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Boerne ISDBoerne ISDDual Language Dual Language
ProgramProgramProgram ModelProgram Model
Assessment Assessment
Staff DevelopmentStaff Development
Bilingual/Dual Language Bilingual/Dual Language CampusesCampuses Curington ElementaryCurington Elementary
Dual Language Kindergarten Dual Language Kindergarten Bilingual Pre-K, 1 – 6 Bilingual Pre-K, 1 – 6 Self-contained classes 1- 4, language arts/social Self-contained classes 1- 4, language arts/social
studies bilingual instruction at 5studies bilingual instruction at 5thth and 6 and 6thth Fabra ElementaryFabra Elementary
Dual Language K & 1Dual Language K & 1stst grades self-contained grades self-contained classesclasses
Bilingual classes: 2Bilingual classes: 2ndnd/3/3rd rd combined self- combined self-contained class, 4contained class, 4th th self-contained; language self-contained; language arts/socials studies bilingual instruction at 5arts/socials studies bilingual instruction at 5thth and 6and 6thth
Kendall ElementaryKendall Elementary Dual Language K – 5, self-contained classes; Dual Language K – 5, self-contained classes;
shared instruction between two teachers at 4shared instruction between two teachers at 4thth gradegrade
Language Arts/social studies bilingual Language Arts/social studies bilingual instruction at 5instruction at 5thth and 6 and 6thth
Boerne ISD Program Boerne ISD Program GoalsGoals
All students will develop high levels All students will develop high levels of proficiency in their first languageof proficiency in their first language
All students will develop high levels All students will develop high levels of proficiency in a second languageof proficiency in a second language
Academic performance will be at or Academic performance will be at or above grade levelabove grade level
All students will demonstrate positive All students will demonstrate positive cross-cultural attitudes and behaviorscross-cultural attitudes and behaviors
All students will become bilingual, bi-All students will become bilingual, bi-literate, biculturalliterate, bicultural
90-10 Model90-10 Model
90% of the instructional day is in Spanish 90% of the instructional day is in Spanish
(or other minority language) during early years of the (or other minority language) during early years of the programprogram
Graduated time to 80-20, 70-30, until the ratio Graduated time to 80-20, 70-30, until the ratio reaches 50-50reaches 50-50
Shown to be the most successful program for ELLs Shown to be the most successful program for ELLs (Thomas & Collier, 2001)(Thomas & Collier, 2001)
Research supports that students perform as well or Research supports that students perform as well or better on tests of English than their English-speaking better on tests of English than their English-speaking peers who have been instructed in English only peers who have been instructed in English only (Lindholm-Leary, 2001) (Lindholm-Leary, 2001)
The majority students have an immersion experience The majority students have an immersion experience in the second language, while the minority students in the second language, while the minority students receive native language instruction with a gradual receive native language instruction with a gradual introduction of Englishintroduction of English and English-medium and English-medium instructioninstruction
Rationale for a 90/10 Rationale for a 90/10 model:model:
The further from the Texas/Mexico border, The further from the Texas/Mexico border, the greater the amount of Spanish should the greater the amount of Spanish should be included in the curriculum. be included in the curriculum.
A second language is best acquired when A second language is best acquired when it is used as the medium of instruction it is used as the medium of instruction across the curriculum (integrated across the curriculum (integrated instruction).instruction).
Students who add a second language Students who add a second language demonstrate higher levels of language demonstrate higher levels of language proficiency, achievement, and self-proficiency, achievement, and self-concept.concept.
Skills transfer from one language to the Skills transfer from one language to the other.other.
Boerne ISD Instructional Boerne ISD Instructional ModelModel
90/10 Model:90/10 Model: K – 90% Spanish/10% EnglishK – 90% Spanish/10% English 1 – 90% Spanish/10% English1 – 90% Spanish/10% English
2 – 80% Spanish/20% English2 – 80% Spanish/20% English 3 – 70% Spanish/30% English3 – 70% Spanish/30% English 4 – 60% Spanish/40% English4 – 60% Spanish/40% English 5 – 50% Spanish/50% English5 – 50% Spanish/50% English 6 – 50% Spanish/50% English6 – 50% Spanish/50% English
Subject Area
Instruction in Spanish Minutes Components
Instruction in EnglishMinutes Components
Reading/Language
Arts(Listening, speaking, reading, writing)
90 Read aloudSongs, poems, chantsShared reading/partner readingLiteracy stationsInteractive writing
30 Oral language development: songs, chants, poemsRead aloud using expository text (math, science, social studies)
Math 1053035
Calendar timeDaily countLesson Center activities
Songs about numbers during oral language development – send home to parents
Social Studies
45 Expository textReading and writing in response to textActivities allowing students to manipulate concepts Center activities
Science 45 Expository textReading and writing in response to textActivities allowing students to manipulate conceptsCenter activities
Boerne ISDDual Language Instructional Model
K - 90/10Daily Routines:Beginning of Day: Sign in, journaling, read aloudAfter Lunch: Read aloudContent-focused Center Time: 15 – 30 minutes daily minimum
Subject Area Instruction in Spanish Minutes Components
Instruction in EnglishMinutes Components
Reading/Language
Arts(Listening,
speaking, reading, writing)
90 Read aloudSongs, poems, chantsShared reading/partner readingGuided readingLiteracy stationsInteractive writing
30 Oral language development: songs, chants, poemsRead aloud using expository text (math, science,
social studies)
Math 1053035
Calendar timeDaily countLesson Center activities
Songs about numbers during oral language development – send home to parents
Social Studies
45 Expository textReading and writing in response to textActivities allowing students to manipulate
conceptsCenter activities
Science 45 Expository textReading and writing in response to textActivities allowing students to manipulate
conceptsCenter activities
Boerne ISDDual Language Instructional Model
1st Grade – 90/10Daily Routines:Beginning of Day: Sign in, journaling, read aloudAfter Lunch: Read aloudContent-focused Center Time: 30-35 minutes daily minimum
Subject Area
Instruction in Spanish Minutes Components
Instruction in EnglishMinutes Components
ReadingListeningSpeaking
60 Introduce different genre/novel studiesRead aloudShared reading/partner readingGuided readingLiteracy stationsInteractive writingWord study, vocabulary
30 Oral language development: songs, chants, poemsRead aloud using expository text (math, science, social studies)Content area reading integrated with writing
Writing 30 Process writing/projectsComposition - (Personal Narrative, Descriptive, Expository, Friendly Letter)Technology integration (i.e. Kidspiration, Kidpix, etc.)Spelling patterns
30 Content area writing integrated with reading – report writing, scientific journaling, math problem solving, etc.Technology integration (i.e. Kidspiration, Kidpix, etc.)
Math 153540
Problem of the DayLesson Practice/Review/Centers
Homework – reinforcement of concepts taught in class
Social Studies
30(15)
Expository textReading and writing in response to textActivities allowing students to manipulate conceptsCenter activities(Oral language, read alouds, writing activities tied to social studies)
Science 30(15)
Expository textReading and writing in response to textActivities allowing students to manipulate conceptsCenter activities(Oral Language, read alouds, writing activities tied to science)
Boerne ISDDual Language Instructional Model
2nd Grade - 80/20
Subject Area
Instruction in Spanish Minutes Components
Instruction in EnglishMinutes Components
ReadingListeningSpeaking
45 Introduce different genre/novel studiesRead aloudShared reading/partner readingGuided readingLiteracy stationsInteractive writingWord study, vocabulary
60 Formal reading instruction in English follows regular reading instruction using SIOP strategies
Read aloudShared reading/partner reading/guided readingLiteracy stationsInteractive writingWord study/vocabulary
Writing 15 Content area writing integrated with reading – report writing, scientific journaling, math problem solving, etc.
Technology integration (i.e. Kidspiration, Kidpix, etc.)
Introduce Spanish grammatical, morpheme, and syntax structures
30 Instruction follows regular writing instruction using SIOP strategies
Process writing/projectsComposition - (Personal Narrative, Descriptive,
Expository, Friendly Letter)Technology integration (i.e. Kidspiration, Kidpix, etc.)Spelling
Math 154035
Problem of the DayLesson Practice/Review/Centers
Homework – reinforcement of concepts taught in classTAKS tutoring providing English vocabulary
Social Studies
30(15)
Expository textReading and writing in response to textActivities allowing students to manipulate conceptsCenter activities(Read alouds, shared reading, writing activities tied to
social studies)
Science 30(15)
Expository textReading and writing in response to textActivities allowing students to manipulate conceptsCenter activities(Read alouds, shared reading, writing activities tied to
science)
Boerne ISDDual Language Instructional Model
3rd Grade - 70/30
Subject Area
Instruction in Spanish Minutes Components
Instruction in EnglishMinutes Components
ReadingListeningSpeaking
45 Introduce different genre/novel studiesRead aloudGuided readingWord study, vocabulary
45 Formal reading instruction in English follows regular reading instruction using SIOP strategiesRead aloudGuided reading, word study, vocabulay
Writing 30 Content area writing integrated with reading – report writing, scientific journaling, math problem solving, etc.Technology integration (i.e. Kidspiration, Kidpix, etc.)Introduce Spanish grammatical, morpheme, and syntax structures
30 Instruction follows regular writing instruction using SIOP strategiesProcess writing/projectsComposition - (Personal Narrative, Descriptive, Expository, Persuasive)Technology integration (i.e. Kidspiration, Kidpix,etc.)Spelling practice
Math 15 Problem of the Day 40 35
LessonPractice/Review/Centers
Social Studies
30(15)
Instruction follows regular social studies instruction Expository textReading and writing in response to textActivities allowing students to manipulate concepts(Read alouds, shared reading, writing activities tied to social studies)
Science 30(15)
Instruction follows regular science instruction Expository textReading and writing in response to textActivities allowing students to manipulate concepts(Read alouds, shared reading, writing activities tied to science)
Boerne ISDDual Language Instructional Model
4th Grade - 60/40
Subject Area
Instruction in Spanish Minutes Components
Instruction in EnglishMinutes Components
ReadingListeningSpeaking
45 Introduce different genre/novel studiesRead aloudGuided readingWord study, vocabulary
45 Formal reading instruction in English follows regular reading instruction using SIOP strategies
Read aloudGuided readingWord study/vocabulary
Writing 30 Content area writing integrated with reading – report writing, scientific journaling, math problem solving,
etc.Technology integration (i.e. Kidspiration,
Kidpix, etc.)Introduce Spanish grammatical,
morpheme, and syntax structures
30 Instruction follows regular writing instruction using SIOP strategies
Process writing/projectsComposition - (Personal Narrative, Descriptive,
Expository, Persuasive)Technology integration (i.e. Kidspiration, Kidpix, etc.)Word wallsParts of speech
Math 15 Problem of the Day 4035
LessonPractice/Review/Centers
Social Studies
30(15)
Instruction follows regular social studies instruction
Expository textReading and writing in response to textActivities allowing students to manipulate
concepts(Read alouds, shared reading, writing
activities tied to social studies)
Science 45 Science instruction provided by a regular classroom teacher who is ESL certified and SIOP trained
Boerne ISDDual Language Instructional Model
5th Grade - 50/50
Subject Area Instruction in Spanish Minutes Components
Instruction in EnglishMinutes Components
Reading 45 Introduce different genre/novel studiesRead aloudGuided readingWord study, vocabulary
45 Formal reading instruction in English follows regular reading instruction using SIOP strategies
Read aloudGuided readingWord study/vocabulary
Writing 30 Content area writing integrated with reading – report writing, scientific journaling, math problem solving,
etc.Technology integration (i.e. Kidspiration,
Kidpix, etc.)Introduce Spanish grammatical, morpheme,
and syntax structures
30 Instruction follows regular writing instruction using SIOP strategies
Process writing/projectsComposition - (Personal Narrative, Descriptive,
Expository, Persuasive)Technology integration (i.e. Kidspiration, Kidpix, etc.)Word wallsParts of speech
Math 60 Math instruction provided by a regular classroom teacher who is ESL certified and SIOP trained
Social Studies
45 Social studies instruction provided by a regular classroom teacher who is ESL certified and SIOP trained
Science 45 Instruction follows regular science instruction Expository textReading and writing in response to textActivities allowing students to manipulate concepts
Boerne ISDDual Language Instructional Model
6th Grade - 50/50
AssessmentsAssessments Students are administered all of the Students are administered all of the
same academic tests as students in same academic tests as students in the regular education program.the regular education program.
All local tests are given in the All local tests are given in the language of instruction. language of instruction.
State assessments are given in the State assessments are given in the student’s strongest language.student’s strongest language.
Reading assessments are completed Reading assessments are completed in both English and Spanish.in both English and Spanish.
Assessment Plans for Assessment Plans for Next YearNext Year
TAKS reading released tests will be TAKS reading released tests will be completed in both English and Spanish in completed in both English and Spanish in Oct. and Jan.Oct. and Jan.
The IPT oral language proficiency test in The IPT oral language proficiency test in Spanish will be administered to all Spanish will be administered to all English dominant students at beginning English dominant students at beginning and end of year; thereafter, at end of year.and end of year; thereafter, at end of year.
66thth grade students will take the Spanish I grade students will take the Spanish I credit by exam in the fall and students credit by exam in the fall and students who pass will take the Spanish II credit by who pass will take the Spanish II credit by exam in the spring.exam in the spring.
Formal Reading AssessmentsFormal Reading AssessmentsGiven at beginning, mid, and end of Given at beginning, mid, and end of
yearyear
English/SpanishEnglish/Spanish English/SpanishEnglish/Spanish KK PAPI/PAPI-SPAPI/PAPI-S DRA/EDLDRA/EDL 11 PAPI/PAPI-SPAPI/PAPI-S DRA/EDLDRA/EDL 22 PAPI/PAPI-SPAPI/PAPI-S DRA/EDLDRA/EDL 33 TAKS/TAKSTAKS/TAKS DRA/EDLDRA/EDL 44 TAKS/TAKSTAKS/TAKS RFI/EDLRFI/EDL 55 TAKS/TAKSTAKS/TAKS RFI/EDLRFI/EDL 6 TAKS6 TAKS RFI /EDLRFI /EDL
PAPIPAPI
Phonemic Awareness/Phonics Phonemic Awareness/Phonics InventoryInventory
Addresses the following:Addresses the following: Same/different wordsSame/different words Rhyming wordsRhyming words Beginning soundsBeginning sounds Ending soundsEnding sounds Letter recognitionLetter recognition
Letter name in EnglishLetter name in English Letter sounds in SpanishLetter sounds in Spanish
Results from PAPIResults from PAPI
Teacher provides authentic opportunities Teacher provides authentic opportunities in whole and small groups to further in whole and small groups to further develop phonological awareness by using develop phonological awareness by using poems, rhymes, auditory games, etc.poems, rhymes, auditory games, etc.
Students who have developed their Students who have developed their phonological awareness skills, will phonological awareness skills, will immediately move into phonics materials immediately move into phonics materials which focus on syllables, as Spanish which focus on syllables, as Spanish reading is based on the syllable. reading is based on the syllable.
DRA/EDLDRA/EDL Developmental Reading Assessment (DRA) Developmental Reading Assessment (DRA)
and Evaluacion del Desarrollo de la Lectura and Evaluacion del Desarrollo de la Lectura (EDL) assessments are to assess fluency, (EDL) assessments are to assess fluency, accuracy, and comprehension and to accuracy, and comprehension and to determine independent reading levels.determine independent reading levels.
Guided reading is then conducted based on Guided reading is then conducted based on EDL reading level. (Guided reading is part of EDL reading level. (Guided reading is part of a balanced literacy program, in which a balanced literacy program, in which students on the same reading level or having students on the same reading level or having the same reading issues, strengths are the same reading issues, strengths are grouped together. The teacher provides grouped together. The teacher provides support in helping the students read support in helping the students read strategically and solve their own reading strategically and solve their own reading issues to become independent readers)issues to become independent readers)
Informal AssessmentsInformal Assessments
Teacher observationTeacher observation Anecdotal recordsAnecdotal records Cooperative learning assignmentsCooperative learning assignments Independent assignmentsIndependent assignments Oral participationOral participation
KES Spring 2007 TAKS Results3rd Grade
KES Spring 2008 TAKS Results4th Grade
KES Spring 2009 TAKS Results5th Grade – First Round
Staff DevelopmentStaff Development August – Balanced Literacy training August – Balanced Literacy training
for K-2 teachers for K-2 teachers September – SIOP training; Dr. September – SIOP training; Dr.
Smith observation and training; Smith observation and training; Guided reading demonstration Guided reading demonstration lessons in K-2 by Diana Madridlessons in K-2 by Diana Madrid
October – SIOP training; Dr. Smith October – SIOP training; Dr. Smith observation and trainingobservation and training
November – observation and November – observation and training by Dr. Smith; Balanced training by Dr. Smith; Balanced Literacy training for K-2 teachersLiteracy training for K-2 teachers
Staff Development Staff Development
December – SIOP training December – SIOP training January – Dr. Smith observation January – Dr. Smith observation
and training; literature circle and training; literature circle demonstrations by Diana Madriddemonstrations by Diana Madrid
February – NABE ConferenceFebruary – NABE Conference March – TELPAS training; SIOP March – TELPAS training; SIOP
trainingtraining April – SAAABE ConferenceApril – SAAABE Conference