Welcome to the Dual Language

Immersion Program

Kinder Teachers:Suzy Manriquez, Leticia Sandoval

1st Teachers:Juana Vazquez, Mayra Plascencia

2nd Teachers:Maribel Garcia, TBA

3rd Teacher: TBA

NCLUSD Dual Language

Program Pathway

Von Renner Yolo Middle School

Orestimba High School Higher

Education

90/10 Dual Language Program

• K—2 Literacy Instruction in Spanish

• 3—5 Literacy Instruction in English & Spanish

• Mastery of Grade Level Content at all Grades

• Cross-Cultural Awareness

Program for Dual Language MS

• Advanced Spanish Language Arts

• Core History in Spanish

• Mastery of Grade Level Content (ELA, Math & Science)

• Cross-Cultural Awareness

Recognition of Biliteracy Award

Certificate of

Biliteracy

DL Students may Continue Development of Spanish Literacy

• Advanced Placement Spanish (college credit for passing AP Test)

• Advanced Placement Spanish Literature (college credit for passing AP Test)

6 years 3 years 4 years

90/10 Program Model

What does a Day Look Like?

TIME SUBJECT LANGUAGE8:05-9:20 Math Spanish9:20-9:35 Recess9:35-10:35 UA/INT Spanish10:35-11:20 Lunch11:20-11:50 ELD English (10% portion)11:50-1:00 ELA Spanish1:00-1:35 PE/Science Spanish

PROPOSED DUAL LANGUAGE IMMERSION KINDERGARTEN SCHEDULE

8:05-9:20 9:20-9:35 9:35-10:35 10:35-

11:20 11:20-11:50 11:50-1:00 1:00-1:35

Math Recess UA/Int Lunch ELD ELA PE/Science

NEWMAN CROWS LANDING UNIFIED SCHOOL DISTRICTDUAL LANGUAGE IMMERSION PROGRAM

Von Renner Elementary * 1388 Patchett Drive * Newman, CA 95360Phone (209) 862-2868 Fax (209) 862-3639

Heather Vargas, Principal

DUAL LANGUAGE IMMERSION PROGRAM PARENT COMMITMENT FORMBy signing this form I am making a commitment as a parent to the Dual Language Immersion Program:

1. I have attended a Dual Language Immersion Parent Orientation.2. I understand that this is a dual language enrichment program.3. I understand that the success of this program is dependent upon continuous enrollment through fifth grade. I realize that it is necessary to make a six-year commitment to the Newman-Crows Landing Unified School District Dual Language Immersion program to ensure full development of my child’s language skills in both Spanish and English.4. I understand the Dual Language Immersion 90/10 Model:

•90% of instruction is provided in Spanish in kindergarten and first grade.•80% of instruction is provided in Spanish in second grade.•Kindergarten through second grade students are to see their primary teacher speak Spanish only.•English literacy (reading & writing) instruction begins formally in third grade•By fifth grade 50% of instruction is provided in English and 50% of instruction in Spanish.

•I also understand that it is important to maintain an equal balance between Spanish-language dominant students and English-language dominant students for the program to be successful.

I commit to supporting my child’s bi-literacy development and educational success by maintaining a positive attitude regarding my child’s second language learning and by staying informed about his/her progress by attending parent/teacher conferences and school meetings about the immersion program. I also commit to supporting my child’s second language development outside of the school day. ________________________________________________ ___________________ Parent Signature Date  _________________________________________ ___________________ Dual Language Immersion Staff Signature Date

Linguistically Balanced:

(1) Approximately equal numbers of English Only and Native Spanish-speaking students are enrolled and integrated for most or all instruction.

(2) The students are integrated for most (if not all) instruction.

ELLs = English Language Learners, EOs = English Only students, NSSs = Native Spanish Speakers

Some advantages to DLI:

Educational AdvantagesVentajas Educacionales

• Los estudiantes de aprendices de inglés que aprenden a leer y escribir en su idioma tienen más éxito en ser fluidos en inglés.

• Las tendencias nacionales de investigación indican que evaluaciones académicas en Ingles demuestran que todos los estudiantes dominantes del habla Ingles que entran con fluidez conservaron sus habilidades en Inglés y que su participación en un programa de lenguaje dual no causaron retrasos en el lenguaje o la interferencia lingüística.

• English Learners who become literate in their home language are more successful in becoming literate in English.

• The national research trends indicate that English academic assessments demonstrate that all English dominant students entering fluent in English retained their English abilities and that their participation in a Dual Language program neither caused language delays or linguistic interference.

Comprensión Cultural Cultural Understanding

• Los estudiantes en programas de doble inmersión son proporcionados con muchas condiciones que son esenciales para la reducción de discriminación

• Students in dual language programs are provided many conditions that are essential for the reduction of prejudice and discrimination.

Ventajas CognitivasCognitive Advantages

• El cerebro bilingüe trabaja más duro porque constantemente esta eligiendo entre el sistema de dos idiomas.

• Como el ejercicio puede fortalecer los músculos, trabajando duro hace que el cerebro bilingüe funcione mejor.

• The bilingual brain works harder because it is constantly choosing between two language systems.

• Like exercise can strengthen muscles, hard work makes the bilingual brain work better.

Globalización ● Globalization

• Una gran necesidad laboral bilingüe y de bi-alfabetismo • Personas bilingües tienden a aceptar mas a otras culturas.

• A tremendous need for a bilingual/bi-literate work force.• Bilingual people tend to be more accepting of

other cultures.

2015-2016Kinder Registration

February 25-27th