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The Big Question

Teaching children with low linguistic and

literacy skills in two languages is a

daunting task, what should we do toensure their academic success?

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Our Core-Values

To use target language,authentic materials andliteratures to connectchildrens learning to

real-life experiences

To develop strongbiliteracy skills from day

one

To create interdisciplinarythematic units and project

approach to help childrensynthesize, recognize, andtransform knowledge, and

develop creative andindependent thinking over time

To focus on studentlearning

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First Thing First

Identifying Teaching and Learning Goals

Age appropriategoals and

standards in thecontent areas

Linguisticdevelopmental

goals to supportacademic learning

Enduring

understandings forintellectual andpersonal growth

Interconnection withthe community andwith the world

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Our Helping Guides

The Understanding by DesignFramework by Grant Wiggins and Jay

McTighe

Massachusetts Curriculum Frameworksin all subjects, and District learning

guidelinesNational Foreign Language

Learning Standards

CARLA, CAL, TWIOP, WIDA

Local museums, the community, the real world,and the World Wide Web

Our Students and TheirFamilies!

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Our Curriculum

SampleUnit Theme: Organisms

Curriculum contents:

Life Science

Physical Science

Literacy

Chinese Language

Math

Comprehensive Health

Arts

Social Studies

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Unit Theme: Organisms

Stage One: Identifying the Desired Results

(Subject areas and critical content)

Life Science

Characteristics of living things (Life Science 2, 3):

- Differentiate between living and nonliving things

- Group both living and nonliving things according to the characteristics they share

- Recognize that plants and animals have life cycles, and that life cycles vary fordifferent living things. (Connection - T/E 1.1, 1.2)

Livings things and their environment (Life Science 6)

- Recognize that people and other animals interact with the environment through their

senses of sight, hearing, touch, smell, and taste. (Connection - T/E 1.1, 1.2, 1.3)

Physical Science

Observable Properties of Objects (Physical Sciences 1)

- Sort objects by observable properties such as size, shape, color, weight, and texture.

(Connection - T/E 1.2, 2.2)

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Connecting to ACTFLs 5Cs

Connections: Connect with Other Disciplines and

Acquire Information.Communications: Interpersonal, Interpretive, and

Presentational.

Comparison: Comparing Chinese and English linguisticsrepresentations in print, and in oral language.

Community: Local museums, libraries, the agencies, and

educational foundations -.

Culture: Compare and discover how children in different

cultures care about their environment.

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Essential Questions for Jr. K/K

Chinese Unit: Organisms

What are organisms?

Where do organisms live?

What can we learn about organisms by

investigating them?

Why should we and other organisms helpeach other?

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Enduring Understandings Through

Interdisciplinary ApproachStudent will understand that

Through Life Science: Plants and animals are two kinds of organisms.

Organisms are similar in some ways and different in others.; The new

starting point in the life cycle of a plant is a seed.; Terraria and aquaria may

be used as models to examine the interactions between plants and animals

in their natural environments; Humans, like other organisms, depend on, and

have an impact on, their environment; & Animals and plants in nature haveevolved to form closely knit, interdependent systems.

Through Chinese Language Arts: Some Chinese characters resemble the

shape of nature; Many Chinese characters share the same radicals when

they are grouped in the same category & is used in an adjective.

Through Math: Mathematical patterns are abundant in nature; & We use

math to measure and weigh organisms and graph our results.

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Me and

the Environment:

Organisms

Social Studies:

- Human relationships

- Interdependence

- Sustainability

Science and Technology:

- Characteristics of living things

- Living things and theirenvironment

- Observable property of objects

Arts:

- Symbolicrepresentations in

music, dance, and visualarts to tell about

ourselves and ourworld.Fieldtrips:

- School garden

- Neighborhood walk

- Franklin Park Zoo

- Harvard Museum of

Natural History

- Public Library

ComprehensiveHealth:

- Healthy bodies andhealthy growth

Math:

- Counting and cardinality

- Geometry- Measurement and data

- Number and operation

Language Arts:

- Read aloud, poetry, ask and answerkey details from a text, read bookillustrations

- Learn basic features of print

- Develop comprehension andcollaboration

- Present knowledge and ideas

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Turn & Talk How do you help your students to

understand the whole picture and not justthe pieces?

In what ways do you direct students to

search for understanding to attain

knowledge?

Why do you help them to develop original

thoughtful answers?

What will happen if you do not activatetheir critical thinking and higher level

cognitive skills?

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Our Curriculum Sample

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Previewing and Brainstorming

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Words that help us learn

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Daily Learning Objective is Critical

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Our Curriculum Sample

Guided Discovery

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We use our eyes to observe

Scientists use tools to help them find correct data.

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We use our hands to feel

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Scientists keep good records

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This is what seaweed looks to me

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We planted peas and pumpkin seeds!

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This is my record sheet

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Look! My seed is growing!

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Seeds are like us, they grow so fast!

N t i t l b t BUGS!

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Next, we are going to learn about BUGS!

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Things that help us learn

Our wonderful teachers and the classroomBLOG

http://immersionchinese11.blogspot.com/

Seeds, plants, bugs, an aquarium, aterrarium, learning words and sentences,

and Chinese stories that Chinese children

read and listen to! Our curious and inquisitive nature, too!

S f th b k lik f thi it

http://immersionchinese11.blogspot.com/http://immersionchinese11.blogspot.com/

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Some of the books we like for this unit

oo s y c ren n t e nese

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oo s y c ren n t e neseImmersion kindergarten class