I. School- Wide DL Components

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1 AISD Guidelines for Implementation of the Gómez and Gómez Dual Language Enrichment Model These PK 5 guidelines are designed to promote fidelity in the implementation of the Gómez and Gómez Dual Language Enrichment (DLE) Model in AISD s one- way and two- way dual language classrooms, and to provide further clarification of the elements outlined in the Gómez and Gómez Dual Language Training Institute. Each component in these guidelines is designed to clearly define school- wide and grade- level expectations to achieve AISD s Dual Language Program goals: Rigorous cognitive and academic development Academic proficiency in two languages Positive cross- cultural development I. School- Wide DL Components 1. Language of the Day (LOD): Language of the day instructional activities can be provided at various times during the school day. LOD is essential for language and vocabulary development in L1 and L2 which support content area instruction. There are 5 essential daily activities to be conducted in the LOD: 1) LOD Journals; 2) Read- Alouds; 3) Independent Reading Time; 4) Read the Room (review word walls, labels, alphabets, content words); and 5) Daily Routines, such as WOW time, hallway and cafeteria conversation, calendar work, and special area time, including library and computer time. Bilingual Learning Center (BLC) time, which is in language of the day, can also serve to reinforce content area objectives, vocabulary and guiding questions in the language opposite to the language of instruction in the content areas. For example, on Monday, Wednesday and Friday, objectives, questions and vocabulary in math could be practiced in Spanish, and on Tuesday and Thursday, objectives, questions and vocabulary in science and social studies could be practiced in English. It is important to make full use of bilingual software (Comprendo, Sparkito, Brainpop, etc.) during computer time, bilingual learning center time, and during other LOD activities. LOD is one of the nine bi- literacy strategies outlined in the DLE model to develop vocabulary and concepts in both languages. 2. Bilingual Pairs or Groups: It is essential that bilingual student pairs and cooperative teams at tables be strategically grouped with heterogeneous language levels in L1 and L2, as well as heterogeneous abilities in knowledge of content. In the lesson cycle, typically bilingual pairs work together on Activity 1, focusing on comprehension skills and concepts (Depth of Knowledge- DOK levels 1 &2). After completing Activity 1, two sets of bilingual pairs may work as a cooperative table group on Activity 2, focusing on strategic and extended higher order thinking (DOK levels 3 and 4). Sheltered instruction strategies, including cooperative learning, interactive word walls, question/answer stems, graphic organizers, visual representations of tasks, and other scaffolding strategies should be purposefully designed to assist bilingual pairs and table groups to develop oral and written language, as well as content acquisition. Department of ELL 1 July 15, 2014

2 3. Bilingual Learning Centers (PK- 2): Bilingual Learning Centers (BLC) insure that students have access to core content and vocabulary with a 50/50 ratio of center activities in both languages. BLC activities are carried out in bilingual pairs. Bilingual pairs rotate through the BLCs and select and complete an activity in the respective LOD. BLCs focus on math, language arts, science and social studies. All students engage in listening, speaking, reading and writing across subjects and in both languages through BLCs, reinforcing core concepts being learned in both languages. It is up to the teacher to organize a rotation for bilingual learning centers to ensure students have participated in all centers in both languages during the course of an instructional unit. It is important to distinguish between learning centers that are used in the core content blocks in the language of instruction, and bilingual learning centers that are in the language of the day, scheduled outside of core content block time. 4. Conceptual Refinement: This is a process of small group instruction (no more than 5 students), with students working in pairs for minutes after lesson closure at the end of the lesson cycle. CR is intended to support struggling learners in math, science and social studies, to be conducted in the language of instruction (Math CR is in English and science and social studies CR are in Spanish). Conceptual Refinement is designed to reteach the concept or skill with a different approach than that used in whole group core instruction. The goal is to sustain the academic rigor of the lesson with strict fidelity to the language of instruction, as well as a focus on the academic skills and vocabulary needed to perform at a high academic level. 5. Student- Generated Alphabets/Word Walls: Teachers will require students to systematically create and use SGAs posted in L1 and L2, as well as Word Wall vocabularies, during language of the day activities, during content instruction, during bilingual center/research time, and for a variety of oral language and writing activities. Word Walls: Word walls in L1 and L2 should be continually updated, adding 2-3 words per day generated by teachers and students through everyday conversations and learning activities. Word Walls should focus primarily on the learning vocabulary (general academic language). Word Walls contain cognates, high frequency words used for spelling, as well as vocabulary words learned during the course of the instructional day. In PK, students use posted theme walls, with words clustered thematically, integrating the core content areas. These theme walls perform the same function as the content area bulletin boards used in K- 5. Thematic planning in PK is an example of one of the nine bi- literacy strategies outlined in DLE. In grades K- 5, academic content vocabulary words are listed on content area bulletin boards in the language of instruction. However, math, science and social studies words in the language opposite to the language of instruction can be posted on the Word Walls. Vocabulary from Word Walls and SGAs should be reviewed both in core instruction and in LOD activities. Student Generated Alphabet (SGA): In PK- 5, the student generated alphabets in L1 and L2 should focus on the rigorous development of letter and word sense, and vocabulary starting with each letter; moving from phonemic and phonological awareness to forming words and developing sentences. In PK, SGAs can be used to develop the concept of an alphabet, phonemic and phonological awareness in L1, and oral language development in L2. In PK, SGAs can also function as word walls by listing academic vocabulary under each letter of the alphabet. In K- 5, SGAs and word walls are posted separately, with the focus of SGAs being phonemic and phonological awareness, alphabetizing, spelling, grammar, oral language and academic vocabulary. In PK, students begin to work with the classroom teacher to create student generated alphabets after the first three weeks of school, and the SGAs in PK are to be completed by the sixth week of school. In K- 5, the first set of SGAs should be completed within the first three weeks of instruction. Department of ELL 2 July 15, 2014

3 6. Specialized Vocabulary Enrichment Activities (3-5): SVE activities, minutes per content area each week, are intended to develop key academic vocabulary in the language opposite to the language of instruction in the core content areas (i.e. science and social studies in English, math in Spanish). SVE targets non- cognates and false cognates from the previous week, and SVE is posted separately from the content area bulletin board or Word Wall. This component should be displayed and labeled as Specialized Vocabulary Enrichment. SVE and use of cognates are two of the nine bi- literacy strategies that are essential components in the bridging process from English to Spanish or Spanish to English. 7. Bilingual Research Centers (3-5): Bilingual Research Centers (BRC) foster concept and vocabulary development in both L1 and L2 during core content instruction, and BRCs promote critical thinking through project- based learning. BRCs are used to extend lessons and concepts being learned by requiring in depth projects to be completed in bilingual pairs and/or groups as an Activity 2. While BRCs are conducted primarily in the language of instruction, BRCs provide students with access to research materials in both languages to support the development and completion of their respective projects. As one of the nine essential bi- literacy strategies in the bridging process, BRCs promote bi- literacy by providing students that opportunity to research and present their learning in both languages. A bilingual research project may be used as a performance- based assessment, and can include both oral and written components. 8. Nine Vocabulary and Content Enrichment Strategies: It is important to note that the DLE model provides nine bi- literacy strategies to enhance the acquisition of vocabulary and content in the language opposite to the language of instruction (LOI) in the core content areas (i.e. math in Spanish and social studies and science in English). 1. Content Integration (PK- 5) 2. Thematic planning (PK- 5) 3. Language of the Day (PK- 5) 4. Bilingual Pairs or Bilingual Groups (PK- 5) 5. Bilingual Learning Centers (PK- 2) 6. Bilingual Research Centers (3-5) 7. Specialized Vocabulary Enrichment Activities (3-5) 8. Computer Instruction/Science Lab (PK- 5) 9. Cognates (PK- 5) II. Guidelines for Implementation of DL Components by Content Area and by Grade Level 1. Mathematics: Math has dual objectives, mastery of the math TEKS and English language acquisition. Math is always in English in grades PK- 5, with no code switching by the teacher during the math block. Some students, particularly in the primary grades, may respond in Spanish. In such cases, the teacher affirms the response and repeats the correct response in English, and continues with the lesson in English. During core math instruction, use of modeled question and answer stems tied to the math activity, along with other sheltered English strategies, will assist students to actively use English during pair work and cooperative table work. Department of ELL 3 July 15, 2014

4 Conceptual refinement in math is done in English after closure in the lesson cycle with a small group of students struggling with the math lesson in English. Students are exposed to math concepts and vocabulary in Spanish outside of the math block during language of the day activities, bilingual learning/research centers, specialized vocabulary enrichment time, and computer time. If LPAC determines that selected students must take standardized math assessments in Spanish, then the teacher will provide small group instruction and test preparation in Spanish outside of the English math block. Spanish math instruction to develop academic vocabulary and math concepts in Spanish can be scheduled minutes per week in grades 3-5 as long as it is not scheduled during the English math block. 2. Social Studies and Science: Social studies and science have dual objectives, mastery of the content area TEKS and Spanish language acquisition. Social studies and science in grades PK- 5 are taught in Spanish, with no code switching during the science and social studies blocks. In the dual language program, the combined minutes for science and social studies in Spanish equal the minutes allocated for math in English. Some students, particularly in two way dual language classrooms, may respond in English during social studies and science instruction. In such cases, the teacher affirms the response and repeats the correct response in Spanish, and continues with the lesson in Spanish. Concept refinement is done in Spanish after closure in the lesson cycle with a small group of students struggling with the social studies or science lesson in Spanish. While social studies and science concepts and vocabulary are taught in Spanish during core instruction, students are exposed to social studies and science concepts and vocabulary in English during language of the day activities, bilingual learning centers, bilingual research centers and during other times designated for bridging from Spanish to English. Social studies and science instruction in English can be scheduled minutes per week in grades 3-5. In addition to teaching the content area TEKS, science and social studies blocks are also intended to provide additional Spanish reading and writing opportunities in the content areas. This is especially important in grades 2-5, where the language arts block is divided in two, with half the time in English and half in Spanish. The social studies and science blocks offer additional time to practice reading and writing skills learned in the Spanish language arts block. It is essential that critical thinking, reading and writing skills continue to be developed in Spanish in language arts, social studies and science through 5 th grade if ELLs are to successfully transfer higher order language and thinking skills to English instruction in the intermediate grades and at the secondary level. This type of content integration is one of the nine bi- literacy strategies outlined in the DLE model. Social studies instruction, along with science instruction, is a primary vehicle for developing students listening, speaking, reading and writing skills in Spanish. Social Studies in the DL program is taught in Spanish daily. In grades 3-5, during the second semester, there may be cases where additional focus on state assessments might impact the instructional minutes available for social studies instruction in Spanish. In such cases, it is highly recommended that dual language classrooms in grades 3-5 initiate a month long social studies unit in Spanish in the month of May, focusing on Austin in grade 3, Texas in grade 4, and U.S. History in grade 5. This would be an excellent vehicle for developing project based learning in bilingual research centers. This would also meet the specifications for content integration, which is one of the nine bi- literacy strategies in the DLE model. Science instruction in the DL program is provided in Spanish daily. Science instruction in grades 3-5 requires systematic bridging activities from Spanish to English, given that the majority of students will take the grade 5 state science assessment in English. Science concepts and vocabulary are taught in Spanish, but students are exposed to science concepts and vocabulary in English during language of the day activities, bilingual research centers, labs, specialized vocabulary enrichment time, and computer assisted instruction using bilingual software (Brainpop, Comprendo, STEMscopes, assessment software, etc.). Science test preparation materials are provided to students in both Spanish and English as a bridge from Spanish to English, and to prepare ELLs for the state science assessment in English or Spanish, based on LPAC determination. Department of ELL 4 July 15, 2014

5 3. Language Arts: In grades PK- 1, dual language students are offered language arts instruction in the students primary language. In most dual language classrooms, the primary language for ELLs is Spanish, and it serves the dual role of developing the students literacy and cognition. Intensive oral language development in the primary language is the foundation of early literacy. The literacy elements assessed on CPALLS in PK provide a foundation for early literacy, with phonemic awareness being a central component and first step to early literacy. In AISD, the elementary language arts adoptions are Treasures and Tesoros, which provide instruction in both reading fluency and comprehension. Heggerty and Estrellita materials are used in PK- 1 as a supplement for phonemic and phonological awareness. Estrellita can be used as a supplemental Spanish phonics program, with Esperanza used as a supplement for interventions. The Department of ELLs provides Sparkito (PK- K) and Comprendo (K- 3) bilingual software, which offers a Spanish phonics program to supplement core instruction. Writing, with a focus on writing to learn, as well as the writing process, is another key element in dual language classrooms. By the end of PK, students are expected to write at least one complete sentence in L1 using correct capitalization and punctuation, even though some words in the sentence may be invented spelling. In kinder or grade 1, at the end of their initial two years of instruction in their primary language, students are expected to write a full page in L1 and a half page in L2. The goal is to develop fluency and accuracy in writing as well as reading. Free and reflective writing is designed to develop fluency, whereas structured writing is designed to be taken through the writing process to publication. When taken to publication, student writing should be posted and accompanied by the student expectation or writing rubric. While core instruction in language arts is only in L1 in grades PK- 1, starting in PK, dual language students begin to develop L2 language arts skills through English instruction in math, Spanish instruction in social studies and science, and through language of the day activities, including bilingual learning centers. In the second half of first grade, formal bridging to L2 reading begins when dual language students are introduced to the phonetic system, focusing on non- transferable sounds and grammar structures in L2 for minutes during LOD activities. These are heterogeneous, whole group LOD activities, with Spanish on Monday, Wednesday and Friday (in two way programs), and English on Tuesday and Thursday (in both one way and two way programs). This focus on non- transferable sounds and grammar structures will continue in second grade. In second grade, these bridging activities take place during the language arts blocks in the language of instruction. Spanish speakers can work with materials in the Treasures adoption, with supplemental materials in the Reach ESL adoption, or other materials identified by the campus. English speakers can work with written materials from Tesoros, or with supplemental materials such as Estrellita, Esperanza, Sparkito and Comprendo software, or other materials identified by the campus. In grades 2-5, dual language students are offered a language arts block that is 50% in English and 50% in Spanish. Listening, speaking, reading and writing TEKs are taught in a 2-4 week cycle, with one language focusing on the reading process and the other language focusing on the writing process. In the following 2-4 week cycle, the focus would be reversed so that each language would receive equal treatment regarding reading and writing processes. Reading and writing are interconnected in both the English and Spanish blocks, but each language arts block will have a primary reading or writing focus for a given 2-4 week cycle. In order for ELLs in grades 2-5 to receive enough Spanish literacy instruction, and ultimately to be prepared for Spanish STAAR assessments, it is important that the Spanish language arts TEKS be reinforced in social studies and science. Reading and writing should be taught across the curriculum, not only in the language arts block, but in math, science and social studies as well. This is particularly important in third and fourth grades, when most ELLs will still be taking the reading and writing STAAR tests in Spanish, and they require extra practice in Spanish. Department of ELL 5 July 15, 2014

6 III. Guidelines for Assessment in the AISD Gómez and Gómez Dual Language Enrichment Model 1. In PK, CPALLS is the primary assessment tool, and in grades K- 2, TPRI, TEJAS LEE, DRA and EDL are the primary literacy assessments. All these assessments are tied to reteach and intervention opportunities in response to the assessment data. In dual language classrooms at the end of grades 1 and 2, it is recommended that DRA/EDL tests be administered in both English and Spanish to determine on- going progress in reading in L1 and L2. At the end of the year, these L1 and L2 reading assessments provide data for student placement and initial instruction in the following school year. In PK- 2, math assessments are administered in English, both orally and in writing. The AISD math benchmark in second grade should be administered in English to dual language students and should be administered orally. In PK- 2, social studies and science tests are administered in Spanish, orally and/or in writing, depending on the grade level or language proficiency of the dual language students. 2. In grades 3-5, LPAC determines the language of assessment on STAAR tests. In the case of STAAR tests, ELLs in the dual language program typically take grades 3-5 STAAR Math tests in English, grades 3 & 4 STAAR Reading in Spanish, and grade 4 STAAR Writing in Spanish. In grade 5, most ELLs and non- ELLs typically take all STAAR tests in English. English speakers learning Spanish in the dual language program typically take district benchmarks and STAAR assessments in their native language, but may take assessments in L2 based on parent request, student language ability, and final LPAC determination. Benchmark (MOY) assessments are typically administered to students in the same language that students would be assigned on STAAR, although in some cases formative assessments are done in both languages prior to a final determination of language of assessment. On benchmark assessments, teachers can use the same accommodations that they would use on STAAR and STAAR- L. While most dual language students typically take STAAR Math and Science tests in English, LPAC may determine that some ELLs require Spanish STAAR or STAAR L. Those students who need Spanish STAAR assessments in grades 3, 4 or 5 math, or grade 5 reading or science, should receive small group instruction, independent practice, and formative assessments in Spanish prior to taking the Spanish STAAR assessments. In the case of math, small group instruction in Spanish should take place outside of the English math block, during the day and/or after school. Department of ELL 6 July 15, 2014

7 3. In order for LPAC to determine the appropriate language of assessment for ELLs on STAAR by January of each academic year, the following data must be reviewed carefully: Prior year benchmarks, STAAR, and TELPAS assessments, current year formative assessments, benchmarks, classroom observations and work samples. This data will provide the final evidence for an LPAC determination of language of assessment in January LPAC assessment decision meetings. LPAC must consider each student individually when making assessment decisions. A Collaborative Tool to Reflect on Campus Implementation of the AISD Gómez & Gómez Dual Language Program Note: This instrument is designed to be completed by the school principal in collaboration with a member of the DELL team. The three primary goals are: 1) fidelity of program implementation, 2) professional development, and 3) identification of needed resources. (Page 1 of 3) Circle number to indicate level of Implementation: None Partial Full I. Elementary Dual Language School- Wide Components 1. Language of the Day (LOD) Bilingual Pairs or Groups Bilingual Learning Centers (PK- 2) Conceptual Refinement Student- Generated Alphabets/Word Walls Specialized Content- Area Vocabulary Enrichment Activities (3-5) Bilingual Research Centers (3-5) Department of ELL 7 July 15, 2014

8 8. Nine Content Bi- literacy Strategies II. Dual Language Components by Content Area and by Grade Level (Page 2 of 3) None Partial Full 1. Mathematics (PK- 5): Social Studies and Science (PK- 5): Language Arts (PK- 1): Language Arts (2-5): III. Dual Language Program Assessment Components None Partial Full 1. PK CPALLS Assessment Comments 2. Grades K- 2 Literacy, Social Studies, Science, and Math Assessments Grades 3 STAAR Grade 4 STAAR Department of ELL 8 July 15, 2014

9 5. Grade 5 STAAR Summary Score for Implementation at: Elementary School Principal: DELL Staff: (Page 3 of 3) None Partial Full Summary Department of ELL 9 July 15, 2014

10 Department of ELL 10 July 15, 2014