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- 8 th Grade  Maintains Bilingual Classes.

4. Target Group Continued  1 st 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 (1 st 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