We have had a busy summer.
I tried my best to provide plenty of opportunities for him to have fun this summer. I wanted him to feel like he had down time and time to relax. So we went to the beach several times, Sea World, China Town, LA Zoo, the movies (Brave and Chimpanzee), the skateboard park (many times in two different states), river rafting, took a road trip, lots of swimming, several birthday/bbq parties, attended gymnastics practice (12 hours a week), went to the XGames in LA and watched the Skateboard Vert. Finals, earned a Junior Black Belt in Taekwondo and watched lots of episodes of Jackie Chan Adventures and Kickin' It on Netflix.
In the midst of all the fun, we still attended a summer dual immersion program for five weeks with six hours of instruction. The instructor, Sra. Soto, did an outstanding job preparing the students for first grade while reviewing what they had learned in kindergarten. She also emphasized writing and how to use time markers.
First grade starts next Wednesday, so more adventures will be written in the forthcoming weeks and months!
Friday, August 3, 2012
Tuesday, May 15, 2012
Dim Sum
Dim Sum
We took the kids to eat Dim Sum at a Chinese Restaurant several weeks ago. They just loved watching the ladies push the food carts around and then had great fun selecting various items from the carts. They really like the shrimp and tofu.
Senior Red Belt Testing
Senior Red Belt Testing
He is now a senior red belt, with a white strip on his red belt. He is almost there. The next belt will be a black with a red stripe, indicating a Junior Black Belt level!
Diamond Elite Gymnastics
Diamond Elite Gymnastics
Tuesday, May 1, was the first day of gymnastics training for Jedadiah. It was a rough start with much confusion. I was told to bring Jedadiah on Tuesday from 3:30 to 5:30, Thursday from 4:00 to 6:00 and Saturday from 9:00 to 11:00. However, when we arrived on Tuesday, the office staff person said practice didn’t start till 4:00 and that the practice would end at 7:00. Also, the level 4 team had not started yet because the level four coach broke his leg and would return to work when his leg has healed. Finally, the price of the monthly tuition had increased by $25 dollars. All of the changes created an uneasy feeling. Fortunately, Coach Matt said that Jedadiah could start practice with the level 5 team till Coach Kyle returns. So I thought Jedadiah would start with 6 hours of training a week, instead he has nine hours of training. This week, I could tell he was a bit grumpy on Wednesday because he is more tired. Also he received his first blisters on each hand, while practicing on the bars and ropes for almost 3 hours. Coach Matt said to put Neosporin or Chapstick on the wounds. I told Jedadiah that eventually his hands would be covered with calluses, so he won’t get anymore blisters. Seemingly, he is enjoying himself and making friends with the other boys. For Samara and I, we will need to get accustomed to sitting and waiting for three hours while Jedadiah practices. I need to bring and bag of goodies for Samara to play with and snacks for her to eat. This is a huge commitment we are taking on. We have already had to say no to the Parent University Graduation and a classmate’s birthday party.
Good bye to KIPS Gymnastics
Good bye to KIPS Gymnastics
Saturday, April 28th was the last day at this facility. The kids were sad to say goodbye to all of their coaches and friends, where they have been for almost four years. Both Jedadiah and Samara received a four-year and three-year trophy respectively. In particular, Samara was so proud of her award and has displayed it proudly on the kitchen counter for the past several weeks.
Loss of another tooth
Loss of another tooth
He has lost his fourth tooth. He looks so cute without his front teeth!
Field Trips
Field Trips
· The students went on two field trips: one to the public library and the other to the local fire station. I believe the students enjoyed the fire station, where they heard a real fire man share about his duties. The fireman gave a tour of the station, showed the students all of the equipment used and allowed the students to climb up into the fire truck. One of the best things to see was the ax that the firemen wear in their belts. I thought this trip was beneficial because the fireman spoke in Spanish. It is so great for the students to see profession people using Spanish.
Open House
Open House was last week Thursday, May 3, where we saw samples of his work. I have to say that in my opinion, he is one of the top performing students in his class. His writing shows his strong skill set and ability.
At the Open House/Cinco de Mayo celebration, the dual immersion parents bought, cooked and sold more than 250 ears of corn or elote. The money raised will be used for future field trips, guest speakers and other activities for the students in the dual immersion program.
As a family, we participated in the Talent Family Show, where danced, hip hop style to a song called Party Rock Anthem. Mom and Dad were both tired after a minute of dancing, but we prevailed. Samara got nervous, so I had to hold her but she still managed to perform 2 flips. Khin performed well doing 2 cartwheels on stage, surprising the audience. Of course the highlight of the dance was Jedadiah who did so well shuffling that many parents said he was the best of all. When we came home, Khin and I had a good laugh at ourselves. We are a crazy family who will do almost anything for our kids!
Weeks 31-34: April 16-20, 2012 through May 12, 2012
Weeks 31-34
April 16-20, 2012 through May 12, 2012
I have been remiss in writing, as life has gotten busier and I have gotten lazier.
The students have continued to amaze me in all that they have learned.
Here are a few highlights:
- Jedadiah is now writing 4-5 sentences in paragraph form. The only sentence he is missing is a concluding sentence, which he will learn in first grade. Also, next year he will add more supporting details to his sentences.
- He has passed his cumulative spelling test, knowing all 50 of the kindergarten sight words. He has earned his medal, which he will receive on the day of kinder graduation, May 29th.
- His class is now learning subtraction. I don’t believe I learned this math concept till the end of my first grade year.
- This week and next, all of the students are being tested on all that they have learned this year: sounds and letters of the alphabet, numbers, out of order, 1-30, shapes, colors, words of frequency, math patterns, literacy skills, reading, retelling of a story, spelling, math concepts and writing a paragraph using correct capitalization rules, spelling, spacing and punctuation.
- He is now reading in both English and Spanish. I help him sound out the word in English, but with Spanish he is reading with speed, accuracy and confidence. He is telling me about the silent e rule in words such as like, ride and smile.
- We turned in his ultimate homework packet yesterday! He has no more homework for the last 13 days of school. Of course, I will create some homework packets for him that will include reading logs, math from his Kumon math workbooks and writing.
Wednesday, April 4, 2012
Palabras de uso frecuente de primer grado
Palabras de uso frecuente de primer grado
Lista 6 | Lista 7 | Lista 8 | Lista 9 | Lista 10 | Lista 11 | Lista 12 | Lista 13 | Lista 14 | Lista 15 |
Amigo Ayuda Pero Dos Cinco Cuatro Tres Sienta Al hoy | Dìa Tiene Bien Otro Buena Màs Major Esta Grande tarde | Porque Frìo Viento Leer Quièn Contento Papel Vamos Tienpo lindo | Trabajo Largo Hermano Nombre Familia Pues Duermen Diez Feliz hablar | Salta Fin Libro Primera Escuela Este Adentro Ahora Buscar puedo | Algo Parece Mundo Tenemos Dice Hacer Bueno Ninguna Muy vio | Aunque Hay Detràs fueron Idea Nadie Luego Mueve Pronto mientras | Nos Decir Juntos Nuestra Alguien Nunca Desde Gracias Hasta vez | Entonces Haga Tan Conocer Gran Hacia Dentro Gente Aquel hizo | Cerca Nosotros Agua Pequeño Siempre Adiòs Conociò Demasiado Encontrò quedar |
Wednesday, March 28, 2012
Facing Challenges as Dual-Language Programs Grow
Facing Challenges as Dual-Language Programs Grow
FILED UNDER: Learning Methods, dual immersion, foreign language
At Chula Vista Learning Community Charter School, students are taught lessons every week in a combination of Spanish, English and Mandarin. The public school, which has more than 400 students on its wait list, is hoping to eventually add a fourth language, the principal says, to better prepare pupils for the global economy.
“I think as we become more and more globally aware, we’re realizing that kids need to be prepared to be competitive in world markets,” said Principal Jorge Ramirez. “Kids need to be multilingual and multiliterate.”
From Chula Vista to Laguna Niguel and Sacramento, public schools are creating dual-language immersion programs at a fast pace. The California Department of Education estimates there are 318 bilingual immersion programs in the state, up from 201 in 2006.
“We have more research now that shows students who develop two or three languages to a high level have certain cognitive advantages,” said Julie Sugarman, a research associate with the Center for Applied Linguistics, a Washington, D.C.-based organization. “They do as well or better than their peers in English-only programs.”
California has long been considered a leader of the programs, establishing its first in the early 1980s.
The dual-language immersion programs are not nearly as controversial as the bilingual programs outlawed by Proposition 227 more than a decade ago. Unlike the original bilingual classes, which catered to non-native English speakers, the new programs are designed to blend English speakers and non-native speakers, to allow everyone to learn a second language. Schools are getting around the bilingual education ban with yearly parental waivers or are operating as charter schools, which do not require the parental waivers.
About 50,000 students are enrolled in dual-language programs in California, state Department of Education officials say, and about half of them are English learners. Ninety percent of the programs offer Spanish as the second language, followed by Mandarin (4 percent), Korean (3 percent) and other languages (3 percent).
Two new Chinese immersion charter schools are expected to open in Orange County in the fall, and school officials in eastern San Diego County are planning to implement dual-language programs soon. Many existing programs are so popular that they have long waiting lists.
At El Sol Science and Arts Academy in Santa Ana, kindergartners are taught 90 percent in Spanish and 10 percent in English. Each following year, the language balance shifts closer to 50-50, where it eventually stays.
Monique Davis, the school’s executive director, estimates that a handful of students opt out of the program each year, but those who remain thrive. The school’s state API scores are 880 this year, up from 784 three years ago. It has received a California Distinguished School award and the California Association for Bilingual Education Seal of Excellence.
Dual-language programs typically follow a similar model, but there are many variations. Some programs split the English and second language 50-50 for all grade levels. Some also make sure there’s an even balance in classes between English learners and English speakers.
At Wedgeworth Elementary School in Hacienda Heights, students in the dual-language immersion program have their lessons taught half in Mandarin and half in English. Students are taught some of every subject in both languages, to become familiar with academic terms.
“There needs to be extra monitoring for these programs. Momentum is building, and you want to make sure it’s being done right.”
The program was created four years ago at the urging of Chinese parents, said Barbara Nakaoka, superintendent of the Hacienda La Puente Unified School District. Most of the students at the school are Chinese, but the immersion program also serves children from other backgrounds.
One of the biggest challenges is finding quality Mandarin teaching materials, said Bonnie Wilson, the program’s executive director.
“Most of our teachers end up creating their own,” Wilson said. “What they’re trying to do is keep up with California state standards.”
Dual-language programs across the state face similar hurdles. Finding quality teachers interested and trained in immersion methodology is another challenge. Then there are the critics – people who question whether public dollars ought to support such specialized instruction. Sugarman notes that not all programs are produced equally.
“Some are better than others,” she said. “Having a commitment to the model is important. Once you start tinkering, for example, adding more English out of fear that students aren’t learning English, the students are worse off.”
Dual-language immersion programs in California do not receive any special monitoring or funding from the state. They are not required to test or report results for students’ knowledge of the second language, though that is recommended.
And not all programs have thrived. State Department of Education officials say at least seven dual-language programs have been discontinued in recent years.
At Laguna Nueva School in Commerce, Principal Jose Franco says the dual-language program was discontinued because the school struggled to find qualified bilingual teachers. The program, which predates Franco, also struggled to maintain a 50-50 balance of English speakers and English learners.
Ramirez, of the Chula Vista Learning Community Charter School, remembers the struggles. For three years, the school’s state assessments were so low that it made the federal watch list. But now it boasts API test scores of 880, surpassing the state goal. In 2010, it was recognized as a California Distinguished School.
Ramirez says many dual immersion programs are effective, but the state needs to do a better job providing oversight.
“There needs to be extra monitoring for these programs,” Ramirez said. “Momentum is building, and you want to make sure it’s being done right.”
Eleanor Yang Su is a contributor for California Watch, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at www.californiawatch.org.
Monday, March 26, 2012
Kinder Parent Training
Kinder Parent Training
Parents had our third and final Kinder Parent Training, where Mrs. Keating shared some great ideas about helping our children with learning.
In particular she gave us some great ideas about writing, using the web, assessing our own child’s writing using a rubric, and creating fun and interesting ways to incorporate math at home! She also showed examples of books in both English and Spanish and where our children should be by this point in the year, if they are reading at grade level. For the dual immersion students, reading has been a challenge for the teachers in locating in a sufficient amount of materials and for the students as they are required to comprehend and retell the story in Spanish. In addition, parents were shown samples of students’ writing: proficient and weak papers were revealed.
I am so happy that the school provides this training for the parents. The three sessions have been most informative and helpful!
Week 29, March 19-23
Week 29, March 19-23
This week has been almost uneventful. I have heard that the students are testing this week, and parents will be given third trimester progress reports the week the kids return from Spring break.
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