Modern Language Updates
From the Alveary Team
We want to highlight some updates in the modern language lessons. Our goal was to simplify the modern language lessons and move away from rote memorization of vocabulary words in picture study and literature. We want to provide more ways for students to engage with the language in more imaginative and natural ways such as enjoying literature in the target language, learning conversational phrases, and talking about the pictures in picture study using sentences or phrases. We also wanted to streamline the student books and therefore have less to print. Here are some of the changes:
- A phrase of the week is listed at the beginning of each lesson that focuses on conversational language.
- Grammar concepts are incorporated into grades 4-6 to help bridge the gap between the lower levels and the upper levels.
- We have not included vocabulary cards this year because many members found them cumbersome, and we want to encourage students to use TPR and point to the pictures in the books as they review their vocabulary. You can also review vocabulary by listening to the audio and pointing to the pictures in the book. If you found vocab cards helpful, it would be a great practice for your students to create their own cards.
- During the review lessons, we have added videos and links for students to learn more about the cultures that speak the language.
- Picture study lessons have fewer vocabulary words in Term 1 and progressively increase each term. Students can take their time to learn the words and the narration sentences; then be able to talk about the picture (or their surroundings) in the target language.
- Literature lessons have changed the most this year. The point of literature lessons is not to memorize the story lines, because that would not be possible for most students. Also, the fables are not necessarily written for beginner students since they contain harder vocabulary and a variety of verb tenses. The goal of literature is to immerse students in the literary language of the target language by hearing it read, copying it, and reading it aloud themselves. The vocabulary words that are provided in the lesson are basic words that the students can use to talk about their storyboard drawings, the illustration coinciding with the story, and to recap the previous lesson without the struggle of memorizing storylines.
Following Charlotte Mason’s principles, we want the beginning years of learning a second language to be similar to how students develop proficiency in the English language (oral work, narration, recitation, copywork, grammar, and literature). We hope that as students engage with the language through songs, stories, pictures, gestures, and drawing, their vocabulary and understanding of the language will grow. It will provide a good foundation for Level 1 when they will spend more time translating, learning grammar and writing narrations.
SPOTLIGHT: While not required, we do find it invaluable to receive a copy of completed and scored exams for the purposes of research and book evaluation. If you are willing to share your student’s exam with us, please compile any separate files you have (from scanned pages, etc.) into a single PDF. Name the file “[Student’s Name] [Grade] T3 Exam.” Complete instructions are provided at the beginning of each exam document.
NOTES:
- Blue Orchard Bee: Planning for high school with a neuroatypical student? Listen to (or read the transcript of) Kerri Forney’s conversation with Danielle Merritt-Sunseri for insight and encouragement.
- CMI Courses: Last call for CMI’s Fall Courses! Our fall cohorts begin September 22, so now is the time to register. Explore our full lineup and find the perfect course for you.
- From the Hive: Which parts of your family rhythm serve your homeschool especially well? Jot them down in a journal, make a note in your calendar, or share them here.
Have a wonderful weekend!
