INTRODUCTION: TODAY’S LESSON  Good evening everyone. My name is Amaryllis Monroig-Velez. Hello everyone. My name Tahmeena. Good evening everyone. My name is Robyn Shields  Robyn ( say in English) Everyone will be given 3 minutes to read in their groups.  Amaryllis ( say in Spanish) Once everyone is finish reading in their groups, one person from each group is to explain the book to the entire class.  Robyn: (say in English) Make sure it’s a good explanation!

REFLECTION: FEELING SOME TYPE OF WAY?  Amaryllis: When we introduce ourselves in our native language, how did it make you feel and why?  Tahmeena: How did you feel when you had to explain the children’s books that were in another language than your native language?  Robyn: The activity that you all participated in leads to the problem that we are trying to solve, which is building a dual language library

BUILDING A DUAL LANGUAGE LIBRARY AT OAK HILL ELEMENTARY Amaryllis Velez Robyn Shields Tahmeena Veerjee CI

GRANT REQUEST INFORMATION  Foundation: The Webber Family Foundation  Contact Name: Amaryllis Monroig Vélez  Contact Position : Bilingual Pre-Kindergarten Teacher  Contact  Date of request: 12/05/2013  Organization: Oak Hill Elementary  Project budget requested: $5,  Grant purpose: Seed/Pilot Funding  Grant funding will provide: Books in Spanish for teacher lessons and independent student reading  Geographic area served: Austin, Texas  Time frame: June June 2015

OAK HILL ELEMENTARY AISD  Location: Austin, Texas  Founded:1974  Age range: Prekindergarten to 5 th grade- ages five to ten  Large Latino population  Two-way dual language program  Oak Hill Elementary consists of many Latino students and we want to provide them with a larger selection of books to support all of the students in the Dual Language Program.

PURPOSE OF IMPACT: WHY A DUAL LANGUAGE LIBRARY?  Foster bilingual students’ literacy skills  Help low-income families that lack the necessary financial resources to develop their literacy skills

Goals

Goal #1

IMPROVE LITERACY SKILLS OF ENGLISH LANGUAGE LEARNERS Activities:  Conduct guided reading in small groups  read aloud with the teacher  shared reading with other classmates  independent reading  Written projects will also be connected to the reading circles.. Outputs: All dual language classrooms will provide weekly lessons that incorporate the use of Spanish books.

IMPROVE LITERACY SKILLS OF ENGLISH LANGUAGE LEARNERS CONTINUED Outcomes:  Students will feel more confident and comfortable when they write and read in Spanish  Latino students will feel included and appreciated as part of the school community  Anglo-American students will be able to develop their Spanish literacy skills Performance Measures: Written compositions in Spanish will be evaluated and graded by bilingual classroom teachers.

Goal #2

PROVIDE A VARIETY OF RESOURCES IN DIFFERENT LANGUAGES TO NON-ENGLISH SPEAKERS Activities:  Students will be able to check-out books in Spanish from the library.  Teachers will be able to borrow Spanish books from the library to enhance and develop lessons further. Outputs:  Students will check-out books and take them home on a bi-weekly basis.  Bilingual teachers will be able to borrow books that relate to a theme or subject covered in class..

PROVIDE A VARIETY OF RESOURCES IN DIFFERENT LANGUAGES TO NON-ENGLISH SPEAKERS CONTINUED Outcomes:  All students will be more attracted and motivated to read books in Spanish  Students will embrace their cultural heritage and develop literacy skills in their first language and second language.  All students will have the opportunity to learn about other cultures and languages Performance Measures:  Bilingual teachers will be able to observe Latino and Anglo- American students interact using Spanish vocabulary.

Goal #3

ENCOURAGE PARENT AND COMMUNITY INVOLVEMENT OF ENGLISH LANGUAGE LEARNERS AND SECOND LANGUAGE ACQUISITION STUDENTS Activities:  Encourage Spanish speaking parents to read to their children in their native language at home.  Librarian and parents can set up a dual language book gallery at the library and invite parents to read to bilingual students. Outputs:  A parent and their child, at least once a week, more reading sessions are always better.  To plan the event, needed are the teacher, Spanish language learning students, and the librarian.

ENCOURAGE PARENT AND COMMUNITY INVOLVEMENT OF ENGLISH LANGUAGE LEARNERS AND SECOND LANGUAGE ACQUISITION STUDENTS CONTINUED Outcomes:  Create a closer bond between child and parent and to improve students’ literacy.  Create a welcoming environment at school for non-English speaking parents. Performance Measures:  Literacy would be measured by assessments such as LAS Links, Spanish DRA, and Tejas Lee. These tests will help determine students’ proficiency, and reading comprehension skills in Spanish.  Parents will participate in more school events and volunteer in class activities.

WHY THESE GOALS? These goals will create a:  Literature rich environment for English language learners  Nurtured both academically and socially.  Students will value the importance of literacy early on  The goals respect and embrace students’ home language and cultural background.

PICTURE REFERENCES  Picture of Oak Hill Elementary [photograph]. (####). Retrieved from URL (  School mascot[online image]. (####). Retrieved from URL (  Multicultural hands lifting globe[online image]. (2012). Retrieved from URL ( music-from-multicultural-bands/) music-from-multicultural-bands/  Puerto-lang[online image]. (2012). Retrieved from URL sees-snags-for-bilingual-education-in-puerto-rico/ sees-snags-for-bilingual-education-in-puerto-rico/  Dorchester SD 2-Parent involvement[photograph]. (2013). Retrieved from URL