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Dual Language Curriculum

Everyday Math

Everyday Mathematics (EDM) is a Pre-K through 6th grade mathematics curriculum developed by the University of Chicago School Mathematics. The EDM curriculum comes in both English and Spanish, allowing our students to learn mathematics concepts and skills in both languages

Everyday Mathematics provides numerous methods for basic skills practice and review. These include written and choral fact drills, mental math routines, practice with fact triangles (flash cards of fact families), daily sets of review problems called Math Boxes, homework, timed tests in the 4th and 5th grade and a wide variety of math games. In EDM, students learn various algorithms used in the addition, subtraction, multiplication and division of large numbers.

Everyday Mathematics lessons include time for whole-group instruction as well as small group, partner, or individual activities. These activities balance teacher-directed instruction with opportunities for open-ended, hands-on explorations, and on-going practice.

Websites: 


Treasures

Language Arts Core Reading Programs in English and Spanish

This Language Arts curriculum, officially adopted by the Albuquerque Public Schools district, comes in both Spanish and English. At East San José all students spend part of their instructional day, starting in Kindergarten, learning literacy skills through this program in both languages.

Treasures/Tesoros  is a research based, comprehensive Reading Language Arts program for grades K-6. Units are comprised of teacher instruction and student work in the areas of: Oral Language; Word Study; Reading and Writing.  The program has built in assessments to measure students’ literacy growth towards short and long term goals.

Websites:


Guided Language Acquisition and Design (GLAD) Model

GLAD instructional strategies link instruction in the content areas of Science and Social Studies with Language Arts instruction.  A GLAD unit includes a myriad of sheltering strategies and uses multiple learning styles to facilitate development of academic language and content knowledge around a specific topic or theme.  GLAD instructional strategies promote second language acquisition, academic achievement, and cross-cultural skills.  Almost all of the teachers at East San José have been trained in GLAD.  Planning and collaborating on the creation of GLAD units is part of the professional culture of East San José.

For more information please visit this site on the internet: Project Glad


Instructional Strategies that Support Second Language Learners:

Sheltering

Sheltered instruction is an approach in which teachers help students develop knowledge in specific content areas while working in their second language.  Teachers modify and enhance their instruction in order to make sure that what is being taught is comprehensible to second language learners and that it promotes their second language development.  They enhance the lessons in many ways such as:

  • pre-teaching vocabulary and grammar,
  • repeating key words, phrases and concepts,
  • teaching children to use context clues,
  • modeling necessary language patterns orally and in writing,
  • activating students background knowledge and experiences to help them make connections to what is being learned,
  • using demonstration, visuals, graphic organizers and cooperative learning techniques to make academic instruction understandable to students of different second language  proficiency levels.

Scaffolding

Scaffolding  can be considered a sub-category of Sheltered instruction.  The purpose of scaffolding is to provide students learning a second language a teacher-supported transition from primarily seeing and hearing the teacher demonstrate and model a particular concept/skill, to performing the skill independently.  Students are more confident and successful during independent practice because they thoroughly understand the concept/skill due to the scaffolding process.  This reduces student frustration and increases student success.