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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

Curriculum Design

The Gentlemen’s Group

Patrick H. White-Thomson, CFA

Marvyn Mahle

Jonathan Buck

introduction
Introduction
  • Patrick H. White-Thomson, CFA
  • Marvyn Mahle
  • Jonathan Buck
introducing target group
Introducing Target Group
  • Public School # 3 (D’Youville/ Porter Campus)
  • 606 Students
  • Kindergarten- 8th Grade
  • Maintains Bilingual Classes.
target group continued
Target Group Continued
  • 1st Grade Bilingual Class
  • 60% Spanish and 40% English
  • 25 Students
  • Developing First Language while simultaneously acquiring second language.
audience group
Audience Group
  • Vice Principal
  • Content Teacher
  • ESL Instructor
needs analysis process
Needs Analysis Process
  • Started with Formal Survey
  • Shifted to Interview
  • Observation Time in classroom
  • Outside Academic Research
needs analysis results
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.
needs analysis results content teacher
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.
needs results continued
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."
outside research
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.)
textbook review
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!
textbook review continued
Textbook Review Continued
  • ESL Instruction
  • Moving Into English
  • Well Organized into 5 day plans/ Teacher likes themes.
  • Not enough Phonics!!! Very Expensive.
goals and objectives
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!

goals
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.
goal 1
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.
lesson
Lesson
  • Anticipatory Set (False Cognates)
  • Procedure (Address Spanglish terms)
  • Assessment (Students write correct terms for both English/ Spanish through fill in the blank activity.)
goal 2
Goal 2
  • Goal 2: Strengthen phonemic awareness in both students first and second languages.
  • Objectives: Fill in Marv
lesson19
Lesson
  • Fill in Marv.
goal 3
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.
lesson21
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.
questions
Questions?

Thank you!

The Gentlemen’s Group

Patrick H. White-Thomson

Marvyn Mahle

Jonathan Buck