2014 immersion informational meeting. 2 academic performance index 2013/2014 902
TRANSCRIPT
2014 Immersion Informational Meeting
2
Academic Performance Index 2013/2014
902
Math English0
102030405060708090
100
20062013
3
English Language Arts CST Scores
2010-2011 2011-2012 2012-20130
102030405060708090
Barnard Asian Pacific Language AcademySan Diego Unified School DistrictState of California
The Curriculum Framework should be able to :
Promote communicative competence
Promote functional use of language
Connect text with meaningful real-world experience
Align instruction across the grade levels
Align newly implemented Common Core Standards http://vimeo.com/51933492
Mandarin Chinese Dual Language ImmersionBenchmark/Language Proficiency Goals
Grade Listening Speaking Reading Writing
1st Grade Novice Mid
Novice Mid
Novice Low
Novice Low
2nd Grade Novice High
Novice High
Novice Mid
Novice Low
3rd Grade Intermediate Low Novice High
Novice Mid
NoviceMid
4th Grade IntermediateMid
IntermediateLow
IntermediateLow
Novice Mid
5th Grade IntermediateMid
IntermediateLow
IntermediateLow
IntermediateLow
ACFTL Proficiency Guidelines and Targeted Outcomes for Barnard Mandarin Immersion Program K-12
ACFTL Proficiency Guidelines http://
www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english
Barnard Asian Pacific Language AcademyMandarin Literacy Expectations - by June 2014
Barnard Asian Pacific Language AcademyMandarin Literacy Expectations - by June 2014
Barnard Asian Pacific Language AcademyMandarin Literacy Expectations - by June 2014
Barnard Asian Pacific Language AcademyMandarin Literacy Expectations - by June 2014
First Grade Social Studies FrameworkThemes Topics Communicative Tasks
& Objectives (Can-do list)
Language Forms Receptive Vocabulary
Citizenship School Rules Community Rules Our Leaders The Golden Rule
Students will be able to: Identify community
members: principal, teacher, mayor
Identify community places: school, city
__ 是 __ 的领导人。o 校长是学校的
领导人。o 老师是同学们
的领导人。 __ 有 __ 规则。
o 学校有学校规则。
o 教室有教室规则。
Teacher 老师Rule 规则Responsibility 责任Principal 校长Fair 公平Share 分享Leader 领导人Community 社区Mayor 市长City 城市Respect 尊重
My School (Integrated with Better Chinese)
People & Placeso School Map
School Activities
Students will be able to: Name their school Name their
principal Name their
teachers (PE) Identify classroom
objects
这是我的学校。我的学校是巴纳得小学。
我的校长是 Mr.
Park 。他是学校的领导人。
这是我的教室。我的教室里有 __ ， __ ，还有__ 。
我的老师是柯老师。她教我英文和中文。我喜欢上 __ 。
这是足球场。我们在这里上体育课。
我的体育老师是Coach MJ 。我（喜欢/ 不喜欢）体育课。
我的朋友是 __ 。我们一起 __ 。
School 学校Barnard Elementary 巴纳得小学Classroom 教室White Board 百般Eraser 橡皮Crayon 蜡笔Marker 水笔Scissors 剪刀Glue 浇水Chair 椅子Table 桌子Book 书Door 门Window 窗户Carpet 地毯Computer 电脑English 英文Chinese 中文PE Class 体育课Field 足球场Friend 朋友
Fourth Grade Mandarin LiteracyTheme Context Communicative
Tasks &Objectives
Supplemental Material
LanguageForms
Examples of Receptive Vocabulary
Worldwide Cultures/Legends/Tradition/Fairy Tales
Worldwide fiction /NonfictionCultureLegendsFables
1. Can retell a few well-known stories from around the world
2. Can introduce and describe some well-known people who influence or have influenced the world tremendously
3. Can retell or narrate a few fables in their own words
1.Confirming/Doubt2.Degree3. Describing4. Ability5. Condition
1. 真的吗？ / 是吗？2. 太… ;
一点也不…
3. 从前…4. 能不能…？
会吗？5. 虽然…，但是…
巨人，渔夫，瓶子，瓶盖，青烟，慌忙，慌张，摇身一变，肚子饿，灭火，天神，印度，英国，法国，四处逃命，感动，忽然，爱迪生，孵鸡蛋，著急，蹲，奇怪，家鼠，野鼠，遇见，可怜，生活，主人，食物，穷苦，各种各样，幸福，怪物，胆子，于是，美人鱼，外星人，感动 f
Kindergarten Science FrameworkTopic Purpose and
Objectives Vocabulary Language Forms Written Vocabulary
1. Fall Trees Demonstrate an understanding of living versus non-living things.
Give examples
of living things and non-living things.
Demonstrate an
understanding that living things grow, whereas non-living things do not grow.
Developing an
understanding that trees have basic needs for their growth
有生命 “ living”, 没有生命 “ non-living”, 有生命的东西 “ living things”, 没有生命的东西 “ non-living things”, 会长大 “ grow bigger and bigger”, 不会长大 “ does not grow”
needs soil,
water and sunlight 需要土，水，日光
Students should be able to response to the following prompting Questions: “What are
examples of living things” 什么有生命？
“What are examples of non-living things” 什么没有生命？
“Is tree a living or non-living thing?” 树有生命吗？有 / 没有生命
“What does tree need?” 树需要什么？树需要土，水，日光
日，土，水，叶子
Program Model
Barnard is a one way Dual Language Immersion ProgramImplemented in 2011.
Distinguishing Characteristics of One-way (Foreign Language) Immersion Programs Student population consists of majority language speakers
with limited to no proficiency in the immersion (minority) language, e.g., English speakers in U.S. schools
Exposure to the immersion language takes place primarily in the classroom and school
16
Immersion ModelBarnardKindergarden
80% Mandarin, 20% English
Grades 1 - 4
50% Mandarin, 50% English
Grades 5-- 6 Foreign Language Program
15% Mandarin 85% English
All Coursework includes
Mandarin Language Arts
English Language Arts
Social Studies
Math
Science
Music
Art
Grades 5-6 will become dedicated 50/50 immersion model in 2015/2016 school year
Barnard Program Model Continued
Benefits of the 50/50 Instructional Model
Maintain clear separation of languages: students have the best language models for Mandarin and English.
Preserves English teacher positions
Core curricular areas taught in Mandarin: over time students will develop the academic language needed to be successful
Parallel development of literacy in both Mandarin and English
Shared, collaborative responsibility for academic development
Facilitates potential for transfer of concepts and knowledge from one language to another
Teacher Recruitment
All Barnard Mandarin Chinese Teachers are qualified California Credentialed Teachers.
Extensive Interviewing Process which involves all stakeholders
How do we recruit qualified Mandarin Teachers?
Additional Classroom Support
Since 2009 to present day, 27 intern and guest teachers abroad have supported and supplemented our Mandarin Chinese program through International Partnerships which include China, Taiwan, and Korea.
2.3 Million Dollars in labor cost savings 85K average teacher salary in SDUSD which includes
benefits
Teacher Support
Monthly Professional Learning Community Mandarin Chinese Professional Development
Collaborative Planning
Specialized Conferences
School Visitations
Product Development to supplement curriculum
Networking opportunity with other teachers around the country
How Do We Meet the Needs of All Students ?
Rigorous, standards aligned, innovative curriculum through Professional Developments
Incorporating teaching strategies that work (eg.TPRS)
Differentiated Instructions for Differentiated Learners
Intervention strategies for struggling students
Immersion Configuration Scenario 1
TEAM 1
Teacher A Mandarin 1st Grade Class 1 AM / 1st Grade Class 2 PM
Teacher B English 1st Grade Class 2 AM / 1st Grade Class 1 PM
TEAM 2
Teacher A Mandarin 2nd Grade AM / 1st Grade PM
Teacher B English 1st Grade AM / 2nd Grade PM
TEAM 3
Teacher A Mandarin 2nd Grade Class 1 AM / 2nd Grade Class 2 PM
Teacher B English 2nd Grade Class 2 AM / 2nd Grade Class 1 PM
TEAM 4
Teacher A Mandarin 3rd Grade Class 1 AM / 3rd Grade Class 2 PM
Teacher B English 3rd Grade Class 2 AM / 3rd Grade Class 1 PM
TEAM 5
Teacher A Mandarin 5th Grade AM / 4th Grade PM
Teacher B English 4th Grade AM / 5th Grade PM
Immersion Configuration Scenario 2
TEAM 1
Teacher A Mandarin 2nd Grade AM / 1st Grade PM
Teacher B English 1st Grade AM / 2nd Grade PM
TEAM 2
Teacher A Mandarin 2nd Grade AM / 1st Grade PM
Teacher B English 1st Grade AM / 2nd Grade PM
TEAM 3
Teacher A Mandarin 2nd Grade AM / 1st Grade PM
Teacher B English 1st Grade AM / 2nd Grade PM
TEAM 4
Teacher A Mandarin 3rd Grade Class 1 AM / 3rd Grade Class 2 PM
Teacher B English 3rd Grade Class 2 AM / 3rd Grade Class 1 PM
TEAM 5
Teacher A Mandarin 5th Grade AM / 4th Grade PM
Teacher B English 4th Grade AM / 5th Grade PM
Next Steps
Mandarin Immersion/Curriculum Meeting will be held three times a year.
Easy accessibility and updated information on website http://
www.barnardelementary.com/apps/pages/index.jsp?uREC_ID=245857&type=d&pREC_ID=567385
Detailed Curriculum
Scope and Sequence
Expectations in Oral Proficiency, Listening, Reading, and Writing for each grade level under the guidelines of ACFTL
Next Steps Continued
Parent Resources Field trips observations to other Mandarin Schools
Useful links on Mandarin Education
Utilizing SDCOE Office of Language Acquisition Program/Mandarin
Mandarin Immersion Parents Network
Next Steps Continued
MB Cluster School Collaboration for Mandarin Implementation Plan
Mandarin Resource Teacher/Coordinator to support our growing program
Continue to Network with Mandarin Immersion Schools and experts around the country to gain “Best Practice”
Next Steps for Supplemental Materials
Creating a nook in the library for Mandarin, Korean, and Japanese books for check out.
Building an array of guided reading supplemental Mandarin books for teachers.
http://miparentscouncil.org/faq/
http://mandarin.sdcoe.net/
http://www.mandarininstitute.org/
http://english.hanban.org/node_7719.htm
http://www.chinesecio.com/
http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012
Mandarin Immersion Links for Parents
Questions
If you have further questions, please contact
Mr. Edward Park at [email protected]
Nicole Levinson at [email protected]
Bonny Sobieck, Administrative Assistant at [email protected] to set up appointments
School Phone Number 858 800-5700
Thank You and Xie Xie!