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Curriculum Design
The Gentlemen's GroupPatrick H. White-Thomson, CFAMarvyn MahleJonathan Buck
Introduction
Patrick H. White-Thomson, CFA
Marvyn Mahle
Jonathan Buck
Introducing Target Group
Public School # 3 (D'Youville/ Porter Campus)
606 Students
Kindergarten- 8th Grade
Maintains Bilingual Classes.
Target Group Continued
1st Grade Bilingual Class 60% Spanish and 40% English
25 Students
Developing First Language while simultaneously acquiring second language.
Audience Group
Vice Principal
Content Teacher
ESL Instructor
Needs Analysis Process
Started with Formal Survey
Shifted to Interview
Observation Time in classroom
Outside Academic Research
Needs Analysis Results
Administrator Curriculum Design carried out from central
location. ESL Instructors should be able to properly
model the language/ bring meaning to words.
Crucial Skills for Language Learning Success: Sounds, building words syllable by syllable. Vocabulary.
Needs Analysis Results (Content Teacher) Literacy development is crucial at this stage in
child development. Hybrid Language/ Language Transfer Issues
“Spanglish” Class room Management Important “Catch Students Doing Good.” Phonemic Awareness!
Important in first language development/being underserved by current curriculum.
Needs Results Continued
ESL Instructor Teach to the four Modalities (reading, writing,
speaking, listening) Student Strengths: Speaking/Listening Weaknesses: Writing/ Reading Phonics (Phonemic Awareness) is crucial
Not just for sounding out words for spoken expression, but also for spelling.
“"If a student can pronounce the "c" in cat, then they can spell it."
Observation Results Students receive 1 hr per day ESL
instruction, via the pull-out format Several students struggled with English
phonics, often substituting Spanish equivalents (“feet” for “fit” or “joung” for “young”)
NYSESLAT test objectives are paramount currently; focus was on reading comprehension
Outside Research
Lesaux, N, & Siegel, L. (2003). The Development of reading in children who speak English as a second language. Developmental Psychology, 39(6), 1005-1019.
Analyzed 978 ESL students Introduced phonics to ESL students over 2 year
period. Results: Placing emphasis on the phonological
aspect of language development and acquisition produced literacy results comparable to the control group (non ESL students.)
Textbook Review
Content Textbook
Ada, A, & Campoy, F. (2003). Trofeos: acerquense!. Orlando: Harcourt Publishers.
Well Illustrated, theme based reader, less than 100.00 for 3 book set.
Reading is too advanced for level// Not enough PHONICS!
Textbook Review Continued
ESL Instruction
Moving Into English
Well Organized into 5 day plans/ Teacher likes themes.
Not enough Phonics!!! Very Expensive.
Goals and Objectives
Three Themes Based on Needs Analysis:
Hybrid Language/ Code Switching/Spanglish
Literacy is key at this stage in development (1st Grade)
Phonics/Phonics/Phonics!
Goals
Goal 1: Eliminate student tendencies to adopt and rely on hybrid language (Spanglish)
Goal 2: Strengthen phonemic awareness, in students' first and second languages.
Goal 3: Develop core literacy skills focusing on the reading and writing modalities.
Goal 1
Goal 1: Eliminate student tendencies to adopt and rely on hybrid language (Spanglish)
Objectives: Students will be able to correctly distinguish proper
Spanish forms from Spanglish hybrids. Students will be able to write correct forms of
English and Spanish words at an 80% level of accuracy through the use of a cloze test.
Lesson
Anticipatory Set (False Cognates)
Procedure (Address Spanglish terms)
Assessment (Students write correct terms for both English/ Spanish through fill in the blank activity.)
Goal 2: Strengthen phonemic awareness in students' first and second languages.
Objectives: Students will be able to correctly identify the Roman
alphabet as used in both Spanish and English. Students will understand the alphabetic principle in
both Spanish and English. Students will be able to correctly pronounce English
vowel and consonant sounds. Students will be able to recognize and reproduce the
English letter(s) that represent sounds.
Goal 2
Lesson Anticipatory Set
Determining degree of Spanish interference with English sounds.
Procedure Have students write their spellings of word
list as teacher pronounces or students pronounce words from printed list.
Assessment Students correctly write or pronounce
English words with 80% accuracy.
Goal 3 Goal 3: Develop core literacy skills
focusing on the reading and writing modalities.
Objectives: Student will be able to differentiate between
past and present verb tenses with 90 % accuracy.
Student will be able to write 5 sentences using the correct past tense form of given verbs with 80% accuracy.
Lesson
Anticipatory Set: (Favorite Song) Procedure:
Review past and present verb tenses, song activity, sentence writing activity.
Assessment: Evaluate correct answers while students
are participating in activity. Correct students' sentences for accuracy.
Questions?
Thank you!
The Gentlemen’s Group
Patrick H. White-Thomson
Marvyn Mahle
Jonathan Buck