1. 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!

2. 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

3. BUILDING A DUAL LANGUAGE LIBRARY AT OAK HILL ELEMENTARY Amaryllis Velez Robyn Shields Tahmeena Veerjee CI 5390.01

4. GRANT REQUEST INFORMATION  Foundation: The Webber Family Foundation  Contact Name: Amaryllis Monroig Vélez  Contact Position : Bilingual Pre-Kindergarten Teacher  Contact Email : amaryllis.monroig-velez@austinisd.orgamaryllis.monroig-velez@austinisd.org  Date of request: 12/05/2013  Organization: Oak Hill Elementary  Project budget requested: $5,000.00  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 2014 -June 2015

5. 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.

6. 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

7. Goals

8. Goal #1

9. 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.

10. 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.

11. Goal #2

12. 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..

13. 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.

14. Goal #3

15. 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.

16. 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.

17. 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.

18. PICTURE REFERENCES  Picture of Oak Hill Elementary [photograph]. (####). Retrieved from URL (http://archive.austinisd.org/schools/website.phtml?id=087)http://archive.austinisd.org/schools/website.phtml?id=087  School mascot[online image]. (####). Retrieved from URL (http://archive.austinisd.org/schools/website.phtml?id=087)http://archive.austinisd.org/schools/website.phtml?id=087  Multicultural hands lifting globe[online image]. (2012). Retrieved from URL (http://www.earball.net/spintheglobe/2012-11-16-global- music-from-multicultural-bands/)http://www.earball.net/spintheglobe/2012-11-16-global- music-from-multicultural-bands/  Puerto-lang[online image]. (2012). Retrieved from URL http://repeatingislands.com/2012/05/12/spanish-expert- sees-snags-for-bilingual-education-in-puerto-rico/http://repeatingislands.com/2012/05/12/spanish-expert- sees-snags-for-bilingual-education-in-puerto-rico/  Dorchester SD 2-Parent involvement[photograph]. (2013). Retrieved from URL http://dorchester.schoolfusion.us/modules/cms/pages.phtml?pageid=48384&SID http://dorchester.schoolfusion.us/modules/cms/pages.phtml?pageid=48384&SID