Final Project for Fundamentals of Curriculum

1. Bilingual Support in Early
Childhood through Literacy
Introducing a Curriculum Supporting the
Needs of Our Community
by Erica Liddell

2. Teachers would be instructed before the presentation
to pick up a handout covering highlights of the curriculum
map.

4. Welcome! Team Building Activity!
• You have colorful Post-It notes on your table, take 3 of these Post-
It notes and write 3 positive words about the person next to you.
Stick the notes to the teachers back. Take a minute to do this! 
• Now, you will form a circle to read the person’s positive words on
their back. This is a time to build our learning team up and make
sure we are engaged and ready to learn about the new exciting
curriculum!
Kindness changes everything! How do you feel now?

5. This would be a team building activity to get all the
staff warmed up and engaged before the presentation. This
would take about 5 minutes to complete.

6. -Supporting the Hispanic community and
providing equity and diverse book selection
would provide fun opportunities for ELL students
to read books in their native language.
-This new improvement to the curriculum would
also provide the English-speaking students with
familiarity with the Spanish language, which is on
the rise in the U.S. Being bilingual is a
requirement later in life for certain jobs in our
country (Education Development Center).
How Would Bilingual Literacy Support be
Effective for our Early Childhood
Classrooms?

7. Curriculum Overview:
• Bringing in Bilingual/Spanish books
for classroom libraries and Spanish
vocabulary cards
• Bilingual Google Chrome Program
for Assessments and Tracking
student progress
• Literacy extended at home through
engaging Bilingual Learning Kits
each month with books and
engaging hands-on resources for
families, such as vocabulary cards,
puppets, book making actives, and
crafts.

8. The administrators would show teachers an example
Bilingual Learning Kit and the materials that kit would
provide to families for supported literacy instruction. This
would take a couple of minutes.

9. In-class Activities
• Pre-K teachers engage with children
while reading bilingual books and
implementing bilingual vocabulary cards
• One fun way is to dress as book
characters a few times a month to really
involve the reader and spark their
interest
• Supplement pre-k learning centers with
fun hands-on bilingual materials and
resources
• Provide children with open ended
opportunities to make their own books
and puppets to relate to the Spanish
words and experiences and make the
learning material meaningful

10. I would instruct teachers to look at their table and to
look at the materials. Teachers and staff would have Spanish
and bilingual books on the table in front of them to look at
and interact with. A few puppets and example vocabulary
cards would be provided to engage with, too. Teachers
would have about 2-3 minutes to look over these materials.

11. Bilingual Instruction at-a-Glance for the
School Year:
• Introducing New Spanish/English Books at School and Home
• Add Targeted Vocab Words and Phonological Concepts
• Small Group Instruction for Students Practicing High Frequency Vocabulary Words and
Phonemes (Remedial Instruction)
• Implemented Three Times a Week
• Introduce Google Chrome Bilingual Literacy Program for Students to Listen to Stories on
the Computer in Spanish and English
• Provide Literacy Assessments Covering Objectives L23 and L24 On the Spot and Assessed
in Google Chrome
• Document Each Assessment for Each 9 Weeks (Fall/Winter/Spring/EOY Periods)
• Analyze Data during PLC Meetings Each Month and Decide What Needs to be
Implemented Next
• Bring Data and Scores Back to Stakeholders and Community for Final Observation

12. Teachers would refer to their handout that had more
highlighted school curriculum bilingual instruction points.
This would take a couple of minutes to complete.

13. Meaningful Assessments:
• The curriculum map that was brainstormed allowed for
checkpoint assessments throughout the year for fall,
winter, spring, and the end of the year.
• The map also gave remediation focus during small group
instruction and one on one opportunities to teach the
Spanish vocabulary and bilingual reading opportunities.

14. I would have teachers look at their curriculum
handout for reference on this topic of assessments. This
would take a couple of minutes to go over.

15. Collaboration:
• Collaboration happens in team meetings, PLC meetings, teaching
teams, administrative teams, and the school organization, there is
always a goal or learning outcome that the team is working toward.
• Collaboration is essential for teachers and schools to communicate
effectively and provide better teaching opportunities and engaging
learning outcomes for students (Edutopia).
• Collaboration also allows teachers to have support and give
opportunities for guidance. Implementing the new bilingual
literacy program would need support in place from bilingual
teachers and bilingual parents.

16. I would reference back to our team building activity at
the beginning of the presentation and reinforce the
importance of collaboration in the school setting and for
this new curriculum. This would take about two minutes to
complete.

17. Questions?
• Take a moment to write any questions you have on the Post-
it notes in front of you. There is a piece of chart paper on the
back wall to put your Post-it note questions on. Please feel
free to ask any questions on this chart!
• A follow up post in Google Meets will be sent out in video
format answering all questions.

19. Thank you all for
having a growth
mindset and positive
attitude during our
learning experiences
through this
curriculum overview.

20. References
Education Development Center. (2020) Supporting-Emergent-Bilingual-Children English.pdf
(edc.org)
Edutopia. (February 14, 2020) How to Improve Collaboration with Teachers. (edutopia.org)