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Curriculum Design

Curriculum Design. The Gentlemen’s Group Patrick H. White-Thomson, CFA Marvyn Mahle Jonathan Buck. Introduction. Patrick H. White-Thomson, CFA Marvyn Mahle Jonathan Buck. Introducing Target Group. Public School # 3 (D’Youville/ Porter Campus) 606 Students Kindergarten- 8 th Grade

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Curriculum Design

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  1. Curriculum Design The Gentlemen’s Group Patrick H. White-Thomson, CFA Marvyn Mahle Jonathan Buck

  2. Introduction • Patrick H. White-Thomson, CFA • Marvyn Mahle • Jonathan Buck

  3. Introducing Target Group • Public School # 3 (D’Youville/ Porter Campus) • 606 Students • Kindergarten- 8th Grade • Maintains Bilingual Classes.

  4. Target Group Continued • 1st Grade Bilingual Class • 60% Spanish and 40% English • 25 Students • Developing First Language while simultaneously acquiring second language.

  5. Audience Group • Vice Principal • Content Teacher • ESL Instructor

  6. Needs Analysis Process • Started with Formal Survey • Shifted to Interview • Observation Time in classroom • Outside Academic Research

  7. 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.

  8. Needs Analysis Results (Content Teacher) • Literacy development is crucial at this stage in child development. • Hybrid Language/ Language Transfer Issues “Spanglish” • Classroom Management Important • “Catch Students Doing Good.” • Phonemic Awareness! • Important in first language development/being underserved by current curriculum.

  9. 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."

  10. Observation Results • Fill in Marv

  11. 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.)

  12. 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!

  13. Textbook Review Continued • ESL Instruction • Moving Into English • Well Organized into 5 day plans/ Teacher likes themes. • Not enough Phonics!!! Very Expensive.

  14. 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!

  15. Goals • Goal 1: Eliminate student tendencies to adopt and rely on hybrid language (Spanglish) • Goal 2: Strengthen phonemic awareness in both students first and second languages. • Goal 3: Develop core literacy skills focusing on the reading and writing modalities.

  16. 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.

  17. Lesson • Anticipatory Set (False Cognates) • Procedure (Address Spanglish terms) • Assessment (Students write correct terms for both English/ Spanish through fill in the blank activity.)

  18. Goal 2 • Goal 2: Strengthen phonemic awareness in both students first and second languages. • Objectives: Fill in Marv

  19. Lesson • Fill in Marv.

  20. Goal 3 • Goal 3: Develop core literacy skills focusing on the reading and writing modalities. • Objectives: • 1. Student will be able to differentiate between past and present verb tenses with 90 % accuracy. • 2. Student will be able to write 5 sentences using the correct past tense form of given verbs with 80% accuracy.

  21. Lesson • Anticipatory Set: (Favorite Song) • Procedure: • Review past and present verb tenses, song activity, sentence writing activity. • Assessment: • 1.Evaluate correct answers while students are participating in activity. • 2. Correct student’s sentences for accuracy.

  22. Questions? Thank you! The Gentlemen’s Group Patrick H. White-Thomson Marvyn Mahle Jonathan Buck

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