from curriculum to daily lessons - successful chinese immersion program implementation

From Curriculum to Daily

Lessons-Successful Chinese

Immersion Program

Implementation Dr. Luyi Lien

Academic Director Yinghua Academy

CLTA-GNY Professional Development –Webinar Session

Dec. 6, 2013

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Objectives of Today’s Webinar

By the end of this webinar, you should be able to:

• Understand how Yinghua Academy’s curriculum design process guides the instruction in the daily classrooms

• Share and discuss your thoughts with others on how to design standards-based, content rich curriculum and make it work

2

Practical Experience

at Yinghua Academy

The nation’s first public charter Chinese

immersion school in the Midwest

3

Growth of Yinghua Academy

SEPTEMBER 2006

(Opening Year)

76 Students

K-3rd Grade

4 Teachers

11 staff

SEPTEMBER 2013

(Current Year)

562 Students

K-8th Grade

50 Teachers

76 staff

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800 % Growth Rate in 8 Years

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Program at A Glance

www.yinghuaacademy.org

K and 1st grade

Full Chinese Immersion

2nd grade Begin formal English instruction 7 periods per week

3rd grade 6 periods of English instruction per week

4th -8th grade 5 periods of English instruction per week

5th grade and above -Different levels of Chinese and Math classes -50% of instructional time in Chinese; 50% of instructional time in English

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Minnesota Comprehensive Assessments (MCAs) 2012-2013

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Math Reading Science

Yinghua Academy

89% 73.6% 76%

Minnesota State

61% 58% 52.4%


Minnesota Comprehensive Assessments

(MCAs) 2012-2013 Third Grade

Math Reading

Yinghua Academy 100% 75.0% Minnesota State 71.5% 57.4%

Curriculum and Instruction

Guidelines :

1. . MN Academic Standards

2. Common Core Standards

3. Core Knowledge Sequence

4. National Foreign Language Standards

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Curriculum and Instructional

Groundwork

1. Immersion Instructional Strategies

2. Content-Based Language Instruction

3. Thematic Curriculum Design (Integration,

4. Multi-disciplines)

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Curriculum and Instruction

1. Curriculum Map

2. Pacing Chart

3. Lesson Plans

4. Daily Activities and Assessments

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Learning and Teaching

13

Planning for Learning

Teachers direct and students engaged

Check for understanding

Teach Practice Check

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第二课猜猜我是谁

我的家在水里，我整天游来游去。我身上有闪闪发亮的鳞片，看起来很漂亮。如果没有鳃，我就不能呼吸。猜猜我是谁？

我是一条快乐的小鱼。

3rd Grade Text © Yinghua Academy


•我的家在树上，我整天飞来飞去。我身上有柔软的羽毛，摸起来很舒服。如果没有翅膀，我就不能飞。猜猜我是谁？

•我是一只没有烦恼的小鸟。



• 我的家在草原上，我整天跳来跳去。我身上有个小口袋，可以带着我的孩子到处玩。如果没有强壮的后腿，我就不能跳。猜猜我是谁？

•我是一只忙碌的袋鼠妈妈。


List all the activities that you can do

with this units • CLA

• Social Studies

• Science

• Math

• PE

• Music

• Art

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CLA Standards

Standard: Reading and Literature: Word Recognition, Analysis and Fluency: The student will apply word recognition strategies to decode

unfamiliar words and will read grade-appropriate text with accuracy and fluency. The student will:

Read unfamiliar complex and multi-syllabic words using advanced phonetic and structural analysis. Read aloud narrative and expository text with fluency, accuracy, and appropriate pacing, intonation and

expression.

Comprehension: The student will understand the meaning of texts using a variety of comprehension strategies and will demonstrate literal, interpretive and evaluative comprehension.

The student will: Retell, restate or summarize information orally, in writing, and through graphic organizers. infer and identify main idea and determine relevant details in non-fiction text.

Writing: Types of Writing: The student will compose various pieces of writing. The student will write in descriptive mode to express meaning. Speaking, Listening and Viewing Speaking and Listening: The student will demonstrate understanding and communicate effectively through

listening and speaking. The student will: Demonstrate active listening and comprehension

19 3rd Grade Team Work © Yinghua Academy

Content Objectives: • Students will be able to:

• recognize 鱼类，鸟类，哺乳动物，两栖类，爬虫类.

• distinguish the different characteristics among the animals in different categories

• expand their vocabulary of a variety of animals

• Use the stances structure : “if there is no…., I can't….” to express things

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3rd Grade Team Work © Yinghua Academy

Science Standards

• Standard:

• 3.4.1.1.1 Students will compare how the different structures of plants and animals serve various functions of growth, survival and reproduction.

• 3.4.1.1.2 Students will identify common groups of plants and animals using observable physical characteristics, structures and behaviors.

•

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Science Content Objectives

• Content Objectives:

• Students will classify animals according to the characteristics they share, for example: Cold-blooded or warm-blooded. Vertebrates (have backbones and internal skeletons) or invertebrates (do not have backbones or internal skeletons)

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Example Sharing: (3rd Grade)

Science and Chinese Language Arts

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• Vocabulary:

• 动物分类，外观，特性，脊椎动物，软体动物，冷血动物，温血动物

• 哺乳类，鸟类，鱼类，爬虫类，两栖类

• 有毛皮，鳞状皮肤，皮肤光滑，羽毛，鱼鳞，肺，鳃，呼吸，卵生，胎生，卵胎生

• 一样，相同，不相同，比较，类似

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3rd Grade Team Work (Lee Laoshi’s class) © Yinghua Academy

Science Class Activities

3rd Grade Team Work (Chang Laoshi’s class) © Yinghua Academy


3rd Grade Team Work (Chang Laoshi’s class) © Yinghua Academy

• DAILY • Monday • Lesson: Guess who I am? My favorite animals • • Main Task(s): • Ask what their favorite animals by following the sentence pattern: 我最喜欢的动物是

___。____是____类动物，身上有____。它的家在____。它最喜欢吃____。 • • For example: • T: 请你介绍一下你最喜欢的动物。 • S: 我最喜欢的动物是松鼠。松鼠是哺乳类动物，身上有很多毛发。它的家在树上和地

上。它最喜欢吃坚果。 • • Students work on their “guess who I am?” flip books according to their favorite

animals’ characteristics.

• 猜猜我是谁？我是一种哺乳类动物，身上有很多毛发，还有长长的尾巴。我的家在树上和地上。我最喜欢吃坚果。如果没有锐利的牙齿，我就不能吃东西。猜猜我是谁？

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Chinese Language Arts-Writing and Reading

3rd Grade Team Work (Lai Laoshi’s class) © Yinghua Academy

Chinese Language Arts-

Speaking and Listening


What will be the acceptable

evidences (outcomes and assessments) • Worksheet

• Projects

• Play

• Booklet

• Games

• Testing

36

Examples of

Performance-based Assessment

Informal:

Formal:

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Formal Assessment-writing

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Math

What questions can be answered using addition and/or subtraction?

-problem solve in context

-real world situation

Language

What is the purpose of communication?

--problem solve in context

-real world situation

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Math and Language

• 我的个位是2x3的积，十位比个位大3，百位是十位和个位的差，千位比百位小2，请问我是谁？

• 我是__________________

3rd and 4th Grades Team Work © Yinghua Academy

Standards and Rubrics

Standards (and objectives) are meaningless

until you define how to assess them.

Because of this, assessments are the starting

point for instruction, not the end.

(Paul Bambrick-Santoyo)

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Standards and Rubrics

In an open-ended question, the rubric defines the rigor.

In a multiple choice question, the options define the rigor.

(Paul Bambrick-Santoyo)

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Stories •When you read to students these stories, what standards can you reach?

•What will be the acceptable evidence for this story telling?

• 12.妈妈生曰快乐.pdf

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12.妈妈生曰快乐.pdf



Keys for a good instruction:

•Plan

•Plan

• Plan

47

What will be the acceptable

evidences

(outcomes and assessments) • Worksheet

• Projects

• Play

• Booklet

• Games

• Testing

48

Wish You a Successful Year! Thank you! 谢谢！

Luyi Lien

[email protected]

mailto:[email protected]

from curriculum to daily lessons - successful chinese immersion program implementation

Education