: correct verb conjugations, correct subject-verb agreement, correct pronouns, correct syntax SOV.
• Generate first, second, and third person sentences.
• Each day writes sentences using words learned each week.
• Uses The Writing Process strategies to write a descriptive research paper.
• Completes 3^rd 1-2 paragraph capstone writing project.

FOURTH & FIFTH GRADES 

Speaking and Listening

• Introduces self by four clans and explains their meaning as well as out of order.
• During Native America Week, presents on a topic in Diné and English depending on the audience (i.e.  hogan, hair bun, etc.)
• Engages in simple conversations using familiar words. (i.e. kééhat’í, k’é)
• Comprehends simple scripted and unscripted conversations.
• Comprehends most age-appropriate academic discourse.
• Engages in simple scripted and unscripted conversations.
• Speaks with comprehensible pronunciation.
• Responds appropriately to simple scripted and unscripted conversations and  most age-appropriate academic discourse.
• Responds with some extended discourse.
• Expresses self in complete sentences with correct grammar most of the time.
• Speaks using the following most of the time: correct verb conjugations, correct subject-verb agreement, correct pronouns, correct syntax.

Reading

• Can do the following with support:  decodes age-appropriate text, summarize it, answers simple questions about it, and explain it to someone else using what they have learned.
• Reads and comprehends simple literature, poetry, informational and functional text.
• Reads and comprehends informative research paper (Science, Social Studies, etc.).
• Reads with fluency, using mostly correct pronunciation and grammar.

Writing

• With support, write extensively about a topic, using complete sentences and correct grammar most of the time.  
• Uses the following most of the time: correct verb conjugations, correct subject-verb agreement, correct pronouns, correct syntax.
• Generates first, second, and third person sentences in singular and plural forms..
• Each day writes sentences using words learned each week.
• Uses The Writing Process strategies to write a descriptive research paper.
• 4^th/5th – 1 page capstone writing

Our fifth-grade students will also participate in the PYP Exhibition Project in 2019, which will also be presented in Diné.

Thank you for getting to know our Diné Language Program, and we'd be happy to answer any questions you may.

FUSD K-12 SPANISH PROGRAM: Beginning at Puente de Hózhó

Vision: The FUSD Spanish program empowers students to be global citizens and proactive stewards in a linguistically and culturally diverse world.

Mission: The mission of the FUSD Spanish program is to facilitate language acquisition opportunities so students can pursue the goals of:

Academic excellence: students will meet or exceed state and national academic standards.

Bilingualism: students will achieve their highest potential as speakers, readers, and writers of the Spanish language.

Culture: students will affirm their cultural identity and explore other cultures in a 21st century world.

Diversity: students will be encouraged to become global citizens who are open-minded and value multiculturalism and multilingualism.

PdH Spanish Program Description

PdH Elementary School's Spanish/English program is Kindergarten through fifth grade. 50% of the day is immersion in Spanish, and 50% of the day is immersion in English in all grade-levels. 

Spanish Program Philosophy

With over 572 million speakers, including 53 million in the United States, Spanish is the second most influential language on Earth. It is the common heart linking the many varieties of Spanish-speaking cultures throughout the world. It is also the primary access to the rich traditions, knowledge, and literature produced in Spanish. Learning Spanish is not only a door to new cultures and people, it is also an opportunity to develop a deeper understanding of how languages work and how to best communicate in one’s first language. Learning multiple languages has been shown to create positive cognitive and social advantages for learners. It sharpens the mind and language skills in all languages being learned. It fosters an open mindedness to other peoples’ perspectives and promotes respect for other cultures.

Mastering the Spanish language and achieving multicultural proficiency are life-time endeavors that are influenced by the individual learner’s attitude, motivation, aptitude, home/parental support, and time on task. It is best to teach language in real-life contexts in which meaning and understanding are constructed by the students through relevant and purposeful communication activities in collaboration with other learners. However, a thorough command of academic Spanish and its cultural nuances is essential to be fully proficient in the language and to maximize professional opportunities. Hence, students also require formal instruction in grammar, speaking, reading, writing, and cultural competence.

The language teacher’s primary responsibility for language learners is to instill within them a deep and abiding love of the language. To this end, language teachers utilize developmentally appropriate pedagogies, curricula, and materials for language acquisition and learning. They create a classroom environment that promotes a growth mindset, risk-taking applications of language, identity affirmation, and cross-cultural transactions. Teachers also provide opportunities for students to practice, produce, and enjoy language both in and out of the classroom. They model academic as well as conversational Spanish. The teachers’ goal is to “stay in the target language” and encourage their students to do the same. It is imperative that language teachers have the opportunity to collaborate with other language teachers and receive continuous professional development to perfect their craft. Assessments should evaluate listening, speaking, reading and writing. FUSD

Spanish courses will allow students to fulfill the college entrance requirement for foreign language. Students that reach proficiency by graduation can earn the seal of bi-literacy on their transcript and diploma.

The FUSD Spanish Program helps students reach their highest language potential as speakers, readers, and writers of Spanish while acquiring a multicultural and multilingual vision of the world. For native English-speaking students who are learning Spanish our program represents a passport to explore and experience countries and cultures throughout the world. For native Spanish-speaking students, it provides an opportunity to master their mother tongue at an academic level and reaffirm or connect with their cultural identities. For children of Hispanic descent, it is an opportunity to strengthen linguistic and cultural bridges binding families through the generations. For all three groups, our program is an opportunity for students to experience a rich interchange of language, culture, ideas, and friendship. At the same time, our students develop not only an awareness and appreciation of the power and beauty of diversity, but also a firm conviction that it is one of our greatest sources of strength as human beings.