1. By Dr. Betty Sandoval, Milissa Johnson, and Cathleen Rooney

2. * Welcome * Bilingual Model * L1 L2 * CIA * RTI * Words Their Way * PD Toolkit * Instructional Strategies for L1 & L2

3. Take care of your needs Professionalism is key Silence cell phones Collaborate Ask questions

4. Reflect on the current practice of the Bilingual Model implementation, and discover ways to implement strategies found in Words Their Way while aligning curriculum. Upon training completion: 1.What can you take back to your class? 2.What will you do differently?

5. Questions for Reflection 1.What do you see in your students, classroom, school with regard to effective instruction for ELLs? 2. What questions do you have about instructing ELLs and language acquisition? 3. What are you doing as a teacher that is effective instruction with your students? 4. What do you need to help your students succeed regarding strategies? 5. What do you need to help your students succeed regarding materials?

6. * Shared Activity * Jigsaw article reading 3-5 people * Designate portions to read for 2-3 minutes * Share at your table & choose 3 big ideas that were most meaningful to your practice as a bilingual educator

7. * More than 20% of U. S. children entering kindergarten today are of Latino Heritage (U.S. Census Bureau, 2004). * Having teachers with high levels of oral language proficiency in Spanish and English, who are able to provide a rich language environment is essential to building on children’s existing language skills (Bridges, Angulano, & Fuller, 2010). * By learning more about which bilingual approaches work best and for whom, quality preschool can better meet the needs of Latino English-language learners, getting them on track for educational success (Bridges, Angulano, & Fuller, 2010).

8. * (b)~~The bilingual education program shall be a full-time program of instruction in which both the students' home language and English shall be used for instruction. * The amount of instruction in each language within the bilingual education program shall be commensurate with the students' level of proficiency in each language and their level of academic achievement. * The students' level of language proficiency and academic achievement shall be designated by the language proficiency assessment committee. * Address cognitive, linguistic, and affective student needs. Chapter 89 TAC

9. * A bilingual program that serves students identified as students of limited English proficiency in both English and Spanish, or another language, and transfers students to English-only instruction. * Provides instruction in literacy and academic content areas through the medium of the student’s first language, along with instruction in English oral and academic language development. * Non-academic subjects such as art, music, and physical education also may be taught in English. * Exiting to an all-English program of instruction will occur not earlier than the end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the program for a minimum of two to five years before being eligible to exit the bilingual program. TITLE III NCLB

10. * The classroom environment is: * language and content rich and reflects a bilingual setting. * There is evidence of English and Spanish in: * instructional bulletin boards, * center labels, * center materials and equipment, * student products, * posted classroom and school rules, and * written communications to parents.

11. * Instructional Practices & Expectations: * ESL instruction must occur daily * English instruction gradually increases as the students’ proficiency in English develops * Content area instruction and the language of instruction for each content area are noted in the teacher’s lesson plans and schedule * Strong parental support and involvement is essential to reinforce students’ native language development and communicate high expectations about academic achievement

12. * What does using a bilingual model look like? * Whole Group Instruction – Flexibility as to rotation of each language (ex. one day English next day Spanish or one week English next week Spanish). * Content area instruction and the language of instruction for each content area needs to be noted in the teacher’s lesson plans. This notation is crucial, so that when we come to look at your class, we know what we should see. * Transition to Math always being taught in English. * Interventions – reading, writing and math interventions be done in Spanish. * Small Group Instruction. Examples of Spanish support would include: whole group mini-lesson (if entire class needs it), small group instruction in Spanish, one on one assistance in Spanish, independent practice in Spanish, or vocabulary lesson in Spanish.

16. Geometric Shapes Formas Geométricas

18. (Espinosa, 2008).

19. Reflect on the current practice of the Bilingual Model implementation, and discover ways to implement strategies found in Words Their Way while aligning curriculum. Upon training completion: 1.What can you take back to your class? 2.What will you do differently?

20. Espinosa, L. (2008). Challenging common myths about you English language learners. Retrieved from http://fce- us.org/resources/challenging common myths about you English language learners Bridges, M., Angulano, R., & Fuller, B. (2010). Advancing the language skills of young Latino children. Retrieved from http://www.ewa.org/site/DocServer/NJLC- Brief-1_FINAL_11_8_10.pdf