Language ImmersionPreparing Students for English Society
Presenters: Sharon Harper - PrincipalMilena Jimenez – 1st GradeMuriel Chavez – 3rd Grade
Agenda Spanish Immersion Program Benefits of Being Bilingual Comparison Chart for EOG testing A Day in the Life of an Immersion Student Balanced ELA’s Curriculum through Literacy
Rotations Math Instruction Integrated Content Based Instruction
A Day in the Life of an Immersion Student Spanish Instruction from K-5 K-1 Students
100% - Spanish Instruction Exception in Special Classes
2-5 80% - Spanish 20% - English (1 hour of English Instruction)
A Day in the Life… Student Interaction in classroom is mainly in
Spanish for academic and real-life purposes
Student proficiency builds with each year ending in the development of independent skills by the end of 5th grade
Global and Cultural Awareness through multi-cultural content and interactions with native Spanish speaking teachers
Literacy Rotations Balanced Literacy Literacy Rotations (Key)
1 hour and 30 minute block Identify student needs in Reading (BOY) Differentiated Literacy Centers:
Word Study Reading Writing
Provides students with: simultaneous participation differentiated instruction immediate feedback
Literacy Rotations Logistics Schedule is rigorously planned to
accommodate three Spanish speaking teachers in all immersion literacy rotations
1 teacher per center Grouped according to reading level and
needs Groups cannot exceed 10 students Activities and projects are completed
through an ongoing process 30 minutes per center Students rotate at teacher signal
Literacy RotationsWord Study
ReadingWriting
Working with grade level content and language vocabulary.
Analyze integrated reading passages and texts through reading strategies.
Developing narrative, informational and opinion pieces through the analysis of previous readings.
Rotating through CentersGroups 1st Center 2nd Center 3rd CenterHonduras Word Study Reading WritingColombia Reading Writing Word StudyCosta Rica Writing Word Study Reading
Word Study
ReadingWriting
Literacy Rotation Video:
Kindergarten: The Rooms
of a House
Math in an Immersion Class Math standards are aligned with the Common
Core
Beginning in 3rd grade, students are exposed to Math vocabulary in both Spanish and English
As much as possible, lessons follow the same structure as our literacy rotations with a focus on: Differentiated instruction Simultaneous participation Immediate feedback
The Bilingual Experience… Jimenez’ lesson on Mental Math
Actual Math Lesson’s Video Strategy: Number Line
1st Grade: Finding Unknown Number 3rd Grade: Finding Elapsed Time
*Content complexity increases throughout the grade levels
ICB Pacing Guides(Integrated Content Based) Pacing guides include activities that integrate the teaching of
content and language concepts, which are then incorporated into instruction which is structured around the unit topics, idea or theme (Curtain & Hass, 1995. p. 233).
Benefits: Activities provide a context for academic and language
development. Facilitates the use of thematic units. Development of cognitive and communicative skills. Authentic use of language in context. Science Lessons’ Videos
2nd Grade: Life Cycle of a Butterfly 5th Grade: Organs and their Function
*All thematic units outcome is a content related project.
NCCC Aligned Pacing Guides(North Carolina Common Core)
Spanish immersion pacing guides integrate North Carolina Common Core standards.
Benefits: Sociocultural classrooms enable students to acquire cognitive,
academic and linguistic skills. Provides meaningful settings that require authentic language use.
Increases social interaction and scaffolding of instruction to better
contextualize and comprehend new material. Avoids memorization Integrates content and language
Social Studies Lesson’ Video: 4th Grade: North Carolina Indigenous Tribes
Resources Language Immersion Wiki
http://si2014reg5.ncdpi.wikispaces.net/Language+Immersion+Activities
Q & A’s
References Herrera, S. G., & Murray, K. (2011).
Mastering ESL and bilingual methods: differentiated instruction for culturally and linguistically diverse (CLD) students (2nd ed.). Boston: Allyn and Bacon.