The red indicates time spent in English, while the green and blue portions represent time spent in the target language (in our case, Spanish).
Students spend 6 hours and 20 minutes in school each day. From that total, we subtract non-instructional time such as recess and lunch. We also subtract prep time because it covers content that is not included in the model, and it cannot be provided in Spanish. That leaves 5 hours and 5 minutes of academic instruction, or 1,525 minutes per week. From the weekly total, we need to subtract 30 minutes for the weekly literacy team meeting that all teachers are required to attend. So, we get a grand total of 1,495 minutes per week, or 299 minutes of instruction per day.
Using the percentages from the model, we get the following numbers for daily instruction:
104 min. of English language arts
45 min. of math/content in English
45 min. of content in Spanish
45 min. of Spanish language arts
60 min. of math in Spanish
Using these numbers, this is what our daily schedule looks like:
Reading: (Daily 5) Research shows that students become better readers when they participate in five specific activities on a daily basis: read to self, read to a partner, listen to reading, writing, and word work. This block of time is broken up into five 20 minute rotations to work on these essential skills. For one rotation, students will meet with me for guided reading instruction. Another rotation consists of spending 20 minutes reading independently. Another 20 minute block is for word work instruction. They are given a word sort each week that relates to a specific spelling pattern. They sort and write these words multiple ways throughout the week to practice the spelling pattern (see the word work tab for more information). The next 20 minute block is for listening to reading. Students listen and respond to books on tape and CD. The final 20 minute block is for buddy reading. Students read with a partner, receiving and providing crucial supports that help improve their reading skills. The writing portion of the Daily 5 happens later in the day.
Comprehension: Students work on various activities designed to increase their ability to comprehend and understand text. They are taught specific skills such as checking for understanding, back-up and reread, cross-checking (does it look right? sound right? make sense?), use prior knowledge to connect, and tune in to interesting words to name just a few. Click on the CAFE tab to learn more.
Fluency: This is another time that we work on reading skills. There are three specific skills we practice: rate, accuracy, and prosody. Rate refers to the words per minute that a child can read. Ideally it is a speed that is not too slow and not too fast. Accuracy refers to reading the words correctly. Prosody is how the child reads. If a child is reading with prosody, they are reading in such way that the words flow smoothly and they sound natural (as opposed to the robotic quality that many children have when they first learn to read).
Writing: During this time, students receive specific instruction related to writing skills. We will work on writing expository and narrative pieces, as well as letter writing.
Content: Content refers to academic subjects such as science, social studies, and health.
Response to Literature: During this time, we read works of fiction and non-fiction as a group. After reading, we discuss and analyze the components that comprise the text. Engaging in this activity encourages students to focus on the outstanding features of a text that can later serve as a model for writing, develop a focus on the features and subtleties of literature that will empower students to develop greater comprehension, provide students with a way to share their personal opinions of a text, teach students to use their background knowledge as a way of understanding a text and making connection to the world, and help students to make connections from one text to another.
Phonics: We use a program called Intensive Phonics to explicitly and systematically teach phonics. Students that have a strong command of phonics can read and write fluently.
