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Looking at Student Data

Sociometric Chinese Proficiency/Literacy English Literacy

Chinese Dual Language Immersion Sociometric Results: Looking at Social Choices in Kindergarten, June 2012

Sociogram Questions
1. Who is your best friend in your classroom? 2. Who do you like to work with in a group or on a project in the classroom? 3. Who do you like to sit with at lunch in the cafeteria? 4. Who would you like to have a play-date with?

Sociogram Results Classroom A Bar Graph (6/12)

Sociogram Results Classroom A Directionality ( 6/12)

Sociogram Results Classroom B Bar Graph (6/12)

Sociogram Results Classroom B Directionality ( 6/12)

Percentage of Classroom Student Population/Chosen: Classroom A


Students
Chinese English Other Chinese

Chosen
English Other

33%

38%

34% 51%

29%

15%

Percentage of Classroom Student Population/Chosen: Classroom B


Students
Chinese English Other Chinese

Chosen
English Other

26%

32%

42%

43%

32%

25%

Reflect-

WHAT ARE YOUR THOUGHTS ON DATA? WHAT QUESTIONS COME TO MIND?

Overall Results
Good News: Most students in both groups are forming friendship across linguistic, racial, and gender borders. Students are demonstrating an open, receptive appreciation of all the ethnic groups that are represented in their classroom. Challenges: There are 5 students (2 JK & 3 K) in Classroom A who were not chosen by other students at all. We need to be vigilant, as we want to make sure that no student feels isolated from the group or becomes a self-isolate in the future.

Questions
What can be done to ensure that all students are cohesively part of the group? What strategies can be put into place to bring the non-chosen students into the student community in a positive way? Are students valuing speakers of more than one language? (English-home speakers were chosen disproportionally less in both classrooms.)

Chinese Language Assessment Results


Martin Luther King Jr. School Cambridge MA Public Schools

Chinese Step by Step Assessment to Language Dominance (SSALD)


One on One Oral Language Interview to determine students level of receptive, expressive, and functional language

Student is asked to perform a variety of age and developmentally appropriate tasks such as following two-step directions, recalling story details, using context to derive word meanings, stating name, age, giving appropriate situational responses and more.

A section on radicals and strokes has been added along with character/word recognition in a variety of contexts and reading from stories.

Chinese Dual Language Immersion All Students


K Immersion Percentage of Accuracy
60%

50%
40%

30%
20%

10%
0%

Receptive

Expressive

Functional

Radical/Stroke

Comparison of K Immersion and K FLES Students with No Chinese


K Immersion Percentage of Accuracy
35% 30% 25% 20% 15% 10% 5% 0%

K Immersion
KFLES

Comparison Radical/Stroke Identification Language Accuracy


Immersion FLES

75.24%

65.72% 29% 31% 0.00% 34.90% 0.00%

ENGLISH LITERACY

English Literacy

Percentage of Chinese Dual Language Immersion Kindergarten Students by Language English Literacy Stages of Reading: 2011-2012
60 50 40 30 20 10 0 Chinese 0 10 50 40 English 0 42.8 42.8 14.2 Other 0 28.6 57.1 14.2

% of Students at Each Stage

Below Benchmark At Benchmark Gr. 1 Emergent Gr. 2 Beginning/Expanding * Fountas & Pinnell

Reflect-

WHAT ARE YOUR THOUGHTS ON DATA? WHAT QUESTIONS COME TO MIND?

Two-Way Immersion Observation Protocol (TWIOP) Model

Take a minute to review the 2 sided TWIOP document. Watch the video clip of the dual language Chinese class in action. Match elements of what you have observed with TWIOP observation Protocol. What did you see?

Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment

Parting Thoughts-Proven Benefits


Second Language Skills -Students achieve high proficiency levels in reading, writing, speaking and comprehension in the both languages. -They are able to compare or analyze languages and capitalize on learned skills in both languages. -Immersion students perform as well as or better than non-immersion students on standardized tests of English and math administered in English. Enhanced Cognitive Skills -Immersion students typically develop greater cognitive flexibility, demonstrating increased attention control, better memory, and superior problem solving skills as well as an enhanced understanding of their primary language.

Increased Cultural Sensitivity -Immersion students are more aware of and show more positive attitudes towards other cultures and an appreciation of other people.

Long Term Benefits -Immersion students are better prepared for the global community and job markets where a second language is an asset. -There is a greater graduation rate for students in Dual Immersion