Boerne ISD
Dual Language Program
Program Model
Assessment
Staff Development
Bilingual/Dual Language Campuses
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Curington Elementary
 Dual Language Kindergarten
 Bilingual Pre-K, 1 – 6
 Self-contained classes 1- 4, language arts/social studies
bilingual instruction at 5th and 6th
Fabra Elementary
 Dual Language K & 1st grades self-contained classes
 Bilingual classes: 2nd/3rd combined self-contained class, 4th
self-contained; language arts/socials studies bilingual
instruction at 5th and 6th
Kendall Elementary
 Dual Language K – 5, self-contained classes; shared
instruction between two teachers at 4th grade
 Language Arts/social studies bilingual instruction at 5th and
6th
Boerne ISD Program Goals
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All students will develop high levels of
proficiency in their first language
All students will develop high levels of
proficiency in a second language
Academic performance will be at or above grade
level
All students will demonstrate positive crosscultural attitudes and behaviors
All students will become bilingual, bi-literate,
bicultural
90-10 Model
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90% of the instructional day is in Spanish
(or other minority language) during early years of the program
Graduated time to 80-20, 70-30, until the ratio reaches 50-50
Shown to be the most successful program for ELLs (Thomas &
Collier, 2001)
Research supports that students perform as well or better on
tests of English than their English-speaking peers who have
been instructed in English only (Lindholm-Leary, 2001)
The majority students have an immersion experience in the
second language, while the minority students receive native
language instruction with a gradual introduction of English and
English-medium instruction
Rationale for a 90/10 model:
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The further from the Texas/Mexico border, the
greater the amount of Spanish should be
included in the curriculum.
A second language is best acquired when it is
used as the medium of instruction across the
curriculum (integrated instruction).
Students who add a second language
demonstrate higher levels of language
proficiency, achievement, and self-concept.
Skills transfer from one language to the other.
Boerne ISD Instructional Model
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90/10 Model:
K – 90% Spanish/10% English
1 – 90% Spanish/10% English
2 – 80% Spanish/20% English
3 – 70% Spanish/30% English
4 – 60% Spanish/40% English
5 – 50% Spanish/50% English
6 – 50% Spanish/50% English
Boerne ISD
Dual Language Instructional Model
K - 90/10
Daily Routines:
Beginning of Day: Sign in, journaling, read aloud
After Lunch: Read aloud
Content-focused Center Time: 15 – 30 minutes daily minimum
Subject
Area
Reading/
Language
Arts
(Listening,
speaking,
reading,
writing)
Math
Social
Studies
Science
Instruction in Spanish
Minutes Components
90
10
5
30
35
Read aloud
Songs, poems, chants
Shared reading/partner reading
Literacy stations
Interactive writing
Calendar time
Daily count
Lesson
Center activities
45
Expository text
Reading and writing in response to text
Activities allowing students to manipulate
concepts
Center activities
45
Expository text
Reading and writing in response to text
Activities allowing students to manipulate
concepts
Center activities
Instruction in English
Minutes Components
30
Oral language development: songs, chants, poems
Read aloud using expository text (math, science, social
studies)
Songs about numbers during oral language
development – send home to parents
Boerne ISD
Dual Language Instructional Model
1st Grade – 90/10
Daily Routines:
Beginning of Day: Sign in, journaling, read aloud
After Lunch: Read aloud
Content-focused Center Time: 30-35 minutes daily minimum
Subject Area
Reading/
Language
Arts
(Listening,
speaking,
reading,
writing)
Instruction in Spanish
Minutes Components
90
Read aloud
Songs, poems, chants
Shared reading/partner reading
Guided reading
Literacy stations
Interactive writing
Math
10
5
30
35
Calendar time
Daily count
Lesson
Center activities
Social
Studies
45
Expository text
Reading and writing in response to text
Activities allowing students to manipulate
concepts
Center activities
45
Expository text
Reading and writing in response to text
Activities allowing students to manipulate
concepts
Center activities
Science
Instruction in English
Minutes Components
30
Oral language development: songs, chants, poems
Read aloud using expository text (math, science,
social studies)
Songs about numbers during oral language
development – send home to parents
Boerne ISD
Dual Language Instructional Model
2nd Grade - 80/20
Subject
Area
Instruction in Spanish
Minutes Components
Instruction in English
Minutes Components
Reading
Listening
Speaking
60
Introduce different genre/novel studies
Read aloud
Shared reading/partner reading
Guided reading
Literacy stations
Interactive writing
Word study, vocabulary
30
Oral language development: songs, chants, poems
Read aloud using expository text (math, science, social
studies)
Content area reading integrated with writing
Writing
30
Process writing/projects
Composition - (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
15
35
40
Problem of the Day
Lesson
Practice/Review/Centers
Social
Studies
30
(15)
Expository text
Reading and writing in response to text
Activities allowing students to manipulate concepts
Center activities
(Oral language, read alouds, writing activities tied
to social studies)
30
(15)
Expository text
Reading and writing in response to text
Activities allowing students to manipulate concepts
Center activities
(Oral Language, read alouds, writing activities tied
to science)
Science
Homework – reinforcement of concepts taught in class
Boerne ISD
Dual Language Instructional Model
3rd Grade - 70/30
Subject
Area
Instruction in Spanish
Minutes Components
Instruction in English
Minutes Components
Reading
Listening
Speaking
45
Introduce different genre/novel studies
Read aloud
Shared reading/partner reading
Guided reading
Literacy stations
Interactive writing
Word study, vocabulary
60
Formal reading instruction in English follows regular
reading instruction using SIOP strategies
Read aloud
Shared reading/partner reading/guided reading
Literacy stations
Interactive writing
Word 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/projects
Composition - (Personal Narrative, Descriptive,
Expository, Friendly Letter)
Technology integration (i.e. Kidspiration, Kidpix, etc.)
Spelling
Math
15
40
35
Problem of the Day
Lesson
Practice/Review/Centers
Social
Studies
30
(15)
Expository text
Reading and writing in response to text
Activities allowing students to manipulate concepts
Center activities
(Read alouds, shared reading, writing activities tied to
social studies)
Science
30
(15)
Expository text
Reading and writing in response to text
Activities allowing students to manipulate concepts
Center activities
(Read alouds, shared reading, writing activities tied to
science)
Homework – reinforcement of concepts taught in class
TAKS tutoring providing English vocabulary
Boerne ISD
Dual Language Instructional Model
4th Grade - 60/40
Subject
Area
Instruction in Spanish
Minutes Components
Instruction in English
Minutes Components
Reading
Listening
Speaking
45
Introduce different genre/novel studies
Read aloud
Guided reading
Word study, vocabulary
45
Formal reading instruction in English follows regular
reading instruction using SIOP strategies
Read aloud
Guided 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 strategies
Process writing/projects
Composition - (Personal Narrative, Descriptive,
Expository, Persuasive)
Technology integration (i.e. Kidspiration, Kidpix,etc.)
Spelling practice
Math
15
Problem of the Day
40
35
Lesson
Practice/Review/Centers
Social
Studies
30
(15)
Instruction follows regular social studies
instruction
Expository text
Reading and writing in response to text
Activities allowing students to manipulate
concepts
(Read alouds, shared reading, writing activities
tied to social studies)
30
(15)
Instruction follows regular science instruction
Expository text
Reading and writing in response to text
Activities allowing students to manipulate
concepts
(Read alouds, shared reading, writing activities
Science
Boerne ISD
Dual Language Instructional Model
5th Grade - 50/50
Subject
Area
Instruction in Spanish
Minutes Components
Instruction in English
Minutes Components
Reading
Listening
Speaking
45
Introduce different genre/novel studies
Read aloud
Guided reading
Word study, vocabulary
45
Formal reading instruction in English follows regular
reading instruction using SIOP strategies
Read aloud
Guided reading
Word 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/projects
Composition - (Personal Narrative, Descriptive,
Expository, Persuasive)
Technology integration (i.e. Kidspiration, Kidpix, etc.)
Word walls
Parts of speech
Math
15
Problem of the Day
40
35
Lesson
Practice/Review/Centers
Social
Studies
30
(15)
45
Science instruction provided by a regular classroom
teacher who is ESL certified and SIOP trained
Science
Instruction follows regular social studies
instruction
Expository text
Reading and writing in response to text
Activities allowing students to manipulate
concepts
(Read alouds, shared reading, writing
activities tied to social studies)
Boerne ISD
Dual Language Instructional Model
6th Grade - 50/50
Subject Area
Instruction in Spanish
Minutes Components
Instruction in English
Minutes Components
Reading
45
Introduce different genre/novel studies
Read aloud
Guided reading
Word study, vocabulary
45
Formal reading instruction in English follows regular
reading instruction using SIOP strategies
Read aloud
Guided reading
Word 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/projects
Composition - (Personal Narrative, Descriptive,
Expository, Persuasive)
Technology integration (i.e. Kidspiration, Kidpix, etc.)
Word walls
Parts of speech
60
Math instruction provided by a regular classroom
teacher who is ESL certified and SIOP trained
45
Instruction follows regular science instruction
Expository text
Reading and writing in response to text
Activities allowing students to manipulate concepts
Math
Social
Studies
Science
45
Social studies instruction provided by a
regular classroom teacher who is ESL
certified and SIOP trained
Assessments
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Students are administered all of the same
academic tests as students in the regular
education program.
All local tests are given in the language of
instruction.
State assessments are given in the student’s
strongest language.
Reading assessments are completed in both
English and Spanish.
Assessment Plans for Next Year
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TAKS reading released tests will be completed
in both English and Spanish in Oct. and Jan.
The IPT oral language proficiency test in
Spanish will be administered to all English
dominant students at beginning and end of year;
thereafter, at end of year.
6th grade students will take the Spanish I credit
by exam in the fall and students who pass will
take the Spanish II credit by exam in the spring.
Formal Reading Assessments
Given at beginning, mid, and end of year
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K
1
2
3
4
5
6
English/Spanish
PAPI/PAPI-S
PAPI/PAPI-S
PAPI/PAPI-S
TAKS/TAKS
TAKS/TAKS
TAKS/TAKS
TAKS
English/Spanish
DRA/EDL
DRA/EDL
DRA/EDL
DRA/EDL
RFI/EDL
RFI/EDL
RFI /EDL
PAPI
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Phonemic Awareness/Phonics Inventory
Addresses the following:
Same/different words
 Rhyming words
 Beginning sounds
 Ending sounds
 Letter recognition
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Letter name in English
Letter sounds in Spanish
Results from PAPI
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Teacher provides authentic opportunities in
whole and small groups to further develop
phonological awareness by using poems, rhymes,
auditory games, etc.
Students who have developed their phonological
awareness skills, will immediately move into
phonics materials which focus on syllables, as
Spanish reading is based on the syllable.
DRA/EDL
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Developmental Reading Assessment (DRA) and
Evaluacion del Desarrollo de la Lectura (EDL)
assessments are to assess fluency, accuracy, and
comprehension and to determine independent reading
levels.
Guided reading is then conducted based on EDL
reading level. (Guided reading is part of a balanced
literacy program, in which students on the same reading
level or having the same reading issues, strengths are
grouped together. The teacher provides support in
helping the students read strategically and solve their
own reading issues to become independent readers)
Informal Assessments
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Teacher observation
Anecdotal records
Cooperative learning assignments
Independent assignments
Oral participation
KES Spring 2007 TAKS Results
3rd Grade
KES Spring 2008 TAKS Results
4th Grade
KES Spring 2009 TAKS Results
5th Grade – First Round
Staff Development
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August – Balanced Literacy training for K-2
teachers
September – SIOP training; Dr. Smith
observation and training; Guided reading
demonstration lessons in K-2 by Diana Madrid
October – SIOP training; Dr. Smith observation
and training
November – observation and training by Dr.
Smith; Balanced Literacy training for K-2
teachers
Staff Development
December – SIOP training
 January – Dr. Smith observation and training;
literature circle demonstrations by Diana
Madrid
 February – NABE Conference
 March – TELPAS training; SIOP training
 April – SAAABE Conference
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