Curriculum and Resources
Lever 5 Essential Action:
Collaborative development open to all stakeholders of a biliteracy curriculum, biliterate assessments, and biliterate resources aligned to DLI program goals.
DLI teachers implement differentiated instruction appropriately.
5.1.a - Standards-based curriculum that supports biliteracy, bilingualism, and global awareness across content areas in both languages.
5.1.b - Authentic biliterate curriculum that targets the unique language systems that support partner language and English literacy development.
DLI curriculum includes:
• asset-based biliterate resources Linguistically Sustaining Practices.
• addressing students’ prior knowledge.
• a multilingual perspective hands-on and authentic activities.
• translanguaging development.
5.2.a - Assets-based resources that are authentic, including Linguistically Sustaining Practices, address all learning modalities, and available in both languages.
5.2.b - Quality primary biliterate resources in language of instruction(s) and supplemental biliterate resources.
DLI biliterate curriculum and resources ensure that campus and district level assessments:
• include Linguistically Sustaining Practices
• are in both languages or specific to language of instruction
• support student agency
• include portfolios or other student work
5.3.a - Observation tools to monitor student growth in language, literacy, and content knowledge in both languages.
5.3.b - Language of assessment is in the first language (L1) for reading and writing campus and district assessments, if available.
5.3.c - DLI biliterate assessments include:
» formative and summative authentic assessments in both languages.
» teacher and student assessment tools to assess the development of both languages across subjects and grade levels.
» Linguistically Sustaining Practices performance-based assessment tools.
5.3.d - Have systematized conversations with students to build awareness of their metacognitive and metalinguistic strengths and develop student agency in goal setting and monitoring growth in both languages.
5.3.e - Systems in place for data-driven assessments based on best practices for emergent bilingual students by item and student level in both languages.
DLI program has continuous improvement processes.
5.4.a - Decisions and planning for DLI student support and success.
5.4.b - Systematized conversations with students to develop goal setting, monitoring growth in both languages, and data-driven reflections to foster student ownership.
5.4.c - Campus and District Improvement Plans (CIP/DIP) include a continuous improvement process used with students aligned to TEKS in both languages at all grade levels.