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.“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.“If everyone is moving forward together, then success takes care of itself.”

Organization Strategies Supporting the curriculum across the two languages Switching classes procedures scheduling Communicating with parents Classroom procedures TABLE OF CONTENTS

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. 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 ORGANIZATION STRATEGIES

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

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. 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 SUPPORTING THE CURRICULUM ACROSS THE TWO LANGUAGES

CFA Monthly math test “What do you notice about this test?” 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 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

SUPPORTING THE CURRICULUM ACROSS THE TWO LANGUAGES

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 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 SWITCHING CLASSES PROCEDURES

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 min rotations

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

SCHEDULING Spanish Dual Immersion Rotations Rotations FridaySpanish Dual Immersion only - 1st and 2nd grade 8:20 - 9:309:30- 10:2510: :0511: :4512:35 - 1:10 AM classPM classRed - ComputerYellow- ComputerBlue - Computer Blue - PERed - PEYellow - PE no recess on Fri. Yellow - Conklin = 1stBlue- Conklin - 1stRed - Conklin - 1st Yellow - Malan - 2ndBlue - Malan - 2ndRed- Malan - 2nd

SCHEDULING