New Page 3

.................................................................................................................................................................................

Boise State University

Teacher Education Course Syllabus

Fall Semester 2007

Course: Teaching Reading Bilingually

Course Number: 302 Section: 001 Schedule: Tuesday 1:40-3:30 pm/E 330

Instructor: Dr. Claudia Peralta Nash Office: E-411E Hours: 1-3 pm

Mail: claudianash@boisestate.edu Phone 208-426-2846

1. Conceptual Framework: The Professional Educator

Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners.

2. Standards and Assessments

Standards/Indicators Addressed

Assessment Methods Used

Standard 1

4. The teacher understands the variety of purposes that languages serve, distinguishing between functions and contextual usage of social and academic language.

5. (Bilingual only) The teacher possesses the language competency and vocabulary in students’ native languages necessary to facilitate learning in the content area(s).

6. (Bilingual only) The teacher understands the various registers, dialects, structures, vocabulary, and idioms of both the students’ native language and English.

Weekly presentations

Lessons

Standard 2

1. The teacher understands the processes of language acquisition and development, and the role these processes play in students’ educational experiences.

2. The teacher understands the advantages of biliteracy.

1. The teacher fosters an environment that promotes an appreciation of cultures.

2. The teacher promotes respect for diverse cultures by facilitating open discussion, treating all students equitably, and addressing individual student needs.

Lessons

Class discussions/presentations

Course Description: Demonstrate and understanding of the importance of biliteracy and explain most strategies and approaches that promote literacy in Spanish and English. Design lessons that promote cultural exploration, listening, speaking, reading and writing skills in Spanish by adapting appropriate materials to meet the needs of language learners.

Recommended textbooks:

Richard-Amato, P. A. ((2003). Making it happen. From Interactive to participatory language teaching. NY: Pearson

Reyes, M. de la Luz & Halcón, J. J. (2001). The best for our children. Critical perspectives on literacy for Latino Students. New York: Teachers College.

Readings:

To access the readings Link to BB, and access “Class Documents.” PDF files of the assigned readings will be available when BB appears next to the assigned reading(s).

Class Policies

Papers: Papers should be typed. All papers should be carefully proof read (use spellcheck), and turned in as clean and clear of a form as possible. Work received after a week of the due date will result in the loss of a letter grade.

Papers turned in electronically: Make sure your work is virus-free! The filename should be YOUR name and the name of the assignment! (For example claudianash_Actionplan.doc). You need to label your file “.doc” (dotdoc) so I can read it. You should also write your email address at the top of the assignment.

Academic Dishonesty

Cheating or plagiarism in any form is unacceptable. The University functions to promote the cognitive and psychosocial development of all students. Therefore, all work submitted by a student must represent her/his own ideas, concepts, and current understanding. Academic dishonesty also includes submitting substantial portions of the same academic course work to more than one course for credit without prior permission of the instructor(s).

Students with disabilities

If you need accommodations because of a disability or if you have emergency medical information to share with me, please make an appointment as soon as possible, or see me during office hours.

Expected Course Outcomes

Course Requirements
Attendance & Class participation	25% of final grade
Reading interviews	20% of final grade
Presentations	15% of final grade
Two Literacy Lessons (20 % each)	40% of final grade

A 100-96	Outstanding
A- 95-90
B 89-85	Good
B- 84-80
C 70-79	Acceptable

1) Reading interviews One good way to find out what children and teens like to read is to ask them. Interview a total of four young students (four children or two children and two teen) regarding their readings preferences and their reactions to the books they read for you. This information should help you plan your lessons. Use Chapter 4 by Pérez & Torres-Guzmán as a guide. Document available in BB. The interviews should be conducted within the first three weeks of class, and they should be documented by a teacher’s signature.

2) Presentation Small groups will take responsibility for leading a discussion of readings/ or specific topics for the following dates: September 18, September 25, October 2, October 9, and October 26. You will each be in one small group. The discussion should help class members better understand the concept and/or ideas in readings for that day, express their perspectives about issues in the readings, and enable everyone’s participation in a meaningful way.

3) Literacy lessons Teachers should have a planned instructional goal when they teach a lesson. The goal or objective is what they intend the students will know, understand, or be able to do as a consequence of the instruction. The purpose of this assignment is to give you an opportunity to plan lessons and to help you learn to apply the instructional strategies learned in class. Taking into consideration the language proficiency level of the students in your practicum design three lessons (one in English for English language learners and one in Spanish) to integrate with the ongoing curriculum in the classroom you are conducting your practicum experience and based on the interviews conducted. Make sure to review the electronic model provided in BB. The lesson plans should include all of the components of effective instruction included in the model. In addition to providing a copy of it to all class members, you will be required to teach the lesson to your colleagues. Make sure you use your creativity to engage your audience. Afterwards a written reflection should be turned in within the week (via email) answering the following question: What went well? What didn’t go so well? What could I do differently the next time I teach the lesson to students? What did I learn from the process?

· Make sure you bring enough copies for all class members.

· For your lesson presentation, be creative, use a variety of delivery and discussion techniques (i.e., group

activities, role playing, trade books). Length of presentation: 35-45 minutes

· A one-page reflection should be submitted within a week of the presentation electronically. Make sure

answered the outlined questions

· You will be asked to comment on your peers’ presentation using a rubric posted on BB

4) Attendance and class participation Class participation requires all of us to give our undivided attention to each speaker throughout the course. Part of my responsibilities is to ensure that we all respect the right of the speaker. My ongoing assessment includes monitoring this point. If you want to comment to a neighbor, write down your comments and share them after class. Attendance, punctuality and attentiveness to others count. we all have an obligation with a reciprocal interaction format.

Dates, Topics, Readings and Assignments

Dates	Topics		Readings for Today	Assignments
August 28	Introduction
Sept. 4	Dr. Sleeter 4-6 6-8		Required attendance
Sept. 11	Schema building Comprehensible input		Effective transitioning strategies: Are we asking the right questions? (pp. 209-219) Bartolomé. BB
Sept. 18	Who decides what is best?		Chapter 3. Biliteracy (pp. 45-68) Pérez & Tórres-Guzmán BB	View: Instructional conversation Opportunity to practice in class video tape.
Sept. 25	What are comprehension skills? ¿Qué es alfabetización?		Teaching reading comprehension skills. Angela Carrasquillo (pp. 71-85) BB Vocabularioo de lectura y Escritura BB	Due: Presentation
October 2	Cooperative learning		Cooperative learning strategies: Bilingual classroom application (pp. 241-253). BB	Due: Presentation
October 9	Reading and writing in the early years		Chapter 4. Early years of reading and writing (pp. 71-108). Pérez & Tórres-Guzmán. Available in a folder at the Copy Center on the first floor of the Education Building.	Due: Presentation
October 16	Writing in English		Desarrollo de la escritura (pp. 139-156) Freeman and Freeman BB	Due: Presentation Bring EL writing samples in English Draft of lessons
October 30	NO CLASS RISING OUR STARTS CONFERENCE
Nov. 6	Writing in Spanish	Chapter 6-El desarrollo de la escritura en español (pp. 157-199) BB		Bring EL writing samples in Spanish
Nov. 13	Culmination			Presentation of one lesson

References

Bartolomé, L. (1993). Effective transitioning strategies: Are we asking the right questions?

The power of two languages. Literacy and biliteracy for Spanish speaking students. Josefina Villamil Tinajero & Alma Flor Ada (Eds.) (pp.209-219).

Carrasquillo, A. (1998). Teaching reading comprehension skills. The teaching of reading in

Spanish to the bilingual students. La enseñanza de la lectura en el español para el estudiante bilingüe (pp.71-85). Mahwah, New Jersey: Lawrence Erlbaum.

Dávila de Silva, A. (2004). Emergent Spanish writing of a second grader in a whole language classroom.

In Bertha Pérez (Ed.), Sociocultural contexts of language and literacy (pp. 247-278). Mahwah, New Jersey:

Lawrence Erlbaum

Freeman, Y., S., & Freeman D., E. (1998). La enseñanza de la lectura y la escritura en

español en el aula bilingüe. Heniemann: Portsmouth, NH.

Kaufman, A.M. (2005). Cómo enseñar, corregir y evaluar la ortografía de nuestros

alumnos…y no morir en el intento. Lectura y vida. Revista Lationaemericana de lectura, Vol. 3, Año 26, pp. 6-19

Ogle, D. (2004). Claves para una lectura eficaz en las areas de contenido: contexto social.

Lectura y vida. Revista Lationaemericana de lectura, Vol. 3, Año 25, pp. 44-45.

Pérez, B. & Torres-Guzmán, M. (2002). Early years of reading and writing. In Bertha Pérez &

María E. Torres-Guzmán (Eds.). Learing in two worlds. An integrated Spanish/English biliteracy approach (71-108). Boston, Massachusetts: Allyn & Bacon.

EDBLESL 302 Reading Interview of English Learners

Provide a paragraph with information on the site, relationship with the students, and when the interview was conducted. Under each question provide the response given by each student interviewed. If you add a new question(s), please make sure to include the question(s) in this report.

Profiles: Interview at least four children and/or two children and two teens, or four teens.

Use synonyms for students instead of their given name- Provide age, country of origin, or ethnicity, years in U.S. and years in the U.S. educational system and other educational system if applicable.

Reading Survey: You are welcome to add or modified the questions, but remember that the purpose is to inform your practice.

Are you a good reader?

Can you tell me what good readers do?

If you had a choice between watching television or reading a new book, what would you do and why?

Do you have a library card? Do you want one and why?

Are you able to read books in the language of your family? If so, from where do you get them?

What do you think is the best thing about reading?

What do you think is the most difficult thing about reading books written in English?

Do you read books in other language(s)? Why?

Do you enjoy talking about the books you read and with who?

What kind of books do you like to read? Why?

Does your family read together? When and where?

Do you like to read if your teacher assigns reading as homework? Why or why not?

Are you a good writer?

What do good writers do?

Do you enjoy writing? What kind of writing and how often?

Do you think of yourself as a person who enjoys reading or not? Why or why not?

Assumptions for Instruction: Summarize in a few paragraphs how the interview went, what you learned, and how it applies to your teaching.

Topics

Readings for Today

Chapter 4. Early years of reading and writing (pp. 71-108). Pérez & Tórres-Guzmán. Available in a folder at the Copy Center on the first floor of the Education Building.