EDBE Syllabus EARLY BILITERACY

Transcription

1 EDBE Syllabus EARLY BILITERACY BILINGUAL & LITERACY STUDIES DEPARTMENT INSTRUCTOR NAME: Anna Barbosa Gonzalez TERM: FALL 2017 TELEPHONE NUMBER: (956) MEETING TIMES AND LOCATION: WEDNESDAYS, 4:40 pm- 7:10 pm, ED COMPLEX OFFICE HOURS: available via , remind or by calling the office. Textbook and/or Resource Material Required Text: Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero- Gonzalez, L., Figueroa, O., & Escamilla, M. (2014). Biliteracy from the start: Literacy squared in action. Philadelphia, PA: Caslon Publishing. A set of readings available through BlackBoard. Course Description and Prerequisites EDBE 3324 instruction focuses on early biliteracy development and assessment, specifically how children learn to read and write in the native language and second language. This course will focus on how to provide meaningful biliteracy experiences in the EC to second grade bilingual classrooms. Field experience may be required. Course is taught in Spanish. Prerequisites: Admission to the COE Teacher Preparation Program. Learning Objectives/Outcomes for the Course Student Learning Outcomes 1. Teacher candidates will plan and prepare instruction demonstrating knowledge of content and pedagogy, knowledge of student diversity, and ability to select appropriate instructional goals in inclusive learning environments. 2. Teacher candidates will deliver instruction demonstrating ability to communicate clearly and accurately, to use questioning and discussion techniques, to use research- based strategies, and to engage and motivate diverse students to learn. This syllabus subject to change in order to better meet course objectives per discretion of instructor. 1

2 3. Teacher candidates will foster a positive classroom environment by creating a climate of respect and rapport, establishing a culture for learning, and managing classrooms. 4. Teacher candidates will know, understand and use formal and informal assessments to plan, evaluate and strengthen instruction that will promote academic achievement of diverse students. Alignment of Course Objectives to National and State Standards Cluster 1: Professional Language k how to read, write, and communicate orally in a proficient manner in L1 and L2; and 1.2k academic languages in L1 and L2; 1.2s use academic language competently in L1 and L2 to deliver instruction; and1.3s communicate effectively (orally and in writing) with families, colleagues, and the community in L1 and L2; 2.5K how to create an effective bilingual and multicultural learning environment, including knowledge of diversity; awareness of the existence of regional differences in languages; ways to address the affective, linguistic, and cognitive needs of bilingual learners; awareness of regional differences in languages; and ways to bridge the home and school cultural environments; 2.6s demonstrate sensitivity to learners diverse cultural backgrounds and show respect for regional language differences; Cluster 2: State Mandated Curriculum k state educator certification standards in reading/language arts appropriate for the teachers level of certification and distinctive elements in the application of the standards for English and the primary language; 4.2 k the statewide language arts curriculum for Spanish, or the language arts curriculum for languages other than Spanish, as appropriate, as specified in the Texas Essential Knowledge and Skills (TEKS); and 4.1s apply knowledge of the reading/language arts educator certification standards and statewide curriculum to promote bilingual learners literacy development in the primary language; Cluster 3: Literacy Instruction s prepare lessons, materials, and assessments in L1 and L2; 2.2s apply knowledge of best practices based on convergent research in bilingual education; 2.3 K bilingualism and biculturalism and their impact on the learning environment; 2.3s make appropriate instructional decisions based on program model and design, and select appropriate instructional strategies and materials in relation to specific program models; 2.4s address the affective, linguistic, and cognitive needs of bilingual learners; 2.5s advocate equity for bilingual learners. 5.1k how to use learners prior knowledge to facilitate their acquisition of literacy in the second language; 2.5s use knowledge of diversity to plan and implement effective instruction that includes incorporating the diversity of the home into the This syllabus subject to change in order to better meet course objectives per discretion of instructor. 2

3 classroom setting and selecting linguistically and culturally appropriate instructional materials and methodologies; 5.2k how to integrate ESL techniques in the teaching of reading; and 5.1s maintain learners literacy in L1 while developing learners literacy in L2; 5.2s use oral language techniques and explicit instruction in phonemic awareness and decoding to promote literacy in L2; 6.4K how to integrate language arts skills in L1 and L2 into all content areas; 6.3 s integrate language arts skills in L1 and L2 into all content areas; and 6.4s select and use a variety of strategies and resources, including technology, to meet learners needs; 4.20s make appropriate instructional modifications to deliver the statewide language arts curriculum and develop learners literacy in the primary language; Cluster 4: Linguistics and Instruction K basic linguistic concepts in L1 and L2 (e.g., language variation and change, dialects); 3.1s apply linguistic concepts to support learners language and literacy development in L1 and L2; 3.2K major language components (e.g., phonetics, phonology, morphology, syntactic features, semantics, pragmatics); 3.2s apply knowledge of linguistic concepts to select and use appropriate instructional methods, strategies, and materials for teaching L1 and L2; 3.3s assist learners in making connections between languages (e.g., noting similarities and differences, using cognates); 3.6 K the interrelatedness and interdependence of first- and second- language acquisition; and 5.3k how to make connections between L1 and L2 to promote biliteracy. Cluster 5: Assessment k types of formal and informal literacy assessment in the primary language; 4.3s use a variety of literacy assessments to plan and implement literacy instruction in the primary language; 5.3s assess and monitor learners level of proficiency in oral and written language and reading in L1 and L2 to plan appropriate literacy instruction. BTLPT (Spanish) Standards Addressed Standard I: The teacher is able to derive essential information, interpret meaning, and evaluate oral communications in the target language. Standard II: The teacher is able to derive essential information, interpret meaning, and evaluate a variety of authentic materials written in the target language. Standard III: The teacher is able to construct effective interpersonal and presentational oral discourse in the target language. Standard IV: The teacher is able to write effective interpersonal and presentational discourse in the target language. This syllabus subject to change in order to better meet course objectives per discretion of instructor. 3

4 STATE BOARD OF EDUCATOR CERTIFICATION RULE Curriculum Topics (1) the specified requirements for reading instruction adopted by the SBEC for each certificate (6) TEKS organization, structure, and skills; (9) curriculum development and lesson planning; (10) classroom assessment for instruction/diagnosing learning needs; (17) certification test preparation. Course Technology Tools To participate in this course you should have easy access to the following tools: BlackBoard UTRGV E- mail Tegrity Video recording device (i.e. camera on your phone, tablet, or computer) System Requirements Adobe s Flash Player & Reader plug- in (latest version), Firefox (latest version; Macintosh or Windows), Google Chrome (latest version; Macintosh or Windows), Apple s QuickTime plug- in (latest version), virus protection UTRGV software link, or Microsoft office UTRGV Software link. Technical Knowledge Requirements You are expected to be proficient with installing and using basic computer applications, have the ability to send and receive , and use BlackBoard and Tegrity. Should you need technical support and assistance for BlackBoard and Tegrity, please contact the COLTT at (956) (Edinburg) or (956) (Brownsville). This syllabus subject to change in order to better meet course objectives per discretion of instructor. 4

5 Major Requirements, Demonstration of Mastery and Evaluation Assignments and Assessments A. PROFESSIONAL PARTICIPATION (10 points): As part of your teacher preparation, I expect you to act professionally in the classroom. This means coming to class on time and remaining throughout its entire duration, bringing the readings and your Reading Journal to class ready to discuss, working actively in small groups, and being respectful of your classmates and professor s time by giving them your full attention during presentations and lectures. The following areas will be considered in evaluating your professional participation: 1) Computer Use. You are expected to use technology devices, like computer, cellphone, and/or tablets for class- related purposes and activities. 2) Active Participation. You are expected to actively participate in small and whole group activities. This means working collaboratively and engaging in discussion with your classmates, and contributing to completing small group tasks. 3) Attendance Related. You are expected to remain in class throughout its duration. Avoid leaving early or disappearing for extended periods of time. Talk to the professor if an issue arises that necessitates you having to step out for some time or leave before class is dismissed. Note: Egregious and excessive issues with Attendance Related matters may impact your final grade. 4) Preparation. You are expected to be prepared for each class meeting with your readings, Reading Journal, and any other resource(s) you are asked to bring. 5) Respect. You are expected act respectfully towards your classmates and the professor. Please remember that your behavior impacts our learning community. Each of the 5 areas listed above will be evaluated and summed using the following scale: 0 points=expectation is rarely or seldom met; 1 point=expectation is sometimes, but not consistently, met; 2 points=expectation is always or almost always met. NOTE: Tardies will impact your participation grade regardless of points earned for the expectations above. See tardy policy in Attendance section on page 11. B. READING JOURNAL (10 points): You are expected to read for class and be prepared to engage in our class discussions as part of your participation. You will keep a weekly Reading Journal documenting your understanding of the week s key ideas, quotes, and connections. Bring your RJ to class to support our conversations. Reading Journals will be submitted twice during the semester. See BB for template and guidelines. Due Dates: Oct. 18 & Nov. 29 This syllabus subject to change in order to better meet course objectives per discretion of instructor. 5

6 C. BECOMING BILINGUAL COLLAGE (10 points): You will create a collage that explains your bilingual/biliterate development journey. Consider people, community & family literacy practices, and environmental print that contributed to your bilingual/biliterate development. Your collage should be the size of sheet of construction paper and be completely covered by various types of visual print (i.e. magazine clippings, newspaper clippings, ad flyers, photographs, clipart, and artifacts). Prepare a 5- minute presentation in Spanish of your collage on your assigned date. See BB for guidelines. Presentation Dates: September 13, 20, 27. D. BOOK ANALYSIS & LESSON PLAN (20 points): Each student will choose a bilingual (Spanish & English side- by- side) children s book from their Latino/a author s text set that will also contribute to their group s TLU. You will analyze the book based on factors such as: (a) cultural relevancy to the community, (b) cross metalinguistic features, and (c) relevancy to your selected TLU theme. Additionally, you will demonstrate it s pedagogical potential for fostering biliteracy development by writing a lesson plan. You will use our course readings/texts to support your analysis. The English & Spanish TEKS for your lesson plan may be located at See BB for guidelines. Due Date: Nov. 15 E. READ ALOUD VIDEO RECORDING & REFLECTION (15 points): Each student will video record him/herself doing a Spanish read aloud of the book selected for their book analysis. Students will share their videos with two other classmates for peer observation, complete a self- observation, and write a reflection based on the read aloud components discussed in class and addressing the commentary of peer & self observations. See BB for guidelines. Due Date: Oct. 25 F. LATINO/A AUTHOR PRESENTATION (15 points): In small groups, you will be assigned a Latino/a Children s Book Author. Together, you will learn about the author: their backstory (where are they from, education, why they decided to become authors, etc.), written works, genres, awards received, common themes in their work, and how other s have reviewed their contributions. Groups will set up a display table with visuals (i.e. photos, posters, etc., books from their collection, other media that gives insight to their work like interviews, videos, articles, etc.) and a bibliography of their work to share with classmates. Plan for a 10- minute presentation. Additionally, each group will submit a resource page listing resources used to support your presentation. While you will draw on some web content, you are expected to draw from the resources offered during our library orientation. Each group member will submit a peer evaluation form. See BB for guidelines. Presentation Dates: Oct. 4 & Oct. 11 (if necessary) This syllabus subject to change in order to better meet course objectives per discretion of instructor. 6

7 G. THEMATIC LITERATURE UNIT (20 points): In small groups, you will design a thematic literature unit for a K- 2 nd grade bilingual classroom. This project will have check in assignments during the semester. See BB for guidelines. Presentations (AND final project) are due scheduled for Dec. 6. Important Dates: Check- In #1: TLU Proposal Sept. 20 Check- In #2: List of Resources Nov. 22 GRADING POLICIES a. General Format: Assignments should follow APA format: double- spaced, 1- inch margins and typed in a 12- size font. Acceptable fonts include: Cambria, Times and Times New Roman. Citations and references should also follow APA format. All assignments should be written in Spanish unless otherwise specified. b. Submitting: All assignments will be submitted through Blackboard unless otherwise specified. NO assignment should be submitted to the professor s . Also, it is your responsibility to make sure that your assignment is successfully uploaded and can be accessed by the professor. I suggest opening and reading the file after uploading the assignment to ensure a successful submission. If you are having technical issues, contact the BB Help Desk. If you cannot properly upload the assignment by its due date/time, submit a printed copy by the beginning of class on the due date, and work to resolve the issue in a timely manner. c. Late Work: Organization and planning are essential characteristics of professionalism that will guarantee your ability to meet assignment due dates and influence the quality of your work. Procrastinating the completion of your assignments will not only add to your stress, but also likely affect the quality of your work. Unless otherwise specified, your assignments should be submitted by the beginning of class on the due date. Assignments submitted after the specified date/time are considered late. Late submissions may decrease your grade for that assignment by up to 10 percent for each day late. Work that is more than one week late will not be accepted. NOTE: It is the responsibility of the student to contact the professor when needing an extension or when an emergency situation prevents a timely submission. If you will be absent on the day an assignment is due, you are still responsible for submitting your work on time or requesting an extension. This syllabus subject to change in order to better meet course objectives per discretion of instructor. 7

8 d. Petition to Re- Evaluate an Assignment: If you have questions or concerns regarding a specific grade, please make an appointment to see me outside of class. At our meeting, you must submit a written statement thoroughly explaining your rationale for why your work should be re- evaluated based on the quality of your work and the assignment guidelines. NOTE: A meeting and written statement submission DO NOT guarantee a change of grade. Grading Your grade will be based on your meeting, and/or exceeding the minimum standards and requirements of the learning experiences described above, including your professionalism. Talking to me about your progress at mid- term and before the end of the term will help alleviate any problems in this area. Assignments will have a set of guidelines accessible via BlackBoard. It is your responsibility to familiarize yourself with the overall course and assignment expectations and ask questions when you need clarification. The weight assigned to each of the main assignments is as follows: Participation 10% Reading Journal 10% Becoming Bilingual Collage 10% Book Analysis & Lesson Plan 20% Read Aloud & Reflection 15% Latino/a Author Presentation 15% Thematic Literature Unit 20% Distribution of Scores UTRGV s grading policy is to use straight letter grades (A, B, C, D, or F) % (A); 89-80% (B); 79-70% (C); 69-60% (D); 59-0% (F) This syllabus subject to change in order to better meet course objectives per discretion of instructor. 8

9 UTRGV University Policies UTRGV Policy Statements BILINGUAL & LITERACY STUDIES DEPARTMENT STUDENTS WITH DISABILITIES: If you have a documented disability (physical, psychological, learning, or other disability which affects your academic performance) and would like to receive academic accommodations, please inform your instructor and contact Student Accessibility Services to schedule an appointment to initiate services. It is recommended that you schedule an appointment with Student Accessibility Services before classes start. However, accommodations can be provided at any time. Brownsville Campus: Student Accessibility Services is located in Cortez Hall Room 129 and can be contacted by phone at (956) (Voice) or via at ability@utrgv.edu. Edinburg Campus: Student Accessibility Services is located in 108 University Center and can be contacted by phone at (956) (Voice), (956) (Fax), or via at ability@utrgv.edu. MANDATORY COURSE EVALUATION PERIOD: Students are required to complete an ONLINE evaluation of this course, accessed through your UTRGV account ( you will be contacted through with further instructions. Students who complete their evaluations will have priority access to their grades. Online evaluations will be available. Oct 5 Oct 12 for Module 1 courses Dec 1 Dec 7 for Module 2 courses Nov 18 Dec 8 for full fall semester courses ATTENDANCE: Students are expected to attend all scheduled classes and may be dropped from the course for excessive absences. UTRGV s attendance policy excuses students from attending class if they are participating in officially sponsored university activities, such as athletics; for observance of religious holy days; or for military service. Students should contact the instructor in advance of the excused absence and arrange to make up missed work or examinations. SCHOLASTIC INTEGRITY: As members of a community dedicated to Honesty, Integrity and Respect, students are reminded that those who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to: cheating, plagiarism, and collusion; submission for credit of any work or materials that are attributable in whole or in part to another person; taking an examination for another person; any act designed to give unfair advantage to a student; or the attempt to commit such acts. Since scholastic dishonesty harms the individual, This syllabus subject to change in order to better meet course objectives per discretion of instructor. 9

10 all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced (Board of Regents Rules and Regulations and UTRGV Academic Integrity Guidelines). All scholastic dishonesty incidents will be reported to the Dean of Students. SEXUAL HARASSMENT, DISCRIMINATION, and VIOLENCE: In accordance with UT System regulations, your instructor is a responsible employee for reporting purposes under Title IX regulations and so must report any instance, occurring during a student s time in college, of sexual assault, stalking, dating violence, domestic violence, or sexual harassment about which she/he becomes aware during this course through writing, discussion, or personal disclosure. More information can be found at including confidential resources available on campus. The faculty and staff of UTRGV actively strive to provide a learning, working, and living environment that promotes personal integrity, civility, and mutual respect in an environment free from sexual misconduct and discrimination. COURSE DROPS: According to UTRGV policy, students may drop any class without penalty earning a grade of DR until the official drop date. Following that date, students must be assigned a letter grade and can no longer drop the class. Students considering dropping the class should be aware of the 3- peat rule and the 6- drop rule so they can recognize how dropped classes may affect their academic success. The 6- drop rule refers to Texas law that dictates that undergraduate students may not drop more than six courses during their undergraduate career. Courses dropped at other Texas public higher education institutions will count toward the six- course drop limit. The 3- peat rule refers to additional fees charged to students who take the same class for the third time. Course Policies Your course grade will be impacted by your adherence to professional standards and requirements. Please be sure you are familiar with the course s professional expectations. Laptops, Cell Phones and other Electronic Devices: As a professional courtesy to classmates and the professor, it is expected that students refrain from using electronic devices, including cell phones, during class. Please silence your device when you enter the classroom. Your use of laptops, tablets, and/or cell phones should be limited to class- related activities and not personal internet activity (i.e. , social networks, etc.), texting, or working on assignments for this or any other class. Unauthorized use of electronic devices will impact your participation grade. This syllabus subject to change in order to better meet course objectives per discretion of instructor. 10

11 Course Communication: Our main form of communication for the course will be via BlackBoard. Class- wide announcements will be shared via BlackBoard. Please be sure to check your BB course announcement and inbox sections frequently. I will send out weekly reminders and updates, some of which may need your prompt attention. You may contact the professor via BlackBoard or e- mail using your UTRGV e- mail account. Please make sure to set up your UTRGV account, if you have not done so. When communicating with the professor, please remember professional e- mail etiquette. Respect: As a professional community, it is expected that students conduct themselves in a way that is respectful to their classmates and instructor. This means engaging in mutually respectful dialogue and enacting professional behavior at all times. I reserve the right to ask you to leave if your behavior is disruptive and disrespectful. Unprofessional, disrespectful behavior may lower your participation grade. Attendance Policy Attendance: Regular attendance at all class meetings is an expectation of this course. Five points will be deducted from your final course grade for each time you are absent. To accommodate life s unexpected events, you are given 2 Emergency Releases (ERs) for the semester. Please save your ERs for emergency situations (i.e. medical, family- related, and/or other personal obligations). To use an ER, you must contact the professor via e- mail BEFORE class. Absences beyond the 2 allotted ERs will require a documented excuse (i.e. doctor s note or another form of documentation approved by the professor). If you must be absent, you are responsible for contacting a classmate so that you are prepared for the next class session, and submitting any assignments that may be due. An excess of absences may result in your being dropped from the class. NOTE: See University Attendance policy regarding excused absences for university- related events, religious holy days, and military service. Tardies: Please be respectful of our time in the classroom by arriving to each class session on time and staying for the entire duration of the class. These expectations help you make the most of your learning and prepare you for future professional responsibilities. Plan accordingly and account for traffic, distance, and unforeseen events This syllabus subject to change in order to better meet course objectives per discretion of instructor. 11

12 Calendar of Activities Tenative Course Topics, Calendar of Activities, Assignments, Test Dates Week Topics/Activities Readings/Assignments Due Alignments Unidad #1: Entendiendo el Bilingüismo: Fundación Teórica y Factores Socioculturales (Capitulos 1-5) Qué es el bilingüismo? Cómo se desarrolla el bilingüismo? Ideologias de lenguaje August 30 First Day: Introductions; Syllabus Review No Reading September 6 Article: Language, Culture and Identity Chapter 1: What is Literacy Squared Read Ch. 1 Post to online Journal September 13 Chapter 2 Oracy Read Ch. 2 Post to online Journal Collage Presentations September 20 Chapter 3: Reading Read Ch. 3 Post to online Journal Collage Presentations TLU Check-in 1 September 27 Chapter 4: Writing Read Ch. 4 Post to online Journal Collage Presentations October 4 Chapter 5: Metalanguage Read Ch. 5 Post to online Journal Author Presentations Unidad #2: Apoyando el Bilingüismo en la Escuela Capitulos 6-7 Hay un lenguaje academico? Pedagogía (Oracy, Reading, Writing & Metalanguage) Culturally Relevant Pedagogy (CRP) Bilingual Texts Language Diversity in the Classroom Translanguaging Pedagogy Author Presentations Article on Read alouds No Reading October 11 October 18 October 25 November 1 Read aloud peer review workshop *Bring your read aloud video to class Chapter 6: Reading Assessment No reading Read Ch. 6 Post to online Journal Read Aloud Due (peer review due by 11/1) Chapter 7: Writing Assessment Read Ch. 7 Post to online Journal This syllabus subject to change in order to better meet course objectives per discretion of instructor. 12

13 Unidad #3: Evaluación en la Aula Bilingüe (Capitulos 8-10) Evaluando el bilingüismo Evaluación alternativa La evaluación: Política, Historía e Igualdad November 8 Chapter 8: Putting it all together: Creating comprehensive biliteracy lessons BILINGUAL & LITERACY STUDIES DEPARTMENT Read Ch. 8 Post to online journal November 15 November 22 Chapter 9: A Kindergarten Biliteracy Unit Read Ch. 9 Post to online journal TLU Check-in #2 Due No class-off campus workday for TLU November 29 Chapter 10: Grade 5 Expository Text Unit Read Ch. 10 Post to online journal Book Analysis and LP Due December 6 TLU Presentations No Reading December 7-Study Day December 8-14 Final Exams NOTE: Calendar is subject to change No Final Exam Important Dates for Fall 2016: Aug 28 Fall classes begin Aug 31 Last day to add or register for Fall classes Sept 1 Last day to withdraw (drop all classes) for a 80% refund Sept 4 Labor Day Holiday, no classes Sept 13 Census day (last day to drop without it appearing on the transcript) Nov 15 Last day to drop (DR grade) a class or withdraw (grade of W) Nov 23 - Nov 24 Thanksgiving Holiday, no classes Dec 7 Study Day, no classes Dec 8 Dec 14 Final Exams This syllabus subject to change in order to better meet course objectives per discretion of instructor. 13

14 Course Reading Bibliography BILINGUAL & LITERACY STUDIES DEPARTMENT Darder, A., & Torres, R. D. (Eds.). (2014). Latinos and education: a critical reader (2nd ed.). New York: Routledge. Murillo, E. G., Jr., Villenas, S. A., Galvan, R. T., Munoz, J. S., Martinez, C., & Machadao-Casas, M. (Eds.). (2010). Handbook of Latinos and Education: Theory, Research, and Practice. New York, NY: Routledge. This syllabus subject to change in order to better meet course objectives per discretion of instructor. 14