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