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Dual Immersion

Dual Immersion. Collaboration. Some inspiration . “Individually , we are one drop. Together, we are an ocean. ” “Coming together is a beginning. Keeping together is progress. Working together is success. ” “If everyone is moving forward together, then success takes care of itself. ”.

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Dual Immersion

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  1. Dual Immersion Collaboration

  2. Some inspiration • “Individually, we are one drop. Together, we are an ocean.” • “Coming together is a beginning. Keeping together is progress. Working together is success.” • “If everyone is moving forward together, then success takes care of itself.”

  3. Table of contents • Organization Strategies • Supporting the curriculum across the two languages • Switching classes procedures • scheduling • Communicating with parents • Classroom procedures

  4. Organization strategies • Use the same notebooks for both classes • Math notebooks • Literacy notebooks • Use one homework folder for both classes • Homework is sent together in a packet (English & Spanish) • Homework is due the following Monday • Send completed school work home.

  5. Organization strategies • Use student numbers on cubbies, coat hangers, line procedures, etc. • Color code classes, one is yellow one is blue • Put the names of kids on labels for their notebooks, homework folders, pencil boxes, etc. • Have a filing system to put work shown to parents and information for and about each student • Have a filing system for unfinished work in the classroom so that trays are not full of unfinished work

  6. Organization strategies

  7. Organization strategies

  8. Organization strategies

  9. Some inspiration • “Build for your team a feeling of oneness, of dependence on one another and of strength to be derived by unity.” • “If you can laugh together, you can work together” • “Finding good players is easy. Getting them to play as a team is another story.”

  10. Supporting the curriculum across the two languages • The English teacher has a list of the math vocabulary for the week. • She posts this vocabulary on her math wall • She reviews the vocabulary every day for that week • It goes along with what the Spanish teacher is teaching each day of the week • She takes 30 min every day to review math concepts for that day/week.

  11. Supporting the curriculum across the two languages • Both do a problem of the day that introduces/reviews the concept for the week • The Spanish teacher makes up the problems for the English teacher so that both classes aren’t doing the same problems • The English teacher uses her daily language to support the concepts taught in the Spanish side as well

  12. Supporting the curriculum across the two languages • CFA • Monthly math test • “What do you notice about this test?”

  13. Supporting the curriculum across the two languages • Read similar books for any concept in both languages • Social studies and science, the English teacher finds books that the kids can use during their reading time that goes along the social/science unit • Incorporate social/science reinforcement with writing and reading time in the English side. • Animal books- • Rocks • Sharing teacher rock collection • Diaries

  14. Supporting the curriculum across the two languages • Do rotations with First and Second dual immersion on Fridays • The Spanish teachers teach their rotation in Spanish • The English teacher teach their rotation in English • Same rules apply to all 3 rotations (only Spanish with the Spanish teachers) • Always share ideas and use each other’s activities that help kids see the relation between both classes • Bulls eye in English and in Spanish

  15. Supporting the curriculum across the two languages

  16. Switching classes procedures • Have classes right across from each other • Have coat hangers out in the hall • Kids come in the morning and hang up their coats and backpacks outside of the classrooms • When we rotate in the morning the kids don’t get their coats or backpacks • Only their homework folders and trays go with them • If they need anything from their backpacks they simply walk out to the hall and grab it • At the end of the day the students just go to the opposite side of the hall and grab their stuff

  17. Switching classes procedures • We have carts to put our trays in • At the end of the day the kids put their trays in the cart • Each student has a cubby • The kids don’t need to switch classes at the end • We save 5-10 min by doing this • We simply switch carts after school ends

  18. Switching classes procedures

  19. Switching classes procedures

  20. Switching classes procedures

  21. Switching classes procedures

  22. Switching classes procedures

  23. scheduling • Both follow the dual immersion schedule graph • Each teacher uses up their time according to the curriculum they need to teach • We switch classes in the middle of the year • The am Spanish class would have Spanish in the afternoon, vice versa with the English side. • We agree on rotation times on Fridays • One hour with each class • 3- 35 min rotations

  24. Dual Immersion Instructional Time: Grades 1-3 Math and Content Areas Reinforcement in English Math in 2nd Language Content Areas in 2nd Language (Social Studies, Science, P.E., Art, Health & Music) English L.A. 2nd Language Literacy

  25. scheduling

  26. scheduling

  27. scheduling

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