George Washington School students share their ecosystem expertise in dual-language showcase

Students at George Washington Elementary School transformed their dual-language classrooms into living science museums Wednesday afternoon as they welcomed dozens of parents to explore their English and Spanish ecosystems exhibits.

Under the guidance of teachers Allison Goldentaier and Melissa Velez, the fifth-graders researched eight essential components — from producers and consumers to decomposers, threats and food webs — and presented their findings into English and Spanish PowerPoint presentations and illustrated books.

The two classrooms buzzed with excitement as families moved from table to table, listening to students explain how rainforests, deserts, oceans and the Arctic maintain ecological balance.

“We really pushed our fifth-graders to become experts,” said Mrs. Goldentaier, who facilitated the English-language portion of the program. “They researched eight different questions, everything from producers to decomposers to threats.

’They worked incredibly hard on their PowerPoints,” she continued. “Earlier this week, they practiced presenting to each other using ‘compliment plates’ where classmates wrote something the presenter did well and one thing they could improve. Today, we invited families to do the same.”

Around the room, parents bent over student workstations, writing thoughtful notes onto the paper plates. Teachers provided bilingual rubrics to help guide the feedback.

Next door, in the Spanish-immersion classroom, the atmosphere was just as lively.

“Right now, they’re showing off their hard work, their writing, their illustrations, their research,” said Ms. Velez, who leads the Spanish-language component. “Every student researched one specific ecosystem, and all their presentations are bilingual so they can show off their biliteracy. This is the big culmination of everything they’ve been building since kindergarten.”

Israel Garcia, father of fifth-grader Alexander, said he was very proud of his son for his efforts.

“My son learned a lot from this,” Mr. Garcia said. “He is always interested in animals, so this was perfect for him.”

Students confidently discussed decomposers, food chains, energy pyramids and threats such as habitat loss and pollution. Many families paused to admire the detailed slides, colorful illustrations and bilingual vocabulary.

“I did the Wonders of the Rainforest,” said student Nataly Ruiz Barrera. “We had to answer specific questions, like decomposers, producers, the energy pyramid. Decomposers clean the Earth by breaking down dead things.”

She said she used books to conduct her exhaustive research.

“It took a lot of work,” Nataly said, smiling, before showing Principal Laura Mungin her work.

Meanwhile, student Catherine Brady shared that her project required some extra determination.

“I was absent for the first few days because I was sick, so I had to catch up,” she said. “It took me about two weeks to figure out all the information and prepare my presentation about the rainforest — animals, decomposers, food webs, everything. But I learned so much.”

Catherine said the dual-language program has been a tremendous asset.

“I like doing dual language because it gives me a chance to be ready for middle school, where you have to take languages anyway,” she said. “I’ve done Spanish since kindergarten, so it makes it easier.”

The teachers said this was one of the largest turnouts they have ever seen.

“We’re really pleased with how many families came,” Mrs. Goldentaier said. “The students were excited to share their hard work.”

Ms. Velez agreed, saying the students are proud of what they can do in both languages.

“The goal is to help them bridge knowledge, connect literacy skills and celebrate their cultural identities. Today really highlighted that,” she said.

George Washington’s dual-language program welcomes both newcomers to the United States and native English speakers who begin studying Spanish in kindergarten. Students spend alternating full days in English and Spanish classrooms, learning the same curriculum at the same pace in different languages.

“In fifth grade, we have 41 students who switch every other day,” Mrs. Goldentaier explained. “Some weeks they’re here in English two days, some weeks three. The rest of the time they’re next door learning the same subjects in Spanish. The consistency is what helps them grow.”

Ms. Velez said the model fosters both academic and cultural confidence.

“Our Spanish-speaking students feel at home and welcomed. We make sure every culture in the room is celebrated,” she said. “Many of our students speak English at home and are now fluent readers and speakers in Spanish as well. Some even speak a third language. We’re incredibly proud of them.”

The district’s Dual Language Program, which was launched at George Washington School in 2007, is meant to help students “maintain a strong balance between first and second languages throughout the entire school experience,” said Yolanda Rodriguez, director of World Languages & Multilingual Learner Programs for the district.

“The goals of our DL Program include developing bilingualism and biliteracy, high academic achievement and sociocultural competence,” she said. “In addition to English and Spanish literacy, students learn bilingually in all the content areas in math, social studies and science.”

In addition to George Washington, the elementary school program is offered at Post Road and Church Street schools. The middle school program is at Eastview and Highlands.

The two-way immersion program extends from kindergarten to eighth grade with opportunities to continue a bilingual path through high school. 
“This allows many of our students to earn the New York State Seal of Biliteracy upon graduation!” Ms. Rodriguez said.