Curriculum Design The Gentlemens Group Patrick H WhiteThomson

Curriculum Design The Gentlemen’s Group Patrick H. White-Thomson, CFA Marvyn Mahle Jonathan Buck

Introduction o Patrick H. White-Thomson, CFA o Marvyn Mahle o Jonathan Buck

Introducing Target Group o Public School # 3 (D’Youville/ Porter Campus) o 606 Students o Kindergarten- 8 th Grade o Maintains Bilingual Classes.

Target Group Continued o 1 st Grade Bilingual Class o 60% Spanish and 40% English o 25 Students o Developing First Language while simultaneously acquiring second language.

Audience Group o Vice Principal o Content Teacher o ESL Instructor

Needs Analysis Process o Started with Formal Survey o Shifted to Interview o Observation Time in classroom o Outside Academic Research

Needs Analysis Results o Administrator n n n 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) o Literacy development is crucial at this stage in o o child development. Hybrid Language/ Language Transfer Issues “Spanglish” Classroom Management Important “Catch Students Doing Good. ” Phonemic Awareness! n Important in first language development/being underserved by current curriculum.

Needs Results Continued o ESL Instructor o Teach to the four Modalities (reading, writing, speaking, listening) o Student Strengths: Speaking/Listening o Weaknesses: Writing/ Reading o Phonics (Phonemic Awareness) is crucial n n 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. "

Observation Results o Fill in Marv

Outside Research o Lesaux, N, & Siegel, L. (2003). The Development of reading in children who speak english as a second language. Developmental Psychology, 39(6), 1005 -1019. o Analyzed 978 ESL students o Introduced phonics to ESL students over 2 year period. o 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 o Content Textbook o Ada, A, & Campoy, F. (2003). Trofeos: acerquense!. Orlando: Harcourt Publishers. o Well Illustrated, theme based reader, less than 100. 00 for 3 book set. o Reading is too advanced for level// Not enough PHONICS!

Textbook Review Continued o ESL Instruction o Moving Into English o Well Organized into 5 day plans/ Teacher likes themes. o Not enough Phonics!!! Very Expensive.

Goals and Objectives o Three Themes Based on Needs Analysis: Hybrid Language/ Code Switching/Spanglish Literacy is key at this stage in development (1 st Grade) Phonics/Phonics!

Goals o Goal 1: Eliminate student tendencies to adopt and rely on hybrid language (Spanglish) o Goal 2: Strengthen phonemic awareness in both students first and second languages. o Goal 3: Develop core literacy skills focusing on the reading and writing modalities.

Goal 1 o Goal 1: Eliminate student tendencies to adopt and rely on hybrid language (Spanglish) o Objectives: n Students will be able to correctly distinguish proper Spanish forms from Spanglish hybrids. n 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 o Anticipatory Set (False Cognates) o Procedure (Address Spanglish terms) o Assessment (Students write correct terms for both English/ Spanish through fill in the blank activity. )

Goal 2 o Goal 2: Strengthen phonemic awareness in both students first and second languages. o Objectives: Fill in Marv

Lesson o Fill in Marv.

Goal 3 o Goal 3: Develop core literacy skills focusing on the reading and writing modalities. o Objectives: o 1. Student will be able to differentiate between past and present verb tenses with 90 % accuracy. o 2. Student will be able to write 5 sentences using the correct past tense form of given verbs with 80% accuracy.

Lesson o Anticipatory Set: (Favorite Song) o Procedure: o Review past and present verb tenses, song activity, sentence writing activity. o Assessment: o 1. Evaluate correct answers while students are participating in activity. o 2. Correct student’s sentences for accuracy.

Questions? Thank you! The Gentlemen’s Group Patrick H. White-Thomson Marvyn Mahle Jonathan Buck