English Language Development (ELD) in a First Grade Dual Immersion Classroom

by multilingualmania on June 24, 2011

in Classroom Pictures, Effective Practices, Literacy and Biliteracy

We wanted to share some pictures from a classroom demonstration that we recently conducted in a first grade Dual Immersion classroom. Although the students receive 80% of their instruction in Spanish, we modeled a Project GLAD Science unit during their English language development time in order to demonstrate for teachers how easy it is to build biliteracy in first grade bilingual classrooms. The following post was originally posted on our Teach ELD blog:

Last week we provided a classroom demonstration about “water and weather” to a group of first grade English language learners. We wanted to share a couple of pictures of the comprehensible input strategies that we used in order to develop oral language, reading and writing in English.

We first built background with the students regarding the water cycle and the different states of matter as it related to water. The first thing that we did with students was read a big book about the water cycle and weather, and we also showed pictures of key concepts and vocabulary words. In addition, we modeled a Project GLAD pictorial input chart about the water cycle:


In the picture above, we first drew out the pictorial for students and wrote down all of the key vocabulary. The next day we reviewed the chart with students and they placed vocabulary cards of the key vocabulary words when they heard us mention the key word. (On the pictorial input chart the students placed the yellow word cards, which you can see in the picture above).

Throughout the week we continued to teach students about seasons, and we completed a visual graphic organizer about the winter season. We also pulled small groups of students in order to teach small groups about different seasons. After jigsawing the information with small groups, the students returned to their table groups and taught their partners about the season that they had learned about during small group instruction. We later filled out graphic organizers about the information that students had learned about during whole group and small group instruction:


We later had students fill out their own pictorial and graphic organizers with partners at their table groups:


We later modeled paragraph writing with students and co-wrote a paragraph about weather and seasons. After we wrote the paragraph together, partners at tables worked together on their own paragraph while we pulled a group of struggling readers to reread the paragraph that we had co-written as a class. We wrote the paragraph that we had co-constructed onto sentence strips, and then we later broke the sentence strips up into phrases (and later words) that students put back together in the form of our initial paragraph. In the following pictures you can see that we first broke the paragraph into phrases, and then later into single words:



We then typed up the paragraph onto a piece of paper and helped the struggling readers to reread the text in a small group setting before they were sent to their partners to reread the paragraph with five different students.

Do you have any pictures of your bilingual classroom that you would like to share with bilingual teachers? Leave a comment here and we will contact you, or you can email your pictures to us at multilingualmania(at)yahoo(dot)com.

Bilingual Classroom Pictures:
Building Biliteracy in a First Grade Bilingual Classroom
Spanish Language Development in a Kindergarten Dual Immersion Classroom
Bilingual Classroom Pictures: First Grade Dual Immersion

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{ 2 comments… read them below or add one }

Elisa August 19, 2011 at 3:05 pm

It seems as though the words on the sentence strips are color-coded. What is the reason behind the different colored words?

multilingualmania August 22, 2011 at 3:29 pm

@Elisa, thanks for the interesting question. The sentence strips are from a strategy called the cooperative strip paragraph, which is a Project GLAD strategy. We first put table groups together and have them write a sentences based on a topic sentence about a certain topic. Each group uses a different color marker. Then the teacher will revise and edit the “paragraph” with the sentences in a pocket chart, ripping and cutting some of the sentences and moving them around to create a better paragraph. After we have edited and revised it with the whole class, we use the sentence strips for a reading activity with the struggling readers. We are definitely going to be discussing this strategy soon….check back soon for more information here or also on our blog teacheld.com!! Let me know if you have any other questions!

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