Dual Language Education of New Mexico

La educac on que merecen todos los ni os

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Instruction & Assessment

Here you'll find a variety of resources that focus on classroom instruction . These materials range from support for big-picture planning— such as unit power planning, curriculum mapping, or planning for integration of a cultural component—to more specific lesson planning resources for instruction and assessment, such as sheltering instruction with G.L.A.D., planning with language objectives, Spanish language assessments, core reading in two languages, or using assessment data from the DRA2 or EDL2. Don't forget to check Soleado—Promising Practices from the Field, as well as the DLeNM Monograph Series, for additional information on these topics. For professional development opportunities specifically related to classrooom practice,visit Professional Development.

 

Please click on the following major topics for more resources

Achievement Inspired Mathematics for Scaffolding Student Success (AIM4S3)

AIM4S3 Compendium Bank

DLeNM Chant Bank

Guided Language Acquisition Design (GLAD)

Resources to Support Implementation of Core Reading Programs

Planning for Language

Differentiated Questioning

Planning for Literacy/Biliteracy; Teaching for Transfer

Supporting Emerging Readers with Mini Shared Reading

Oral Language Development

Making Content Accessible Through Sheltered Instruction

Using Standards to Maximize Language and Content Learning

Assessment

Planning for Culture: Classroom, School, Community

Instructional Leadership

Emerging Bilingual Students With Special Needs



Achievement Inspired Mathematics for Scaffolding Student Success Print E-mail

Achievement Inspired Mathematics for Scaffolding Student Success (AIM4S3™) is designed to provide a framework of instructional components that shelter mathematics content to make it comprehensible and accessible to all students, with a specific focus on English learners (ELs) and academic language learners (ALLs). AIM4S3™ can be implemented with any mathematics program or curriculum for students in kindergarten through high school, as well as post-secondary school.  This model provides the strategies to allow students to own the language, to be able to access the knowledge, and to be fluent in demonstrating their understanding. It also deepens teachers’ mathematical understanding and curricular knowledge.

For more information, including trainings, registration information, and related resources, click here.

AIM4S3™ videos now available for subscribers 

Available electronically to DLeNM subscribers, the monograph that accompanies the AIM4S3™ training: Achievement Inspired Mathematics for Scaffolding Student Success— An instructional model for language and content learning. icon Monograph Series Vol. 4, 2011

 
Achievement Inspired Mathematics for Scaffolding Student Success Compendium Bank Print E-mail
A Compendium, the second  component of the AIM4S3™  model, is a large wall chart created with students to provide the foundational "big picture" for a  mathematics unit of study. The Compendium helps to build a common language, define the standards for the unit in student-friendly language, capture what students already know about the topic along with their questions, and visually represent the key concepts of the unit. It is very much a living document, as students use the chart throughout a unit to clarify, communicate, and connect new understandings to old.  For examples of compendia, and other resources click here.
 
DLeNM Chant Bank Print E-mail

To access chant bank click here


 Teachers, we invite you to help us grow this chant bank as a resource!  Please note that we are posting the author's email with each chant to support teachers networking together to share materials that have already been developed.


Please feel free to download chants for your own use, but we also hope that you’ll contribute chants that have worked well for you and your students. To submit a chant, please click here.
 
Please note:
If you are submitting a chant that you didn’t write, have the author provide us with permission to post, (an email from the author is sufficient, This e-mail address is being protected from spambots. You need JavaScript enabled to view it ). We cannot post the chant without permission from the author. Thank you!
 
Please check the accuracy of content and language before you use a chant in your classroom! DLeNM is not responsible for the content accuracy of these chants.



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Resources to Support Implementation of Core Reading Programs Print E-mail

Core Monograph full copy for Professional Subscribers icon Core Monograph November 2010

Sample Monograph for Non-Subscribers icon Sample Monograph

Using a Core Reading Program icon Soleado - Fall 2008

Using a GLAD Planner to Organize Instruction icon Soleado Summer 2010

See core reading related videos from the classroom.


DLeNM CHANT BANK
Be  sure to check out the DLeNM Chant Bank for chants related to core reading program selections!

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Planning for Language Print E-mail

Creating a Positive Classroom Culture—"Explaining the Why": icon Soleado Summer 2013

Las Normas del desarrollo del español académico: Preparando la tierra para una nueva cosecha. icon Soleado Summer 2013

Two Teachers, Two Languages, Once Classroom—Supporting Language and Learning icon Soleado Winter 2012

icon Differentiating Questions, Deepening Understanding

icon Differentiated Questioning Lesson Template

Planning with a Language Focus

Tools for Planning with a Language Focus

Planning for Cross-Language Transfer

Sample Power Planning Language Frameworks

La transferencía entre idíomas en una clase de lenguaje dual en kindergarten: el Puente icon Soleado Spring 2012

Connecting Spanish and English Literacy Instruction in Kindergarten icon Soleado Spring 2012

 

Academic Language Network (Jeff Zwiers)   http://aldnetwork.org
The Academic Language Development Network is focused on the academic success of all students who need to improve their abilities to use language in school. The Network is a collaborative partnership between universities, states, counties, districts, and schools that desire to fortify teaching and assessment practices for developing the complex academic language, literacy, and thinking skills that support the learning of the new standards.
 

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Differentiated Questioning Print E-mail

•Differentiated Questioning—Meeting Language Learners' Needs While Addressing the CCSS and State Content Standards icon Soleado Spring 2014

icon Differentiating Questions, Deepening Understanding

• Classroom Videos

Focus on Language

Differentiating Questions to Boost Comprehension and Participation

Introduction—Eva Thaddeus, Cien Aguas International School

Lesson Segments:

Cuadrícula de Preguntas: Presentacíon Pictórica -  Michelle Nellos, Segundo Grado

Question Grid Lesson: Review of a Wall Chart - Eva Thaddeus, Kindergarten

 


Differentiating Questions:Deepening Understanding

Ruth Kriteman, DLeNM

Eva Thaddeus, Cien Aguas International School

 

• Sample Differentiated Question Grids and Template

icon Diff questioning grid (complete)_Chihuahuan High Desert

icon Diff questioning grid_CCSM_1stgr
icon Diff questioning grid_CCSM_3rdgr
icon Diff questioning grid_CCSM_4thgr
icon Diff questioning grid_generictemplate

 
Planning for Literacy/Biliteracy; Teaching for Transfer Print E-mail

Freeman, Y. S., & Freeman, D. E., (1998). La enseñanza de la lectura y la escritura en español en el aula bilingüe. Portsmouth, NH: Heineman.

Freeman, Y. S., & Freeman, D. E., (2000). Teaching Reading in Multilingual Classrooms. Portsmouth, NH: Heineman.

Tinajero, J. V., Flor Ada, A., (1997). The Power of Two Languages: Literacy and Biliteracy for Spanish-Speaking Students., Macmillan/McGraw-Hill.

Tinajero, J. V., DeVillar, R. A., (2000). The Power of Two Languages 2000: Effective Dual-Language Use Across the Curriculum. Macmillan/McGraw-Hill. Excerpt available: Wink, J. The Power of Two Languages 2000 , retrieved Wednesday, August 27, 2008 , from http://www.joanwink.com/pub-p21.html.

Illinois Resource Center (IRC) www.thecenterweb.org

Helping ELs Make Sense of Complex Text with "Sentence Talk" icon Soleado Spring 2013

Bridging Between Languages: One Teacher's Journey icon Soleado Spring 2013

Fomentado la Escritura a través de la Imaginación icon Soleado Spring 2013

Promoting the Academic Vocabulary Development of Spanish-English Bilinguals icon Soleado Spring 2013

Setting Goals to Improve Writing Instruction and Engagement  icon Soleado Fall 2012

Intervenciones con buenos resultados icon Soleado Winter 2012

Creating a Path to Academic Writing icon Soleado Winter 2012

Cross-Linguistic Connections in High Quality DL Programs icon Soleado Winter 2012

Beeman, K., & Urow, C. (2013). Teaching for Biliteracy—Strengthening Bridges Between Languages. Philadelphia, PA: Caslon, Inc.

Building a Bridge to Proficient Reading—Mini Shared Reading iconSoleado - Winter 2008

Building Success Through Mini Shared Reading iconSoleado - Fall 2009

   Biliteracy: A Journey or a Destination? iconSoleado - Winter 2009

Progreso en los niveles dec ompetencia lingüistica de los estudiantes que participan en el programa de lenguaje dual en la Escuela Secundaria Truman de Albuquerque iconSoleado - Spring 2009

Using a Core Reading Program in a 50:50 Dual Language Program—Our Journey Continues icon Soleado - Fall 2008

Sugerencias para escoger literatura multicultural para usar en el salón de clases iconSoleado - Summer 2009

Maximizing Teaching and Learning with Language Functions and Structures iconSoleado - Summer 2009

Los primeros días de clase son claves para establecer un ambiente positivo, seguro, y de respeto, que facilitarán la instrucción iconSoleado - Winter 2009

The Role of Assessment in Instruction iconSoleado - Summer 2009

New Language Standards for all New Mexico Students: Bridging Content and Language iconSoleado- Fall 2009

Making Connections in Literacy Instruction, Else Hamayan video: Professional Subscribers Only

El Puente: cómo crear conexiones metalingüisticas entre el español y el inglés para asegurar la lecto-escritura en dos lenguajes (La Cosecha 2011) Karen Beeman

What to Expect in the Writing of Bilingual Learners (La Cosecha 2011) Karen Beeman

Separating or Integrating Languages? Teaching for Language Transfer (La Cosecha 2011) Else Hamayan

La transferencia entre idiomas en una clase de lenguaje dual en kindergarten: el Puente icon Soleado Spring 2012

Connecting Spanish and English Literacy Instruction in Kindergarten icon Soleado Spring 2012

Enhancing Literacy Instruction through Community Connections icon Soleado Spring 2012

El español académico en los grados avanzados icon Soleado Winter 2011

El Puente: creando conexiones metalingüisticas icon Soleado Fall 2011

One Supana Time… Children don’t knw that they know—but they know! icon Soleado Fall 2011

Separado o Together? Reflecting on the Separation of Languages   icon Soleado Winter 2010

Colorin Colorado

AdLit


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Making Content Accessible Through Sheltered Instruction Print E-mail

Supporting Secondary ELs—Content and Contexts icon Soleado Fall 2012

icon Differentiating Questions

icon Differentiated Questioning Lesson Template

Sheltered Instruction—More than “Just good teaching...”Soleado - Spring 2009

Maximizing Teaching and Learning with Language Functions and Structures iconSoleado - Summer 2009

ELD Standards and Sheltered/Differentiated Instruction   icon Soleado Summer 2010

Interactive Notebooks—Creating a Tool for Vocabulary Acquisition…and Application!  icon Soleado - Spring 2011

Academic Conversations: Accelerating Academic Language for Lifelong Achievement  Soleado Summer 2011icon

DLeNM Launches New Chant Resource for—and by—Teachers!  icon Soleado Summer 2011

icon Sheltered Instruction Overview (PPT)

Interactive Sheltering of Mathematics with the “Fuente Informativa”  icon Soleado Spring 2012

Achievement Inspired Mathematics for Scaffolding Student Success icon Soleado Winter 2011

Supporting Language Development Through Technology icon Soleado Winter 2011

Scaffolding Language and Content Learning in a Core Mathematics Program icon Soleado Fall 2011

Making a Difference for Language Learners with Interactive White Boards in the Classroom icon Soleado Winter 2011


 

Click here for related video from classrooms and conferences.

Albuquerque Public Schools Language and Cultural Equity, Making Connections (see archived newsletter issues and individual articles on sheltered content instruction)

DLeNM Chant Bank

 
 
Using Standards to Maximize Language and Content Learning Print E-mail

Creating Connections to the Common Core: New Components in WIDA's Standards Framework icon Soleado Fall 2012

New Language Standards for all New Mexico Students: Bridging Content and Language iconSoleado Fall 2009

WIDA’s Standards-Referenced Education System for Language Learners iconSoleado Spring 2010

El diseño del desarrollo del lenguaje académico en español iconSoleado Fall 2010

New Mexico English Language Development Standards

New Mexico Content Standards and Benchmarks

WIDA's CAN DO Descriptors

WIDA Consortium—World Class Instructional Design and Assessment

WIDA Focus Bulletins  

Spanish Language Arts Standards 

English Language Proficiency Standards

New Mexico ELD Standards Template

Academic Language Network (Jeff Zwiers)   http://aldnetwork.org
The Academic Language Development Network is focused on the academic success of all students who need to improve their abilities to use language in school. The Network is a collaborative partnership between universities, states, counties, districts, and schools that desire to fortify teaching and assessment practices for developing the complex academic language, literacy, and thinking skills that support the learning of the new standards.
 
Assessment Print E-mail

Creating a Positive Classroom Culture—"Explaining the Why": icon Soleado Summer 2013

Las Normas del desarrollo del español académico: Preparando la tierra para una nueva cosecha. icon Soleado Summer 2013

Using DRA2/EDL2 for Classroom Assessment

icon Spanish Language Assessments for Dual Language Programs

Authentic Literacy Assessment System (ALAS) Rubric (Spanish)

Authentic Literacy Assessment System (ALAS) Rubric (English)

The Role of Assessment in Instruction icon Soleado - Summer 2009

World Class Instructional Design and Assessment (WIDA)  www.wida.us

 
 
Planning for Culture: Classroom, School, Community Print E-mail

Remembering the Forgotten Goal: A Focus on Cross-Cultural Comp icon Soleado Summer 2012

Technology and Talk icon Soleado Winter 2012

Hillsboro School District - Hillsboro Oregon

icon Hillsboro Equity Checklist

icon Hillsboro Equity Checklist Rubric

What should cross-culturally competent students know and be able to demonstrate? (Matrix)




”Se dice pendiente”—Incorporating Academic Language and Culture in the Secondary Mathematics Classroom Soleado - Spring 2009

Los primeros días de clase son claves para establecer un ambiente positive, seguro y de respeto. Que facilitarán la instrucción icon Soleado - Winter 2009

 
 
 
Informing the Narrative About Linguistically and Culturally Diverse Students - Addressing Teachers' Belief Systems icon Soleado Summer 2013
 

 
Instructional Leadership Print E-mail

Instructional Leadership that Supports Two-Way Immersion Programs icon Soleado - Spring 2009

Sustaining Professional Development Initiatives Through Effective Leadership Strategies icon Soleado Spring 2010

Observing Rigor in the Dual Language Classroom icon Soleado Winter 2010

Principals at the Heart of Two-Way Immersion: Advocates and Leaders Mariela Rodríguez, University of San Antonio, Texas (Subscriber Only)


Cultivando la esperanza—Cultivating Hope icon Soleado Fall 2011

Informing the Narrative About Linguistically and Culturally Diverse Students—Addressing Teachers' Belief Systems icon Soleado Summer 2013

Collaborating for Dual Language Success Through a District-Wide Professional Learning Community icon Soleado Summer 2013

 
Emerging Bilingual Students With Special Needs Print E-mail

Students with Academic Difficulties: Fix the Student? Fix the System?—icon Soleado Summer 2011

Students With Special Needs Achieve Academically and Linguistically in Two-Way Immersion Classrooms—icon Soleado Fall 2011

IDEA para mi hijo: Participación de padres de familia para una educación especial efectiva—icon Soleado Winter 2012

Bilingualism in Children With Language and/or Intellectual Disabilities—icon Soleado Fall 2013

!Adelante! This blog for school-based speech and language therapists provides a community forum for professionals seeking to better meet the needs of bilingual students. www.bilingualtherapies.com/bilingual-speech-therapy-blog/

Video: The Achievement of Children With Special Needs in Two-Way Spanish Immersion Classrooms (La Cosecha 2011—Dr. Marjorie Myers: Key School, Arlington, Virginia)

Special Education Considerations for English Language Learners: Delivering a Continuum of Services by Else Hamayan, Barbara Marler and Jack Damico (Caslon Publishing, 2013)

 
Project GLADĀ® Print E-mail

Project GLAD® provides training in dynamic, adaptable, and practical strategies for teaching second language learners in a dual language or English immersion setting. These strategies focus on making instruction comprehensible, developing oral fluency and vocabulary, and allowing every child to feel comfortable, included, and excited about class participation.

 

 For specific workshop details and registration forms click here.

Please visit the DLeNM Video Page and see Classroom Contexts for more video footage from Project GLAD® classrooms.



Project GLAD® Tier I certified teachers, DLeNM now provides you with a unit bank, housing complete units by grade level! If you have completed your certification, please contact Diana Pinkston-Stewart at This e-mail address is being protected from spambots. You need JavaScript enabled to view it or Ruth Kriteman at This e-mail address is being protected from spambots. You need JavaScript enabled to view it for the DLeNM Project GLAD® Unit Bank URL.