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The Two-Way Immersion Toolkit

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The Two-Way Immersion Toolkit The Two-Way Immersion Toolkit Elizabeth Howard, Julie Sugarman, Marleny Perdomo, and Carolyn Temple Adger ������������������������������������������ ������������������������������������������ ������������������������������������������ Since 1975, The Education Alliance, a department at Brown University, has helped the education community improve schooling for our children. We conduct applied research and evaluation, and provide technical assistance and informational resources to connect research and practice, build knowledge and skills, and meet critical needs in the fi eld. With offi ces in Rhode Island, New York, Puerto Rico, and the Virgin Islands, and a dedicated team of over 100 skilled professionals, we provide services and resources to K-16 institutions across the country and beyond. As we work with educators, we customize our programs to the specifi c needs of our clients. Northeast and Islands Regional Educational Laboratory (LAB) The Education Alliance at Brown University is home to the Northeast and Islands Regional Educational Laboratory (LAB), one of ten educational laboratories funded by the U.S. Department of Education’s Institute of Education Sciences. Our goals are to improve teaching and learning, advance school improvement, build capacity for reform, and develop strategic alliances with key members of the region’s education and policymaking community. The LAB develops educational products and services for school administrators, policymakers, teachers, and parents in New England, New York, Puerto Rico, and the Virgin Islands. Central to our efforts is a commitment to equity and excellence. Information about all Alliance programs and services is available by contacting: The Education Alliance Phone: 800.521.9550 at Brown University Fax: 401.421.7650 222 Richmond Street, Suite 300 E-mail: [email protected] Providence, RI 02903-4226 Web: www.alliance.brown.edu Editor: Damaris Rodríguez Teixeira Designer: Sherri King-Rodrigues The Center for Applied Linguistics (CAL) is a private, non-profi t organization: a group of scholars and educators who use the fi ndings of linguistics and related sciences in identifying and addressing language- related problems. CAL carries out a wide range of activities including research, teacher education, analysis and dissemination of information, design and development of instructional materials, technical assistance, conference planning, program evaluation, and policy analysis. Editors: Elizabeth Howard, Julie Sugarman, Marleny Perdomo, Carolyn Temple Adger Copyright ©2005 Brown University. All rights reserved. This publication is based on work supported by the Institute of Education Sciences (IES), U.S. Department of Education, under Contract Number ED-01-CO-0010. Any opinions, fi ndings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily refl ect the views of IES, the U.S. Department of Education, or any other agency of the U.S. Government. Acknowledgments This Toolkit represents the collective efforts of a large group of people who share a special interest in two- way immersion education and who contributed their time, energy, and creativity to the project. For their contributions to the six lesson plans, we would like to thank Katrin Beinroth, International Charter School, Pawtucket, RI; Hiroko Darnall, Thomas Dooley School, Schaumburg, IL; Kim Leimer, International Charter School, Pawtucket, RI; Michael Ilan Loeb, PS 89—Cypress Hills Community School, Brooklyn, NY; Berky Lugo-Salcedo, PS 89—Cypress Hills Community School, Brooklyn, NY; Ana Inés Rubinstein, PS 89— Cypress Hills Community School, Brooklyn, NY; and Cristina Sandza-Donovan, Barbieri School, Framingham, MA. For their contributions to the development of the two Q&A documents, we would like to thank Igone Arteagoita, Center for Applied Linguistics, Washington, DC; Margarita Calderón, Center for Social Organization of Schools, Johns Hopkins University, Baltimore, MD; Mary Cazabon, Cambridge Public Schools, Cambridge, MA; Nancy Cloud, Rhode Island College, Providence, RI; Ester de Jong, University of Florida, Gainesville, FL; Kathy Escamilla, University of Colorado, Boulder, CO; Erminda García, Morris K. Udall Escuela de Bellas Artes, Phoenix, AZ; Else Hamayan, Illinois Resource Center, Des Plaines, IL; Linda Hardman, Nestor Language Academy, San Diego, CA; Kathryn Lindholm-Leary, San José State University, San José, CA; Patricia Martínez, Key School, Arlington, VA; Danette Meyer, School District 54, Schaumburg IL; Marjorie Myers, Key School, Arlington, VA; Ngoc-Diep Thi Nguyen, School District 54, Schaumburg IL; Deborah Short, Center for Applied Linguistics, Washington, DC; Cheryl Urow, Illinois Resource Center, Des Plaines, IL; and Marcia Vargas, 2-Way CABE, Covina, CA. Finally, we would like to express our gratitude to Donald A. Ranard, a consulting editor to the Center for Applied Linguistics, for his assistance in editing the materials in the Toolkit. We would also like to thank the six internal and external reviewers for their feedback on an earlier version of this document. TABLE OF CONTENTS TABLE OF CONTENTS Introduction ...........................................................................................................................................................................................3 Program Design and Implementation ...............................................................................................................................7 Online Resources ...............................................................................................................................................................7 Classroom Instruction ...................................................................................................................................................................9 Q&A ............................................................................................................................................................................................9 Introduction ................................................................................................................................................................................9 Language Development ......................................................................................................................................................................................................................................................................................................11 Literacy Instruction ..............................................................................................................................................................29 Cross-Cultural Competence ............................................................................................................................................35 Assessment ..........................................................................................................................................................................................................................................................................................................................................................39 Supporting Special Student Populations ....................................................................................................................43 Teacher Supports .................................................................................................................................................................55 Model Lesson Plans ........................................................................................................................................................63 Introduction .............................................................................................................................................................................63 First Grade Math (Japanese — Telling Time) .......................................................................................................67 Third Grade Math (English — Tangrams) ..............................................................................................................81 Third Grade Dance (Spanish) ........................................................................................................................................93 Second Grade Library (English) ..................................................................................................................................107 Samples of Student Work (Treasure Hunt Worksheet) ..........................................................................119 Fourth Grade Language Arts (English) ...................................................................................................................123 Fifth Grade Language Arts (Spanish — Proverbs) ............................................................................................135 Lesson Plan ...................................................................................................................................................................139 Supplementary Instructional Materials .............................................................................................................143 Study Guide ......................................................................................................................................................................147 Additional
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