Windom Spanish Dual Immersion Program
Delivery of Daily Instruction in Spanish and English Instruction (DRAFT)
Kindergarten: 90% Spanish / 10% English
90 % Spanish
Content
School Day: 7:35-1:45
Language Objectives
Assessments
Spanish Language Arts Instruction for ALL Students
Kindergarten students will: use strategies and skills to decode and understand; hear, say and blend sounds;
build reading and writing concepts; learn and use new words; communicate needs, feelings, and ideas.
Grammar and vocabulary integrated by themes. Integrate Social Studies and Science, Literature themes.
Resource: Windom Spanish Language Arts Scope and Sequence and Estrellitas
Small Reading Groups = 40 minutes daily
– Reading level groups lead by classroom teacher, bilingual support teacher, AE.
Differentiated Spanish Language Arts =85 minutes daily:
–
30 minutes Morning Meeting
30 minutes Writing or Vocabulary Instruction
15 minutes story time
10 minutes Spanish Verb and Vocabulary practice
Content vocabulary and grammar integrated
- Frequently-used Spanish Vocabulary
- Content-based themes: School, Friends, Family, Colors, Shapes, Counting,
Weather, Animals, Transportation
- Basic Interpersonal Communication
- Classroom commands and requests
- Regular, irregular, reflexive and stem-changing verbs introduced through
Language Arts curriculum or classroom usage.
- Spanish Verb Instruction/Practice:
- First person (focus);
- Present tense
Kindergarten
Assessment (Academic
Readiness)
Beginning of Year &
End of Year–
Spanish and English
(REA Mary Pickard)
Mathematics
80 minutes
Grade Level Mathematics Instruction = 60 minutes
Kindergarten students will: problem solve, reason, communicate, show solutions; read, write, compare and
order whole numbers; use multiple counting strategies; identify, copy, and continue patterns; Sort by color,
shape, and length; use calendars.
- Daily Routines: Calendar, Math Boxes, Math Message, Home Links
- Launch, explore, summarize learning, and apply mathematics (individuals, small groups, partners)
Resource: EverydayMath in Spanish
Math Intervention or Enrichment at Student Skill Level = 20 minutes
- Individuals, small group or whole class
- Concept development using manipulatives,
- EverydayMath components and games or supplemental materials, i.e. Math Recovery, Number Sense,
Family Math, CCC Lab in Spanish
Content vocabulary and grammar integrated
Numbers and number order
Multiple counting strategies
Patterns
Color, shape, and length
Shape
Length
Calendar
MPS Quarter
Assessments for Math
Social Studies /
Science
30 minutes
Social Studies in Spanish integrated with Language Arts OR
Science in Spanish integrated with Language Arts OR
Academic Choice in Spanish, integrated with Language Arts
- Understand the world we live in; place and geography; cultural differences
- Organisms basic needs; observing and asking questions; properties of
wood and paper
Specialists in Spanish
55 minutes
Arts Specialist (rotates with PE and Media)
– Explore arts materials, repeat a simple pattern
10 % English
English Language Arts = 30 minutes daily
–
Instruction in English is clearly separated from Spanish by time, space and teacher
–
Classroom teachers partner with other classroom and switch for English instruction.
–
Oral language development
–
Social Studies, Science or Literature-based themes
–
Reading skill development parallels Windom SLA Scope and Sequence, Estrellitas
– Comprehension, sequencing, drawing conclusions, classifying, compare
and contrast, retells
– Develop English academic and social vocabulary
– Stories
– Songs and chants
Specialists in
English
55 minutes
Specialists = 55 minutes Daily
Physical Education
Media
- Joy of play; cooperate, show respect,
- Select books, examine how picture, charts and graphs help tell a story; use
a computer for certain tasks
Other
45 minutes
Lunch – 25 minutes
Recess – 20 minutes
370 minutes
Total Daily Minutes
Spanish Literacy Block
125 minutes
English Language Arts
30 minutes
MDE – SOLOM
Student Oral Language
Observation Matrix
MDE – SOLOM
Student Oral Language
Observation Matrix
Note: The 90/10 Dual Immersion model is a goal that we are striving toward. It is our goal to transition to full implementation by transitioning to all specialists being Spanish fluent by 2009, so
that the percentage of Spanish to English time will be more true to the model, and all instructional staff in our school will be bilingual.
Windom Spanish Dual Immersion Transition Team – May 30, 2007
Gaelle Berg, MPS World Languages Specialist
Windom Spanish Dual Immersion Program
Delivery of Daily Instruction in Spanish and English Instruction (DRAFT)
First Grade: 90% Spanish / 10% English
90 % Spanish
Content
School Day: 7:35-1:45
Language Objectives
Assessments
Content vocabulary and grammar integrated
- Frequently-used Spanish vocabulary
- Content-based thematic vocabulary: School, People, Groups, Surprises,
Opposites, Environment, Animals, Sports, Nature
- Basic Interpersonal Communication
- Classroom commands and requests
- Regular, irregular, reflexive and stem-changing verbs introduced
through Language Arts curriculum or classroom usage.
- Spanish Verb Instruction/Practice:
- Presente, presente progresivo,
- Futuro con “ir a”,
- Preterito
Spanish Reading Inventory
Literacy Block
125 minutes
Spanish Language Arts Instruction for ALL Students:
First Grade students will: use strategies and skills to decode and understand; improve writing, speaking and
listening skills; read and understand grade level texts; expand vocabulary.
Integrate Social Studies and Science, Literature themes.
Grammar and vocabulary integrated by themes.
Resource: Windom Spanish Language Arts Scope and Sequence and Estrellitas
Small Reading Groups = 40 minutes daily
– Reading level groups lead by classroom teacher, bilingual support teacher, AE.
Differentiated Spanish Language Arts =80 minutes daily:
–
30 minutes Morning Meeting
30 minutes Writing or Vocabulary Instruction
15 minutes story time
10 minutes Spanish Verb and Vocabulary practice
Mathematics
80 minutes
Grade Level Mathematics Instruction = 60 minutes
First Grade students will: problem solve, reason, communicate, show solutions; read, write, compare and order
whole numbers to 120; learn place value concepts, including grouping in tens and ones; create and continue
number and shape patterns; measure length.
- Daily Routines: Calendar, Math Boxes, Math Message, review Home Links, journals
- Launch, explore, summarize learning, and apply mathematics (individuals, small groups, partners)
- Apply the Mathematics in the Less (individuals, small groups, partners)
Resource: EverydayMath in Spanish
Math Intervention or Enrichment at Student Skill Level = 20 minutes
- Individuals, small group or whole class
- Concept development using manipulatives,
- EverydayMath components and games or supplemental materials, i.e. Math Recovery, Number Sense,
Family Math, CCC Lab in Spanish
-
Social Studies /
Science
30 minutes
Social Studies in Spanish, integrated with Language Arts = 30 minutes OR
Science in Spanish, integrated with Language Arts = 30 minutes OR
Academic Choice in Spanish, integrated with Language Arts
- Place and geography; chronology; universals of culture
- How plants grow and reproduce; needs of living organisms; rocks;
electricity as energy.
Specialists in Spanish
55 minutes
Art = 55 minutes (rotating with PE and Media)
– Explore and identify the elements of line, shape, color, form & texture.
10 % English
English Language Arts
30 minutes
English Language Arts = 30 minutes daily
–
Instruction in English is clearly separated from Spanish by time, space and teacher
–
Classroom teachers partner with other classroom and switch for English instruction.
–
Oral language development
–
Social Studies, Science or Literature-based themes
–
Reading skill development parallels Windom SLA Scope and Sequence and
- Comprehension, sequencing, drawing conclusions, classifying, compare
and contrast, retells.
– Develop English academic and social vocabulary:
Specialists in English
55 minutes
Specialists = 55 minutes (rotating with Art)
Physical Education
Media
- PE: Make choices to promote physical fitness.
- Media: Select books, examine how picture, charts and graphs
Other
45 minutes
Lunch – 25 minutes
Recess – 20 minutes
370 minutes
Total Daily Minutes
Word problems
Numbers to 120
Place value
Shapes
Patterns
Measurement, length
Calendar
MDE – SOLOM
Student Oral Language
Observation Matrix
MPS Quarter Assessments
for MathD
MDE – SOLOM
Student Oral Language
Observation Matrix
- Stories, songs, chants
Note: The 90/10 Dual Immersion model is a goal that we are striving toward. It is our goal to transition to full implementation by transitioning to all specialists being Spanish fluent by 2009, so
that the percentage of Spanish to English time will be more true to the model, and all instructional staff in our school will be bilingual.
Windom Spanish Dual Immersion Transition Team – May 30, 2007
Gaelle Berg, MPS World Languages Specialist
Windom Spanish Dual Immersion Program
Delivery of Daily Instruction in Spanish and English Instruction (DRAFT)
Second Grade: 80% Spanish / 20% English
80 % Spanish
Content
Spanish Literacy
Block
120 minutes
School Day: 7:35-1:45
Spanish Language Arts Instruction for ALL Students:
Second Grade students will: use strategies and skills to decode and understand; read a variety of texts;
understand complex text; extend vocabulary skills to communicate; communicate ideas in written/oral form.
Integrate Social Studies and Science, Academic Choice– explicit focus for 30 minutes.
Grammar and vocabulary integrated by themes.
Windom Spanish Language Arts Scope and Sequence
Small Reading Groups = 40 minutes daily
– Reading level groups lead by classroom teacher, bilingual support teacher, AE.
Differentiated Spanish Language Arts =80 minutes daily:
–
30 minutes Morning Meeting
30 minutes Writing or Vocabulary Instruction
10-15 minutes story time
5-10 minutes Spanish Verb and Vocabulary practice
Language Objectives
Assessments
Content vocabulary and grammar integrated
- Frequently-used Spanish Vocabulary
- Content-based themes - Literature
- Basic Interpersonal Communication
- Classroom commands and requests
- Regular, irregular, reflexive and stem-changing verbs introduced through
Language Arts curriculum or classroom usage.
- Spanish Verb Instruction/Practice:
- Presente
- presente progresivo,
- Futuro con “ir a”,
- Preterito
Spanish Reading
Inventory
Mathematics
90 minutes
Grade Level Mathematics Instruction = 60 minutes
Second Grade students will: problem solve, reason, communicate, show solutions; recall addition and
subtraction facts; use place value to add and subtract one and two-digit numbers; describe, sort, and
classify simple 2D and 3D shapes; measure length using standard units.
- Daily Routines: Calendar, Math Boxes, Math Message, review Home Links, journals
- Launch, explore, summarize learning, and apply mathematics (individuals, small groups, partners)
- Apply the Mathematics in the Less (individuals, small groups, partners)
Resource: EverydayMath in Spanish
Math Intervention or Enrichment at Student Skill Level = 20 –30 minutes
- Individuals, small group or whole class
- Concept development using manipulatives,
- EverydayMath components and games or supplemental materials, i.e. Math Recovery, Number Sense,
Family Math, CCC Lab in Spanish
-
Specialists in Spanish
55 minutes
Art = (rotating with PE and Media)
- Use elements and principles of visual art to express ideas and feelings
Social Studies /
Science - 20 minutes
Social Studies in Spanish, integrated with English Language Arts OR
Science in Spanish, integrated with English Language Arts
- Place and geography, chronology, universals of culture
- Insect life cycles; stable/unstable systems; solids and liquids; weather systems
20 % English
English Language Arts = 60 minutes (20 minutes literature-based; 40 minutes Social St .or Science)
–
Literacy instruction is integrated with Social Studies and Science
–
Reading and writing in English introduced through Social Studies and Science content
–
Instruction in English is clearly separated from Spanish by time, space and teacher
–
Classroom teachers partner with other classroom and switch for English instruction.
–
Reading skill development parallels Windom SLA Scope and Sequence
– Teach reading skills through oral language
– Comprehension, sequencing, drawing conclusions, classifying, compare and
contrast, retells
– Academic and social vocabulary with social studies and science focus.
– English grammar embedded in content areas and parallel the skill development of
basal readers and Windom Spanish LA scope & sequence
Specialists in
English
Specialists = 55 minutes (rotating with Art)
Physical Education Media
- PE: Develop motor skills; locate heart beat; warm & cool down.
- Media: Select books, examine how picture, charts and graphs help tell a story;
communicate in different ways; computer applications.
Other
45 minutes
Lunch – 25 minutes
Recess – 20 minutes
370 minutes
Total Daily Minutes
English Language
Arts
60 minutes
Addition and subtraction
Place value
Describe, sort, and classify
2D and 3D shapes
Standard units of measure –
Length
Calendar
MDE – SOLOM
Student Oral
Language
Observation Matrix
MPS Quarter
Assessments for
Math
MDE – SOLOM
Student Oral
Language
Observation Matrix
Note: The 90/10 Dual Immersion model is a goal that we are striving toward. It is our goal to transition to full implementation by transitioning to all specialists being Spanish fluent by 2009, so
that the percentage of Spanish to English time will be more true to the model, and all instructional staff in our school will be bilingual.
Windom Spanish Dual Immersion Transition Team – May 30, 2007
Gaelle Berg, MPS World Languages Specialist
Windom Spanish Dual Immersion Program
Delivery of Daily Instruction in Spanish and English Instruction (DRAFT)
Third Grade: 70% Spanish / 30% English
Spanish Focus Days
Content
Literacy Block
125 minutes
Spanish Literacy and
English Literacy
alternate weekly
School Day: 7:35-1:45
Spanish Language Arts Instruction for ALL Students:
Third Grade students will: use strategies and skills to decode and understand; read fluently and
comprehend fiction, non-fiction, poetry and drama; identify comprehension skills to self-monitor; extend
vocabulary through reading; speak and write confidently in a variety of situations.
Morning Meeting = 15 minutes daily
Small Reading Groups = 40 minutes daily
- Reading level groups lead by classroom teacher, bilingual support teacher, AE.
Differentiated Spanish Language Arts =20 minutes daily (basal anthology, supplemental readers,
story time and instruction following Windom Spanish Language Arts Scope and Sequence. Grammar
and vocabulary integrated by themes.
Writing or Vocabulary Instruction = 20 minutes
Independent reading time in Spanish = 20 minutes
Spanish Verb and Vocabulary practice = 10 minutes
Language Objectives
Content vocabulary and grammar integrated
- Frequently-used Spanish Vocabulary
- Content-based themes - Literature
- Basic Interpersonal Communication
- Classroom commands and requests
- Regular, irregular, reflexive and stem-changing verbs introduced
through Language Arts curriculum or classroom usage.
- Spanish Verb Instruction/Practice:
- Presente progresivo,
- Futuro con “ir a”,
- Preterito
- Futuro
Mathematics
80 minutes
Grade Level Mathematics Instruction = 55 minutes
Third grade students will: problem solve, reason, communicate, show solutions; use place value to add
and subtract multi-digit numbers; represent and write fractions with pictures, models, drawings and
numbers; manipulate polygons; create bar graphs with labels and titles.
- Daily Routines: Calendar, Math Boxes, Math Message, review Home Links, journals
- Launch, explore, summarize learning, and apply mathematics (individuals, small groups, partners)
- Apply the Mathematics in the Less (individuals, small groups, partners)
Math Intervention or Enrichment at Student Skill Level = 25 minutes
- Individuals, small group or whole class
- Concept development using manipulatives,
- EverydayMath components and games or supplemental materials, i.e. Math Recovery, Number
Sense, Family Math, CCC Lab in Spanish
-
Social Studies /
Social Studies in Spanish, integrated with Language Arts = 40 minutes OR
Science in Spanish, integrated with Language Arts = 40 minutes
- Place and geography, chronology, universals of culture
- Sound, vibrations; plant and animal structures; survival; reproduction
Art = (rotating with PE and Media)
- Relate elements, principles, and processes of art using a variety of
materials and techniques.
English Language Arts = 40 minutes daily
–
Literacy instruction is integrated with Social Studies and Science
–
Reading and writing in English through Social Studies, Science, Literature themes
–
Instruction in English is clearly separated from Spanish by time, space and teacher
–
Classroom teachers partner with other classroom and switch for English instruction.
–
Reading skill development parallels Windom SLA Scope and Sequence
– Teach reading skills through oral language
– Comprehension, sequencing, drawing conclusions, classifying, compare
and contrast, retells
– Academic and social vocabulary with social studies and science focus.
– English grammar embedded in content areas and parallel the skill
development of basal readers and Windom Spanish LA scope & sequence
Specialists in
English
Specialists = 55 minutes (rotating with Art)
Physical Education
Media
- PE: Identify feelings; skills of teamwork; pulse points; motor skills
- Media: Analyze information; copyright; Internet searches
Other
45 minutes
Lunch – 25 minutes
Recess – 20 minutes
370 minutes
Total Daily Minutes
Science 40 minutes
Specialists in
Spanish 55 minutes
English Language Arts
40 minutes
Place value
Multi-digit numbers
Fractions
Polygons
Bar graphs
Labels and titles for graphs
Assessments
MDE – SOLOM
Student Oral Language
Observation Matrix
MPS Quarter Assessments
for Math
MN TEAE
MDE – SOLOM
Student Oral Language
Observation Matrix
Note: The 90/10 Dual Immersion model is a goal that we are striving toward. It is our goal to transition to full implementation by transitioning to all specialists being Spanish fluent by 2009, so
that the percentage of Spanish to English time will be more true to the model, and all instructional staff in our school will be bilingual.
Windom Spanish Dual Immersion Transition Team – May 30, 2007
Gaelle Berg, MPS World Languages Specialist
Windom Spanish Dual Immersion Program
Delivery of Daily Instruction in Spanish and English Instruction (DRAFT)
Third Grade: 70% Spanish / 30% English
English Focus Days
Content
Literacy Block
115 minutes
English Literacy and
Spanish Literacy
alternate weekly
(Recommendation:
Begin and end the day in
Spanish.)
School Day: 7:35-1:45
English Language Arts Instruction for ALL Students:
Third Grade students will: use strategies and skills to decode and understand; read fluently and
comprehend fiction, non-fiction, poetry and drama; identify comprehension skills to self-monitor; extend
vocabulary through reading; speak and write confidently in a variety of situations.
Morning Meeting = 15 minutes daily
Small Reading Groups = 40 minutes daily
- Reading level groups lead by classroom teacher, bilingual support teacher, AE.
Differentiated English Language Arts =20 minutes daily (basal anthology, supplemental readers,
story time and instruction following Windom Language Arts Scope and Sequence. Grammar and
vocabulary integrated by themes.
Writing or Vocabulary Instruction = 20 minutes
Independent reading time in English = 20 minutes
Grammar and Vocabulary practice = 10 minutes
Language Objectives
Assessments
Content vocabulary and grammar integrated
- Frequently-used English Vocabulary
- Content-based themes - Literature
- Basic Interpersonal Communication
- Classroom commands and requests
- English Grammar Instruction and Practice
- Grammar introduced through Language Arts curriculum and
classroom usage.
MCA II - Reading
Specialists in
English
Specialists = 55 minutes (rotating with Art)
Physical Education
Media
- PE: Identify feelings; skills of teamwork; pulse points; motor skills
- Media: Analyze information; copyright; Internet searches
Mathematics
80 minutes
Grade Level Mathematics Instruction = 55 minutes
Third grade students will: problem solve, reason, communicate, show solutions; use place value to add
and subtract multi-digit numbers; represent and write fractions with pictures, models, drawings and
numbers; manipulate polygons; create bar graphs with labels and titles.
Daily Routines: Calendar, Math Boxes, Math Message, review Home Links, journals
- Launch, explore, summarize learning, and apply mathematics (individuals, small groups, partners)
- Apply the Mathematics in the Less (individuals, small groups, partners)
- Resource: EverydayMath in Spanish
Math Intervention or Enrichment at Student Skill Level = 25 minutes
- Individuals, small group or whole class
- Concept development using manipulatives,
- EverydayMath components and games or supplemental materials, i.e. Math Recovery, Number
Sense, Family Math, CCC Lab in Spanish
-
Social Studies in Spanish, integrated with Language Arts = 40 minutes OR
Science in Spanish, integrated with Language Arts = 40 minutes
- Place and geography, chronology, universals of culture
- Sound, vibrations; plant and animal structures; survival; reproduction
Specialists in
Spanish 55 minutes
Art = (rotating with PE and Media)
- Use elements and principles of visual art to express ideas and feelings
Spanish Language Arts
Spanish Language Arts = 40 minutes daily
–
Spanish verb instruction and vocabulary practice = 10 minutes daily
–
Literacy instruction is integrated with Social Studies and Science
–
Reading and writing in Spanish through Social Studies, Science, Literature themes
–
Reading skill development parallels Windom SLA Scope and Sequence
–
Instruction in English is clearly separated from Spanish by time, space and teacher
– Frequently-used Spanish words
– Verbs: Presente; Presente progresivo; Futuro con “ir a”; Preterito;
Futuro
– Comprehension, sequencing, drawing conclusions, classifying, compare
and contrast, retells
– Academic and social vocabulary with social studies and science focus
Social Studies /
Science 40 minutes
40 minutes
Other
45 minutes
Lunch – 25 minutes
Recess – 20 minutes
370 minutes
Total Daily Minutes
Place value
Multi-digit numbers
Fractions
Polygons
Bar graphs
Labels and titles for graphs
MN TEAE
MDE – SOLOM
Student Oral Language
Observation Matrix ?
MPS Quarter Assessments
for Math
MCA II - Math
District Science Assessment
–Physics of Sound
MDE – SOLOM
Student Oral Language
Observation Matrix
Note: The 90/10 Dual Immersion model is a goal that we are striving toward. It is our goal to transition to full implementation by transitioning to all specialists being Spanish fluent by 2009, so
that the percentage of Spanish to English time will be more true to the model, and all instructional staff in our school will be bilingual.
Windom Spanish Dual Immersion Transition Team – May 30, 2007
Gaelle Berg, MPS World Languages Specialist
Windom Spanish Dual Immersion Program
Delivery of Daily Instruction in Spanish and English Instruction (DRAFT)
Fourth Grade: 60% Spanish / 40% English
Spanish Focus Days
Content
Literacy Block
125 minutes
Spanish Literacy and
English Literacy
alternate weekly
School Day: 7:35-1:45
Spanish Language Arts Instruction for ALL Students:
Fourth Grade students will: use strategies and skills to decode and understand; explore a wide range of
text features; select, monitor and adjust strategies; acquire vocabulary through content area words;
organize oral and written presentations for different purposes.
Morning Meeting = 15 minutes daily
Small Reading Groups = 40 minutes daily
- Reading level groups lead by classroom teacher, bilingual support teacher, AE.
Differentiated Spanish Language Arts =20 minutes daily (basal anthology, supplemental readers,
story time and instruction following Windom Spanish Language Arts Scope and Sequence. Grammar
and vocabulary integrated by themes.
Writing or Vocabulary Instruction = 20 minutes
Independent reading time in Spanish = 20 minutes
Spanish Verb and Vocabulary practice = 10 minutes
Language Objectives
Content vocabulary and grammar integrated
- Frequently-used Spanish Vocabulary
- Content-based themes - Literature
- Basic Interpersonal Communication
- Oral presentations
- Regular, irregular, reflexive and stem-changing verbs introduced through
Language Arts curriculum or classroom usage.
- Spanish Verb Instruction/Practice:
- Preterito
- Futuro
- Imperfecto
- Imperativos
Mathematics
80 minutes
Grade Level Mathematics Instruction = 55 minutes
Fourth grade students will: problem solve, reason, communicate, show solutions; multiply whole
numbers; show connections between fractions and decimals; determine perimeter of 2D shapes and
describe their symmetry; organize and display data to answer a question.
- Daily Routines: Calendar, Math Boxes, Math Message, review Home Links, journals
- Launch, explore, summarize learning, and apply mathematics (individuals, small groups, partners)
- Apply the Mathematics in the Less (individuals, small groups, partners)
Resource: EverydayMath in Spanish
Math Intervention or Enrichment at Student Skill Level = 25 minutes
- Individuals, small group or whole class
- Concept development using manipulatives,
- EverydayMath components and games or supplemental materials, i.e. Math Recovery, Number
Sense, Family Math, CCC Lab in Spanish
-
Social Studies /
Social Studies in Spanish, integrated with Language Arts = 40 minutes OR
Science in Spanish, integrated with Language Arts = 40 minutes
- Locate/describe landforms, regional characteristics, regions of N America
- Electromagnetic forces; water; physical and chemical properties of rocks
Art = (rotating with PE and Media)
- Use elements and principles of art to create and solve visual art problems
English Language Arts = 40 minutes daily
–
Literacy instruction is integrated with Social Studies and Science
–
Reading and writing in English through Social Studies, Science, Literature themes
–
Instruction in English is clearly separated from Spanish by time, space and teacher
–
Classroom teachers partner with other classroom and switch for English instruction.
–
Reading skill development parallels Windom SLA Scope and Sequence
– Teach reading skills through oral language
– Comprehension, sequencing, drawing conclusions, classifying, compare and
contrast, retells
– Academic and social vocabulary with social studies and science focus.
– English grammar embedded in content areas and parallel the skill
development of basal readers and Windom Spanish LA scope & sequence
Specialists in
English
Specialists = 55 minutes (rotating with Art)
Physical Education
Media
- PE: Physical activity and stress reduction; motor skills; heart rate; effects of
exercise on bones and muscles
- Media: Analyze information; copyright; Internet searches
Other
45 minutes
Lunch – 25 minutes
Recess – 20 minutes
370 minutes
Total Daily Minutes
Science 40 minutes
Specialists in
Spanish 55 minutes
English Language Arts
40 minutes
Multiplication procedures
Fractions and decimals
Perimeter
Symmetry
2D shapes
Data displays
Assessments
MDE – SOLOM
Student Oral Language
Observation Matrix
MPS Quarter
Assessments for Math
District Assessment –
Earth Materials
MN TEAE
MDE – SOLOM
Student Oral Language
Observation Matrix
Note: The 90/10 Dual Immersion model is a goal that we are striving toward. It is our goal to transition to full implementation by transitioning to all specialists being Spanish fluent by 2009, so
that the percentage of Spanish to English time will be more true to the model, and all instructional staff in our school will be bilingual.
Windom Spanish Dual Immersion Transition Team – May 30, 2007
Gaelle Berg, MPS World Languages Specialist
Windom Spanish Dual Immersion Program
Delivery of Daily Instruction in Spanish and English Instruction (DRAFT)
Fourth Grade: 60% Spanish / 40% English
English Focus Days
Content
Literacy Block
115 minutes
English Literacy and
Spanish Literacy
alternate weekly
(Recommendation:
Begin and end the day in
Spanish.)
Social Studies /
School Day: 7:35-1:45
English Language Arts Instruction for ALL Students:
Fourth Grade students will: use strategies and skills to decode and understand; explore a wide range of
text features; select, monitor and adjust strategies; acquire vocabulary through content area words;
organize oral and written presentations for different purposes.
Morning Meeting = 15 minutes daily
Small Reading Groups = 40 minutes daily
- Reading level groups lead by classroom teacher, bilingual support teacher, AE.
Differentiated English Language Arts =20 minutes daily (basal anthology, supplemental readers,
story time and instruction following Windom Language Arts Scope and Sequence. Grammar and
vocabulary integrated by themes.
Writing or Vocabulary Instruction = 20 minutes
Independent reading time in English = 20 minutes
Language Objectives
Assessments
Content vocabulary and grammar integrated
- Frequently-used English Vocabulary
- Content-based themes - Literature
- Basic Interpersonal Communication
- Classroom commands and requests
- English Grammar Instruction and Practice
- introduced through Language Arts curriculum or classroom usage.
MN TEAE
Social Studies in Spanish, integrated with Language Arts = 40 minutes OR
Science in Spanish, integrated with Language Arts = 40 minutes
- Locate/describe landforms, regional characteristics, regions of N America
- Electromagnetic forces; water; physical and chemical properties of rocks
Specialists in
English
Specialists = 55 minutes (rotating with Art)
Physical Education
Media
- PE: Physical activity and stress reduction; motor skills; heart rate; effects
of exercise on bones and muscles
- Media: Analyze information; copyright; Internet searches
Mathematics
80 minutes
Grade Level Mathematics Instruction = 55 minutes
Fourth grade students will: problem solve, reason, communicate, show solutions; multiply whole
numbers; show connections between fractions and decimals; determine perimeter of 2D shapes and
describe their symmetry; organize and display data to answer a question.
- Daily Routines: Calendar, Math Boxes, Math Message, review Home Links, journals
- Launch, explore, summarize learning, and apply mathematics (individuals, small groups, partners)
- Apply the Mathematics in the Less (individuals, small groups, partners)
Resource: EverydayMath in Spanish
Math Intervention or Enrichment at Student Skill Level = 25 minutes
Individuals, small group or whole class
Concept development using manipulatives,
EverydayMath components and games or supplemental materials, i.e. Math Recovery,
Number Sense, Family Math, CCC Lab in Spanish
-
Spanish Language Arts
Spanish Language Arts = 40 minutes daily
–
Spanish verb instruction and vocabulary practice = 10 minutes daily
–
Literacy instruction is integrated with Social Studies and Science
–
Reading and writing in Spanish through Social Studies, Science, Literature themes
–
Reading skill development parallels Windom SLA Scope and Sequence
–
Instruction in English is clearly separated from Spanish by time, space and teacher
–
Spanish verb instruction and vocabulary practice
– Frequently-used Spanish words
– Verbs: Preterito; Futuro; Imperfecto; Imperativos
– Comprehension, sequencing, drawing conclusions, classifying, compare
and contrast, retells
– Academic and social vocabulary with social studies and science focus.
Specialists in
Spanish 55 minutes
Art = (rotating with PE and Media)
- Use elements and principles of art to create and solve visual art problems
Other
45 minutes
Lunch – 25 minutes
Recess – 20 minutes
370 minutes
Total Daily Minutes
Science 40 minutes
40 minutes
Multiplication procedures
Fractions and decimals
Perimeter
Symmetry
2D shapes
Data displays
MDE – SOLOM
Student Oral Language
Observation Matrix
MPS Quarter Assessments
for Math
MDE – SOLOM
Student Oral Language
Observation Matrix
Note: The 90/10 Dual Immersion model is a goal that we are striving toward. It is our goal to transition to full implementation by transitioning to all specialists being Spanish fluent by 2009, so
that the percentage of Spanish to English time will be more true to the model, and all instructional staff in our school will be bilingual.
Windom Spanish Dual Immersion Transition Team – May 30, 2007
Gaelle Berg, MPS World Languages Specialist
Note: The 90/10 Dual Immersion model is a goal that we are striving toward. It is our goal to transition to full implementation by transitioning to all specialists being Spanish fluent by 2009, so
that the percentage of Spanish to English time will be more true to the model, and all instructional staff in our school will be bilingual.
Windom Spanish Dual Immersion Transition Team – May 30, 2007
Gaelle Berg, MPS World Languages Specialist