Welcome to the Dual Language Immersion Program Kinder Teachers: Suzy Manriquez, Leticia Sandoval 1 st Teachers: Juana Vazquez, Mayra Plascencia 2 nd Teachers: Maribel Garcia, TBA 3 rd Teacher: TBA

NCLUSD Dual Language Program Pathway Von Renner Yolo Middle School Orestimba High School Higher Education 90/10 Dual Language Program K—2 Literacy Instruction in Spanish 3—5 Literacy Instruction in English & Spanish Mastery of Grade Level Content at all Grades Cross-Cultural Awareness Program for Dual Language MS Advanced Spanish Language Arts Core History in Spanish Mastery of Grade Level Content (ELA, Math & Science) Cross-Cultural Awareness Recognition of Biliteracy Award Certificate of Biliteracy DL Students may Continue Development of Spanish Literacy Advanced Placement Spanish (college credit for passing AP Test) Advanced Placement Spanish Literature (college credit for passing AP Test) 6 years3 years 4 years

90/10 Program Model

What does a Day Look Like? TIMESUBJECTLANGUAGE 8:05-9:20MathSpanish 9:20-9:35Recess 9:35-10:35UA/INTSpanish 10:35-11:20Lunch 11:20-11:50ELDEnglish (10% portion) 11:50-1:00ELASpanish 1:00-1:35PE/ScienceSpanish PROPOSED DUAL LANGUAGE IMMERSION KINDERGARTEN SCHEDULE 8:05-9:20 9:20- 9:35 9:35-10:35 10:35- 11:20 11:20-11:5011:50-1:001:00-1:35 MathRecessUA/IntLunchELDELAPE/Science

NEWMAN CROWS LANDING UNIFIED SCHOOL DISTRICT DUAL LANGUAGE IMMERSION PROGRAM Von Renner Elementary * 1388 Patchett Drive * Newman, CA Phone (209) Fax (209) Heather Vargas, Principal DUAL LANGUAGE IMMERSION PROGRAM PARENT COMMITMENT FORM By signing this form I am making a commitment as a parent to the Dual Language Immersion Program: 1. I have attended a Dual Language Immersion Parent Orientation. 2. I understand that this is a dual language enrichment program. 3. I understand that the success of this program is dependent upon continuous enrollment through fifth grade. I realize that it is necessary to make a six-year commitment to the Newman-Crows Landing Unified School District Dual Language Immersion program to ensure full development of my child’s language skills in both Spanish and English. 4. I understand the Dual Language Immersion 90/10 Model: 90% of instruction is provided in Spanish in kindergarten and first grade. 80% of instruction is provided in Spanish in second grade. Kindergarten through second grade students are to see their primary teacher speak Spanish only. English literacy (reading & writing) instruction begins formally in third grade By fifth grade 50% of instruction is provided in English and 50% of instruction in Spanish. 5.I also understand that it is important to maintain an equal balance between Spanish-language dominant students and English-language dominant students for the program to be successful. I commit to supporting my child’s bi-literacy development and educational success by maintaining a positive attitude regarding my child’s second language learning and by staying informed about his/her progress by attending parent/teacher conferences and school meetings about the immersion program. I also commit to supporting my child’s second language development outside of the school day. ________________________________________________ ___________________ Parent Signature Date _________________________________________ ___________________ Dual Language Immersion Staff Signature Date

Linguistically Balanced: (1)Approximately equal numbers of English Only and Native Spanish-speaking students are enrolled and integrated for most or all instruction. (2)The students are integrated for most (if not all) instruction. ELLs = English Language Learners, EOs = English Only students, NSSs = Native Spanish Speakers

Some advantages to DLI: Educational Advantages Ventajas Educacionales Los estudiantes de aprendices de inglés que aprenden a leer y escribir en su idioma tienen más éxito en ser fluidos en inglés. Las tendencias nacionales de investigación indican que evaluaciones académicas en Ingles demuestran que todos los estudiantes dominantes del habla Ingles que entran con fluidez conservaron sus habilidades en Inglés y que su participación en un programa de lenguaje dual no causaron retrasos en el lenguaje o la interferencia lingüística. English Learners who become literate in their home language are more successful in becoming literate in English. The national research trends indicate that English academic assessments demonstrate that all English dominant students entering fluent in English retained their English abilities and that their participation in a Dual Language program neither caused language delays or linguistic interference.

Comprensión Cultural Cultural Understanding Los estudiantes en programas de doble inmersión son proporcionados con muchas condiciones que son esenciales para la reducción de discriminación Students in dual language programs are provided many conditions that are essential for the reduction of prejudice and discrimination.

Ventajas Cognitivas Cognitive Advantages El cerebro bilingüe trabaja más duro porque constantemente esta eligiendo entre el sistema de dos idiomas. Como el ejercicio puede fortalecer los músculos, trabajando duro hace que el cerebro bilingüe funcione mejor. The bilingual brain works harder because it is constantly choosing between two language systems. Like exercise can strengthen muscles, hard work makes the bilingual brain work better.

Globalización ● Globalization Una gran necesidad laboral bilingüe y de bi-alfabetismo Personas bilingües tienden a aceptar mas a otras culturas. A tremendous need for a bilingual/bi-literate work force. Bilingual people tend to be more accepting of other cultures.

Kinder Registration February th