HELEN C. PEIRCE SCHOOL OF INTERNATIONAL STUDIES
  • Home
  • About
    • Our History
    • Mission & Vision
    • School Tours
    • Enrollment Information
    • Policies & Forms
    • Staff Directory
    • Local School Council (LSC)
    • Continuous Improvement Work Plan
    • Support Peirce
    • Branding Guidelines
  • Family Information
    • Before & After School Programs
    • Case Management
    • Student Door Entry
    • New to Peirce
    • Family Communication
    • Parent Organizations
    • Principal's Newsletter
    • Volunteer Opportunties
  • Academics
    • International Baccalaureate >
      • IB Primary Years Programme
      • IB Middle Years Programme
      • IB Learner Profile
    • Pre K
    • Art
    • English Learner Program
    • Counseling Department
    • Dance
    • Garden
    • Music
    • Physical Education
    • Restorative Practices
    • Spanish
    • Sports Programs
    • Technology
  • Calendar

SPANISH

Primary Years Programme (PYP) Spanish Philosophy 
Peirce School of International Studies offers every student the opportunity to learn Spanish as a second language through an integrated PYP Curriculum. “Every learner benefits from having access to different languages, and, through that access, to different cultures and perspectives. Acquisition of more than one language enriches personal development and helps international-mindedness.” 

​The main goal of the PYP Curriculum as well as the primary objective of our school is to provide every student the opportunity to learn about other cultures and value diversity through language learning. “Exposure to and experience with languages, with all their richness and diversity creates an inquisitiveness about life and learning and a confidence about creating new social interactions. Language provides a vehicle for learners to engage with the world and, in IB World School, to relate to, and accept, responsibility for the mission of the IB.” 
   
Scope & Sequence 
PYP Spanish units are designed based on following transdisciplinary themes and each of them addresses a central idea relevant to the theme: 
  • Who we are 
  • Where we are in place and time 
  • How we express ourselves 
  • How the world works 
  • How we organize ourselves 
  • Sharing the planer 

Language Level Expectations
Students from Kindergarten to 5th grade receive Spanish instruction in a weekly basis. They are taught 60 minutes per week and according to the Office of Language and Cultural Education students who receive less than 120 minutes of the target language instruction per week is considered a Foreign Language Exploratory Program (FLEX). This program is the most-commonly implemented World Language Program in CPS elementary schools. Students who study the language from Kindergarten to 5th grade can be expected to reach a language proficiency level equivalent to Novice Mid as stated by the World Language Guidance Document from CPS.


Visit Ms. Sandoval's PYP Spanish website. 

Middle Years Programme (MYP) Spanish Overview
Students enrolled at Helen C. Peirce School of International Studies take Spanish as their World Language course.  The classes are designed to get students to speak, read, and write in Spanish.  After completing 6th, 7th, and 8th grade levels, students have the opportunity to enter into their high schools as an advanced language learner.  Most students at Peirce test into Spanish 2 Honors or Spanish 3/3 Honors classes.  Many native speaking students enter into Spanish 4/5 levels of Spanish after completing their advanced coursework at Peirce.  At Helen C. Peirce School of International Studies, all students are afforded the ability to accelerate in their language studies.  

MYP Spanish Philosophy
All students can learn Spanish.  Students can take a non-native speakers level or native speakers level of Spanish.  Classes focus on reading, writing, and speaking in Spanish.  There is an emphasis on the five C's of language acquisition: Communication, Cultures, Connections, Comparisons, and Communities.  Students reflect on their own language and culture and compare/contrast throughout their coursework.  Students synthesize the language through various projects and activities in each unit of study.  Instruction is differentiated and provides access points for all students.

MYP Spanish Scope & Sequence
Non-native Spanish speakers learn the basics of Spanish grammar and start using the language immediately.  Students begin by learning greetings and goodbyes and continue to describe themselves and others.  Then students learn regular and irregular present tense verbs to talk about what they and others do.  Students continue expanding their vocabulary by learning about school, food, community events/places, the home, shopping, recreational activities, the body, telecommunications, leisure and vacation vocabulary.  Students also learn idiomatic expressions, past tense forms, and future and conditional forms of the language.  Each unit of study focuses on various countries in the Spanish speaking world to enhance their cultural competency.  By the end of their 3 years in the MYP non native classes, students have acquired enough Spanish to equal 2 full years of high school level Spanish.  

Native speaker classes are advanced classes, focusing on the knowledge of students and thinkers and communications in Spanish.  Students reflect on their culture and compare/contrast themselves with others.  Each unit of study develops their reading, writing, and speaking in Spanish.  Classes are instructed almost entirely in Spanish.  Grammatical structures are compared and contrasted to help our bilingual MYP students understand the language and its function within the context of the community.  There is a large focus on literature and writing in the native speakers coursework.  Students read rigorous selections of literature, from fiction to non-fiction and poetry.  Students review all forms of grammar tenses and modes and many test into high levels of Spanish when they continue with the language in their high schools. ​

The 5 C's: Communication, Culture, Connections, Comparisons, Communities
Standards-based world languages education and the Illinois state and national standards reflect the themes in the Standards for Foreign Language Learning known as "The Five Cs." These standards describe the "what" (content) of world languages learning and form the core of standards-based instruction in the world languages classroom.

Communication
The communication standard stresses the use of language for communication in "real life" situations. It emphasizes "what students can do with language" rather than "what they know about language." Students are asked to communicate in oral and written form, interpret oral and written messages, show cultural understanding when they communicate, and present oral and written information to various audiences for a variety of purposes.

Cultures
Cultural understanding is an important part of world languages education. Experiencing other cultures develops a better understanding and appreciation of the relationship between languages and other cultures, as well as the student's native culture. Students become better able to understand other people's points of view, ways of life, and contributions to the world.

Connections
World languages instruction must be connected with other subject areas. Content from other subject areas is integrated with world language instruction through lessons that are developed around common themes.

Comparisons
Students are encouraged to compare and contrast languages and cultures. They discover patterns, make predictions, and analyze similarities and differences across languages and cultures. Students often come to understand their native language and culture better through such comparisons.

Communities
Extending learning experiences from the world language classroom to the home and multilingual and multicultural community emphasizes living in a global society. Activities may include: field trips, use of e-mail and the World Wide Web, clubs, exchange programs and cultural activities, school-to-work opportunities, and opportunities to hear speakers of other languages in the school and classroom.

​Visit Ms. Lenihan's MYP Spanish website.

Victoria Delgado

Picture
IB PYP World Language Teacher
K - 3rd Grade Spanish
vldelgado@cps.edu
Eight interesting facts about Mrs. Delgado:
  1. Birthplace: I was born in Pittsburgh, Pennsylvania. Throughout my life I have lived in the states of New York, Washington, Arkansas, Texas, Oklahoma, and have lived in Chicago since 1985. 
    Education: I graduated from Okmulgee High School in Okmulgee, Oklahoma. I attended the University of Tulsa in Tulsa, Oklahoma for 3 years, then transferred to Roosevelt University in Chicago and earned a Bachelor’s degree in Music Education followed by a Master’s degree in Vocal Performance. I am endorsed to teach Music (K-12), Elementary Education (K-9), English as a Second Language, Spanish Bilingual, and World Language Spanish (K-4). 
    Teaching Experience: I started teaching at Peirce School in 1990 and have stayed at Peirce for over 31 years. In my time at Peirce, I have taught music, third grade, second grade, bilingual support, and Spanish World Language. 
    Fluency: English is my first language, but I am fluent in Spanish and have also taken classes in German and French. Because of my background in vocal music, I have experience singing in various languages such as Hebrew, Russian, German, French, Spanish, Italian, Swahili, Yoruba, and Latin, to name a few. I have an interest in learning to speak Italian as well. 
    Family: My husband Juan is from Ecuador and has been a big influence on my Spanish language development. We have four grown children and two grandchildren. All four of our children attended Peirce School and therefore, I feel as if Peirce is my second home. Our oldest daughter is a teacher as well. In our free time, my husband and I enjoy gardening, playing tennis, and bicycle riding. 
    Educational Philosophy: I believe all human beings have the capacity to learn. I feel children learn especially well through song, dance, and storytelling, and I try to incorporate them in my teaching.

Kimberly OCampo

Picture
​IB MYP World Language Teacher
4th - 8th Grade Spanish
kocampo24@cps.edu
Under Construction
Picture
 Helen C. Peirce
School of  International Studies
1423 W. Bryn Mawr
Chicago IL, 60660
Phone: (773) 534 2440
Fax: (773) 534 2577

PK Branch
5300 N. Broadway
Chicago, IL 60640
Phone:  (773) 534-2234
​Fax:  (773) 534-2235

Fax: (773) 534-2577 
Picture

Picture
Picture
Picture
Picture
Non-Discrimination Statement It is the policy of the Board to prohibit unlawful discrimination, harassment, and retaliation on the basis of any protected category by the Constitution of the United States, the Constitution of the State of Illinois, and applicable federal, state or local laws or ordinances, including but not limited to Title VI of the Civil Rights Act of 1964 (Title VI), Title VII of the Civil Rights Act of 1964 (Title VII), Age Discrimination in Employment Act of 1967 (ADEA), Title IX of the Education Amendments of 1972 (Title IX), the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act of 1973 (Section 504), specifically, but not limited to, discrimination, harassment, or retaliation on the basis of sexual orientation, gender or sex (includes gender identity, gender expression, pregnancy, childbirth, breastfeeding, and pregnancy-related medical conditions), race or ethnicity, ethnic group identification, ancestry, nationality, national origin, religion, color, mental or physical disability, age, immigration status, marital status, registered domestic partner status, genetic information, political belief or affiliation (not union-related), military status, unfavorable discharge from military service, or on the basis of a person’s association with a person or group with one or more of these actual or perceived characteristics in the educational programs or activities the Board operates.

Concerns or inquiries regarding sex discrimination, harassment, or retaliation can be made to the Board’s Title IX Coordinator in the Office of Student Protections and Title IX (OSP) or the U.S. Department of Education Office for Civil Rights (OCR).

For information on mental health, go to Mental Health and Suicide Prevention Resources
  • Home
  • About
    • Our History
    • Mission & Vision
    • School Tours
    • Enrollment Information
    • Policies & Forms
    • Staff Directory
    • Local School Council (LSC)
    • Continuous Improvement Work Plan
    • Support Peirce
    • Branding Guidelines
  • Family Information
    • Before & After School Programs
    • Case Management
    • Student Door Entry
    • New to Peirce
    • Family Communication
    • Parent Organizations
    • Principal's Newsletter
    • Volunteer Opportunties
  • Academics
    • International Baccalaureate >
      • IB Primary Years Programme
      • IB Middle Years Programme
      • IB Learner Profile
    • Pre K
    • Art
    • English Learner Program
    • Counseling Department
    • Dance
    • Garden
    • Music
    • Physical Education
    • Restorative Practices
    • Spanish
    • Sports Programs
    • Technology
  • Calendar