Mendota Elementary School District #289
Grade
Language
Reading
Transitional Bilingual Education (TBE) - Language of Instruction Allocation
Writing
Math
Pre-K
90:10
Kindergarten
80:20
First Grade
70:30
Social Studies
Science
PE
Art
Music
Library
SS/Science
SS/Science
SS/Science
Second Grade
60:40
Third Grade
50:50
Fourth Grade
SS/Science The
Bridge
Content
Based
ESL
IELDS
Content
Based
ESL
IELDS
Content
Based
ESL
IELDS
Language of Instruction
Spanish
Spanish Language Arts Standards (SLDS)
Illinois English Language Development Standards (IELDS)
The Language of Language Arts
The Language of Science
The Language of Social Studies
Content
Based
ESL
IELDS
Content
Based
ESL
IELDS
Content
Based
ESL
IELDS
Content
Based
ESL
IELDS
Content
Based
ESL
IELDS
Content
Based
ESL
IELDS
Content
Based
ESL
IELDS
Content
Based
ESL
IELDS
Content
Based
ESL
IELDS
Language of Instruction
English
IELDS - Illinois English Language Development
Standards for ELL's
Mendota Elementary School District #289
Transitional Bilingual Education (TBE) - Language of Instruction Allocation
Mendota Elementary School District #289
90:10
Early Childhood Education Classroom Environment
90% Spanish
80:20
The Bridge
20% English
The Bridge
30% English
The Bridge
40% English
The Bridge
50% English
Second Grade Classroom Environment
60% Spanish
50:50
10% English
First Grade Classroom Environment
70% Spanish
60:40
The Bridge
Kindergarten Classroom Environment
80% Spanish
70:30
Transitional Bilingual Education (TBE) - Language of Instruction Allocation
Third Grade Classroom Environment
50% Spanish
Fourth Grade Classroom Environment - Content Based ESL Instruction
100% English
Mendota Elementary School District #289
Transitional Bilingual Education (TBE) - Language of Instruction Allocation
Spanish Language Allocation
The Bridge - EL Puente
Reading, Writing,
50-90and Mathematics
% of the Language Allocation
Aligned with the Spanish Language Development
Standards
The classroom environment should reflect students generated
and/or teacher facilitated work samples that meet the rigor of
standards based language and content instruction


Interactive Word Walls – students/teacher generated
the examples for WW and anchor charts that give
special attention to word study skills and different
developmental stages reflective of the focus of
instruction
It is highly recommended that, at the beginning of the
school year, teachers and students start the WW with
an interactive activity where students place vocabulary
related to their learning community with their own
picture/drawings under the corresponding letter/chart
– this will be followed with a progression of vocabulary
words that reflect the academic rigor, relevance, and
relationships within the curriculum.

Build on and use previous grade level word wall
suggestions based on students’ needs.

Visuals, pictures, student generated drawings, realia

High frequency words that are often misspelled

Words that have the same sound but different letters

Words that bin with the silent h

Word families

High frequency words that need accents

Letters with the same sounds

Syllables reflecting the linguistic features of the Spanish
Language

Vowels and consonants
Content Based - English as a Second Language
(ESL)
Constrastive Analysis Between
Languages











Strategically planned at the end of the unit
and/or when a concept is attained
Each language is represented side by side
by different colors “Green in Spanish and
Purple in English along with a visual
representation of each word.
The Bridge activity begins with literacy
instruction in one language through an
integrated language arts content unit.
From the known to the unknown – Students
generate key concept words in L1 and
Teacher provides the labels in the other
language for what has already been learned,
i.e students demonstrate their
understanding using movements (TPR) until
their knowledge of the word in L2 develops
and then they begin speaking.
Active engagement of students
Contrastive analysis is focused on
similarities and differences in L1 and L2
Phonology – sound system
Morphology – Awareness of word
formation, prefixes and suffixes shared
between two languages, and cognates
Syntax and grammar – Awareness of
sentence structure
Pragmatics – Awareness of language use
The Unit or lesson STRATEGICALLY ends with
extension and application activities in the
language to which the students bridged
10-50% of Language Allocation
Aligned with the English Language Development
Standards (ELDS)
The classroom environment should reflect student
generated and/or teacher facilitated work samples that
meet the rigor of standards based language and
content instruction.

Development of oral language through the
use of : Big Books, Charts/Songs, Read Alouds,
Picture Cards, Nursery Rhymes

Visuals, pictures, student-generated
drawings, realia

Build on and use previous grade level word
wall suggestions based on student's needs

Interactive ESL Word Wall

Language Experience and Anchor Charts

Sentence Frames and ESL Activities

Content area academic vocabulary with visual
representations

Science and Social Studies
Mendota Elementary School District #289
Transitional Bilingual Education (TBE) - Language of Instruction Allocation
ELL Student
Category
Full Time (FT) only
Part Time (PT)
Part-Time Plus (P+)
Transitional Program of Instruction (TPI)
ACCESS Scores
0-3.1 (FT)
3.2-3.9 (PT)
4.0-5.0 (P+)
0-5.0
Service Options
(Least Restrictive
Environment)
Self- Contained
Self-Contained
Self- Contained
Self- Contained

Teacher
Criteria

Bilingual Sp. Ed. Teacher OR

Bilingual Sp. Ed. Teacher OR

Sp. Ed. Teacher & Bilingual
General Ed Co-Teacher

Sp. Ed. Teacher & Push in Native
Language Instruction with
Bilingual Teacher


Resource


Bilingual Gen. Ed. Teacher,
pullout with Sp. Ed. Teacher
(student will receive core
reading instruction in the
Gen. Ed. Classroom in native
language
Inclusion/Co-Teaching


Language of
Instruction
Bilingual Gen. Ed. Teacher, Sp.
Ed. Teacher pushes in OR
Bilingual Gen. Ed. Teacher
and Sp. Ed.Co-Teacher
Native Language (50-80%) and English
using ELL strategies
Sp. Ed. Teacher and Bilingual
Gen. Ed. Co-Teacher
Sp. Ed. Teacher with
ESL Endorsement
Non-ESL Endorsed
Special Ed. Teacher,
consultation with ESL
Endorsed staff

Sp. Ed. Teacher with ESL endorsement or

Non-ESL Endorsed Special Ed. Teacher,
consultation with ESL endorsed staff
Resource

Resource
Resource
Bilingual Gen. Ed. Teacher, pullout
with Sp. Ed. Teacher (student will
receive core reading instruction in
the gen. ed. Classroom in the native
language)
Gen. Ed. Teacher with ESL
Endorsement, pull-out with Sp.
Ed Teacher w/ESL Endorsement

Bilingual Gen. Ed. Teacher,
Sp. Ed. Teacher pushes in
OR

Bilingual Gen. Ed. Teacher
and Sp. Ed. Co-teacher


Native Language (25-50%) and English
using ELL strategies
Inclusion/Co-Teaching

Gen. Ed. Teacher with ESL
Endorsement, push-in support and
consultation from Sp. Ed. Teacher
OR

Gen. Ed. Teacher w/ESL
Endorsement and Sp. Ed. Coteacher
Inclusion/Co-Teaching
Inclusion/Co-Teaching
Gen.Ed. Teacher with
ESL endorsement,
push-in support and
consultation from Sp.
Ed. Teacher OR
Gen. Ed. Teacher with ESL
Endorsement, pull-out with Sp. Ed.
Teacher with ESL endorsement
Gen. Ed. Teacher w/ESL
Endorsement and Sp.
Ed. Co-teacher
English Using ELL strategies
English Using ELL strategies
Mendota Elementary School District #289
Transitional Bilingual Education (TBE) - Language of Instruction Allocation
Minutes Per Week for
Bilingual/ESL

In some situations, a bilingual para may be utilized to provide native language clarification, when direct services are provided by a
special education teacher in consultation with a bilingual/ESL endorsed teacher.

Effective January 1, 2014, a student entering the second semester of first grade through 12th grade, must achieve an overall composite
proficiency level of 5.0 as well as a reading proficiency of 4.2 and a writing proficiency of 4.2 on the ACCESS test to be considered English
Language proficient.
Mendota Elementary School District #289
Transitional Bilingual Education (TBE) - Language of Instruction Allocation
Illinois Administrative Code 228.30
Instructional Specifications
4. Bilingual Instruction : "Beginning with the 2012-2013 school year, instruction in Spanish Language Arts shall be aligned to the
standards that are appropriate to the ages or grade levels of the student served, which are set forth in the document titled "World Class
Instructional Design and Assessment: Spanish Language Arts Standards" (2005)
6. Program Integration: In the courses of subjects in which language is not essential to an understanding of the subject matter,
including, but not necessarily limited to art, music, and physical education, English learners shall participate fully with the English
speaking classmates.
Specific Requirements for Transitional Bilingual Education (TBE) Programs
1.
Each full time TBE program shall consist of at least the following components:
a.
Instruction in subjects which are either required by law or by the student's school district, to be given in the student's home
language and in English; core subjects such as math, science, and social studies must be offered in the student's home language,
except as otherwise provided in subsection (c) (3) - (Part time placement)
b. Instruction in the language arts in the student's home language
c. Instruction in English as a Second Language, which must align to the 2012 Amplification of English Language Development
Standards K-12 (ELDS)
d. Instruction in the history and culture of the country, territory, or geographic area which is the native land of the students or of
their parents and in the history and culture of the United States