2014 Immersion Informational Meeting

2

Academic Performance Index 2013/2014 902

Math English0

102030405060708090

100

20062013

3

English Language Arts CST Scores

2010-2011 2011-2012 2012-20130

102030405060708090

Barnard Asian Pacific Language AcademySan Diego Unified School DistrictState of California

The Curriculum Framework should be able to :

Promote communicative competence Promote functional use of language Connect text with meaningful real-world experience Align instruction across the grade levels Align newly implemented Common Core Standards

http://vimeo.com/51933492

Mandarin Chinese Dual Language ImmersionBenchmark/Language Proficiency Goals

Grade Listening Speaking Reading Writing

1st Grade Novice Mid

Novice Mid

Novice Low

Novice Low

2nd Grade Novice High

Novice High

Novice Mid

Novice Low

3rd Grade Intermediate Low Novice High

Novice Mid

NoviceMid

4th Grade IntermediateMid

IntermediateLow

IntermediateLow

Novice Mid

5th Grade IntermediateMid

IntermediateLow

IntermediateLow

IntermediateLow

ACFTL Proficiency Guidelines and Targeted Outcomes for Barnard Mandarin Immersion Program K-12

ACFTL Proficiency Guidelines http://

www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english

Barnard Asian Pacific Language AcademyMandarin Literacy Expectations - by June 2014

Barnard Asian Pacific Language AcademyMandarin Literacy Expectations - by June 2014

Barnard Asian Pacific Language AcademyMandarin Literacy Expectations - by June 2014

Barnard Asian Pacific Language AcademyMandarin Literacy Expectations - by June 2014

First Grade Social Studies FrameworkThemes Topics Communicative Tasks

& Objectives (Can-do list)

Language Forms Receptive Vocabulary

Citizenship School Rules Community Rules Our Leaders The Golden Rule

Students will be able to:  Identify community

members: principal, teacher, mayor

Identify community places: school, city

__ 是 __ 的领导人。o 校长是学校的

领导人。o 老师是同学们

的领导人。 __ 有 __ 规则。

o 学校有学校规则。

o 教室有教室规则。

Teacher 老师Rule 规则Responsibility 责任Principal 校长Fair 公平Share 分享Leader 领导人Community 社区Mayor 市长City 城市Respect 尊重

My School (Integrated with Better Chinese)

People & Placeso School Map

School Activities

Students will be able to:  Name their school Name their

principal Name their

teachers (PE) Identify classroom

objects

这是我的学校。我的学校是巴纳得小学。

我的校长是 Mr. Park 。他是学校的领导人。

这是我的教室。我的教室里有 __ ， __ ，还有__ 。

我的老师是柯老师。她教我英文和中文。我喜欢上 __ 。

这是足球场。我们在这里上体育课。

我的体育老师是Coach MJ 。我（喜欢/ 不喜欢）体育课。

我的朋友是 __ 。我们一起 __ 。

School 学校Barnard Elementary 巴纳得小学Classroom 教室White Board 百般Eraser 橡皮Crayon 蜡笔Marker 水笔Scissors 剪刀Glue 浇水Chair 椅子Table 桌子Book 书Door 门Window 窗户Carpet 地毯Computer 电脑English 英文Chinese 中文PE Class 体育课Field 足球场Friend 朋友

Fourth Grade Mandarin LiteracyTheme Context Communicative

Tasks &Objectives

Supplemental Material

LanguageForms

Examples of Receptive Vocabulary

Worldwide Cultures/Legends/Tradition/Fairy Tales

Worldwide fiction /NonfictionCultureLegendsFables

1.  Can retell a few well-known stories from around the world

2.  Can introduce and describe some well-known people who influence or have influenced the world tremendously

3.  Can retell or narrate a few fables in their own words

1.Confirming/Doubt2.Degree3. Describing4. Ability5. Condition

1. 真的吗？ / 是吗？2. 太… ; 一点也不…3. 从前…4. 能不能…？

会吗？5. 虽然…，但是…

巨人，渔夫，瓶子，瓶盖，青烟，慌忙，慌张，摇身一变，肚子饿，灭火，天神，印度，英国，法国，四处逃命，感动，忽然，爱迪生，孵鸡蛋，著急，蹲，奇怪，家鼠，野鼠，遇见，可怜，生活，主人，食物，穷苦，各种各样，幸福，怪物，胆子，于是，美人鱼，外星人，感动 f

Kindergarten Science FrameworkTopic Purpose and

Objectives Vocabulary Language Forms Written Vocabulary

1. Fall Trees Demonstrate an understanding of living versus non-living things.

  Give examples

of living things and non-living things.

  Demonstrate an

understanding that living things grow, whereas non-living things do not grow.

  Developing an

understanding that trees have basic needs for their growth

  

有生命 “ living”, 没有生命 “ non-living”, 有生命的东西 “ living things”, 没有生命的东西 “ non-living things”, 会长大 “ grow bigger and bigger”, 不会长大 “ does not grow”

  needs soil,

water and sunlight 需要土，水，日光

 

Students should be able to response to the following prompting Questions: “What are

examples of living things” 什么有生命？

“What are examples of non-living things” 什么没有生命？

“Is tree a living or non-living thing?” 树有生命吗？有 / 没有生命

“What does tree need?” 树需要什么？树需要土，水，日光

 

日，土，水，叶子

Program Model

Barnard is a one way Dual Language Immersion ProgramImplemented in 2011.

Distinguishing Characteristics of One-way (Foreign Language) Immersion Programs Student population consists of majority language speakers

with limited to no proficiency in the immersion (minority) language, e.g., English speakers in U.S. schools

Exposure to the immersion language takes place primarily in the classroom and school

16

Immersion ModelBarnardKindergarden

80% Mandarin, 20% English

Grades 1 - 450% Mandarin, 50%

English

Grades 5-- 6 Foreign Language Program

15% Mandarin 85% English

All Coursework includes Mandarin Language ArtsEnglish Language ArtsSocial StudiesMathScienceMusicArt

Grades 5-6 will become dedicated 50/50 immersion model in 2015/2016 school year

Barnard Program Model Continued

Benefits of the 50/50 Instructional Model Maintain clear separation of languages: students have the

best language models for Mandarin and English. Preserves English teacher positions Core curricular areas taught in Mandarin: over time students

will develop the academic language needed to be successful Parallel development of literacy in both Mandarin and English Shared, collaborative responsibility for academic

development Facilitates potential for transfer of concepts and knowledge

from one language to another

Teacher Recruitment

All Barnard Mandarin Chinese Teachers are qualified California Credentialed Teachers.

Extensive Interviewing Process which involves all stakeholders

How do we recruit qualified Mandarin Teachers?

Additional Classroom Support

Since 2009 to present day, 27 intern and guest teachers abroad have supported and supplemented our Mandarin Chinese program through International Partnerships which include China, Taiwan, and Korea.

2.3 Million Dollars in labor cost savings 85K average teacher salary in SDUSD which includes

benefits

Teacher Support Monthly Professional Learning Community

Mandarin Chinese Professional Development Collaborative Planning Specialized Conferences School Visitations Product Development to supplement curriculum Networking opportunity with other teachers around the

country

How Do We Meet the Needs of All Students ?

Rigorous, standards aligned, innovative curriculum through Professional Developments

Incorporating teaching strategies that work (eg.TPRS) Differentiated Instructions for Differentiated Learners Intervention strategies for struggling students

Immersion Configuration Scenario 1

TEAM 1  

Teacher A Mandarin 1st Grade Class 1 AM / 1st Grade Class 2 PM

Teacher B English 1st Grade Class 2 AM / 1st Grade Class 1 PM

TEAM 2  

Teacher A Mandarin 2nd Grade AM / 1st Grade PM

Teacher B English 1st Grade AM / 2nd Grade PM

TEAM 3  

Teacher A Mandarin 2nd Grade Class 1 AM / 2nd Grade Class 2 PM

Teacher B English 2nd Grade Class 2 AM / 2nd Grade Class 1 PM

TEAM 4  

Teacher A Mandarin 3rd Grade Class 1 AM / 3rd Grade Class 2 PM

Teacher B English 3rd Grade Class 2 AM / 3rd Grade Class 1 PM

TEAM 5  

Teacher A Mandarin 5th Grade AM / 4th Grade PM

Teacher B English 4th Grade AM / 5th Grade PM

Immersion Configuration Scenario 2

TEAM 1  

Teacher A Mandarin 2nd Grade AM / 1st Grade PM

Teacher B English 1st Grade AM / 2nd Grade PM

TEAM 2  

Teacher A Mandarin 2nd Grade AM / 1st Grade PM

Teacher B English 1st Grade AM / 2nd Grade PM

TEAM 3  

Teacher A Mandarin 2nd Grade AM / 1st Grade PM

Teacher B English 1st Grade AM / 2nd Grade PM

TEAM 4  

Teacher A Mandarin 3rd Grade Class 1 AM / 3rd Grade Class 2 PM

Teacher B English 3rd Grade Class 2 AM / 3rd Grade Class 1 PM

TEAM 5  

Teacher A Mandarin 5th Grade AM / 4th Grade PM

Teacher B English 4th Grade AM / 5th Grade PM

Next Steps

Mandarin Immersion/Curriculum Meeting will be held three times a year.

Easy accessibility and updated information on website http://

www.barnardelementary.com/apps/pages/index.jsp?uREC_ID=245857&type=d&pREC_ID=567385

Detailed Curriculum Scope and Sequence Expectations in Oral Proficiency, Listening, Reading, and Writing

for each grade level under the guidelines of ACFTL

Next Steps Continued

Parent Resources Field trips observations to other Mandarin Schools Useful links on Mandarin Education Utilizing SDCOE Office of Language Acquisition

Program/Mandarin Mandarin Immersion Parents Network

Next Steps Continued

MB Cluster School Collaboration for Mandarin Implementation Plan

Mandarin Resource Teacher/Coordinator to support our growing program

Continue to Network with Mandarin Immersion Schools and experts around the country to gain “Best Practice”

Next Steps for Supplemental Materials

Creating a nook in the library for Mandarin, Korean, and Japanese books for check out.

Building an array of guided reading supplemental Mandarin books for teachers.

http://miparentscouncil.org/faq/ http://mandarin.sdcoe.net/ http://www.mandarininstitute.org/ http://english.hanban.org/node_7719.htm http://www.chinesecio.com/ http://www.actfl.org/publications/guidelines-and-

manuals/actfl-proficiency-guidelines-2012

Mandarin Immersion Links for Parents

Questions

If you have further questions, please contact Mr. Edward Park at epark1@sandi.net Nicole Levinson at nlippert@sandi.net Bonny Sobieck, Administrative Assistant at

bsobieck@sandi.net to set up appointments School Phone Number 858 800-5700

Thank You and Xie Xie!