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.

Standards/Indicators Addressed

Assessment Method

Standard 1

6. (Bilingual only) the teacher understands the relationship of disciplinary knowledge to other subject areas and to real-life situations.

Standard 2

Performance

3. The teacher encourages students to use their first language as a resource to promote academic learning.

4. The teacher uses strategies and approaches that promote biliteracy, and ultimately, English language acquisition.

Standard 3

Performance

3. The teacher uses knowledge of cultural adaptation to plan and implement appropriate learning activities.

Spanish language assessment. Action plan

Observation and presentation of methods; action plans and academic dialogue/ journals/learner's logs; class participation; academic final synthesis papers; case study exam.

Observation and presentation of methods; action plans and academic dialogue/ journals/learner's logs; class participation; academic final synthesis papers

focused academic dialogue/journals/learner's logs; class participation; academic final synthesis paper

Course Description

This course considers the connection between the written and oral language development, first and second language reading and writing processes, and the techniques and processes of teaching literacy in a second language. Instruction is in English and in Spanish.

Required textbook:

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.

Recommended texts (will be used by Dr. Chávez Chávez):

Bigelow, B. (2006) (Editor). The Line Between Us: Teaching About the border and Mexican

Immigration. Milwaukee, Wisconsin: Rethinking Schools.

Santa Ana, O. (2004). Tongue-Tied: The Live of Multilingual Children in Public Education. New

York: Rowman & Littlefield Publishers, Inc.

Blackboard readings: Click on course documents.

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_ELDlesson1.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.

Collaborative work: Students will collaborate on some assignments. Collaborators will receive the same grade.

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	15% of final grade
Academic dialogue journals	20% of final grade
Group lead discussion	25% of final grade
Action plan	40% of final grade

A+ 100-99	Outstanding
A 98-94
A- 93-90
B+ 89-87	Good
B 86-83
B- 82-80
C+ 79-77	Acceptable
C 76-73
C- 72-70

Academic dialogue journals (20%):

Academic dialogue journals are a standard requirement to be exchanged at each class meeting. Each writing partner must provide a journal so a two-way exchange is possible. Entries in these journals must be dated, and both partners' names should be on the covers. These journals will be evaluated by the instructor at the end of the course for quantity & quality (analysis, synthesis, application, questioning & responding).

The first page of your journal should be the Table of Contents (TOCs). As each journal entry is signed, you should enter the title of the assigned reading in the TOCs and indicate the page number that the entry begins on. Only write on the front of each page-the backs will be used for comments from your journal partner and me. Number pages in the upper right hand corner.

Group lead discussion (25%):

During the first day of class you need to select a day for leading a class discussion with a partner. You and your partner need to prepare a handout to accompany and guide your discussion. Make sure you bring enough copies for all class members. This handout should include:

A short analysis of the chapters.

Two or three key questions or a specific strategy to jump start or guide the discussion towards critical thinking and personal response, as well as a justification for why these questions/strategy are important.

During the discussion, you should refer to one or more of the questions you have prepared as well but should not feel bound to “cover” everything on the handout. You want to allow plenty of opportunity for group members to ask their own questions and shoot their own literary arrows. At the end of class, you will turn in two copies of the handout.

Critical presentation will be based on the following dimensions:

Written Resource (20%)

a. Issue is clearly explained and/or described (authoritative resources cited) in a manner appropriate for the intended audience

b. Useful insights, suggestions, activities provided

c. Useful resources provided

d. A variety of resources provided (i.e., not all websites, books, etc)

e. Information presented in a way that is engaging and trustworthy

2. Workshop

a. Audience Feedback (40% of workshop grade)

i. Congruence between goals (make sure goals are transparent) and activities

ii. Effectiveness of presentation

iii. Quality of Information (written & oral)

iv. General Comments

v. Based on the feedback given above, how would you rate this presentation on a scale from 1 to 10 (with a 10 being the highest)?

b. Instructor Feedback (20% of workshop grade)

i. Vocal Expression

1. Loud & Clear?

2. Well paced?

ii. Verbal Expression

1. Used precise language to convey meaning?

2. Avoided unnecessary repetition?

3. Organized information logically?

iii. Support Materials and/or Resources

1. Effectively used materials/resources to support major points

2. Materials/resources used were appropriate to workshop goals.

iv. Knowledge of subject matter

1. Presented and used facts accurately?

2. Integrated information meaningfully?

3. Demonstrated an understanding of the topic?

4. Explained the conclusions/result/or point of activity clearly and ended with a thought provoking question?

v. Time management

1. Materials and setting organized

2. Used time well (each team allocated one hour)

vi. Self and Team Cooperation and Contribution Assessment (20% of workshop grade).

1. After your team has completed its presentation, each team member should engage in the evaluation by writing a short letter to me assessing BOTH self and each team member’s commitment, cooperation, and contributions to the planning, development, and execution of the workshop. Give everyone (including yourself) a score (1-10/high) and then justify that score based on his/her commitment, cooperation, and contribution

Action Plan Paper (40%)

Take a topic(s) we covered in class and write an action plan on how this will change your practice. Detail how you will operationalize this in your school or classroom or setting you are working at.

Date	Topics	Readings for today	Assignments
Day 1	Introduction to the program	Chapter 1-Literacy, Diversity and Programmatic Responses-Bertha Pérez-handout ¿Hay una pedagogía nacional de la lecto-escritura? Una mirada a la construcción social de lectores y escritores en México. handout
Day 2	Literacy a sociopolitical act	Chapter 1 & 3 in The best for our children. Chapter 2-Language, Literacy and Biliteracy-Bertha Pérez	Questions you may reflect in your journal: 1. How would you describe your own understanding of the relationship between literacy processes and the cultural, historical, institutional and political factors at play in classrooms? 2. Do you agree with the Vygostkian perspective? Why or why not? Reflect on your linguistically diverse students and the literacy skills that they bring into the classroom. How have you used their literacy to support their continuation of literacy/biliteracy? What is the biggest conflict you see yourself facing in any of what you wrote above? How do you negotiate that conflict when deciding what to teach, and why?
Day 3	Lectura comprensiva e integradora	Chapter 2 in The best for our children Emergent Spanish Writing of a Second Grader in a Whole-Language Classroom (Dávila de Silva) BB	1. Do you agree or disagree with Gee’s Discourse definition as an “identity kit”? Why or why not? 2. Do you agree with the Vygostkian perspective? Why or why not? Reflect on your linguistically diverse students, and the literacy skills that they bring into the classroom. How have you used their literacy to support their continuation of literacy/biliteracy?
Day 4	Propuestas de actividades	Chapters 5 & 6 in The best for our children El desarrollo de la escritura (Freeman and Freeman) BB Un aula de lectura y escritura comprehensiva e integradora-(Ellery)-handout Chapter 6- Propuestas de Actividades para trabajar con todo el grupo (Richero) -handout	In this section the authors encourage the idea of using both language throughout the day, code-switching or alternation between codes. What are your thoughts on this, and what arguments can you provide in order to support or not their stand?
Day 5		Chapters 10-11 in The best for our children Relato de una experiencia pedagógica implementanda en la California bilingüe (Peralta Nash) handout	In this section the authors point out the importance of making meaningful connections between reading, writing and students’ life experiences and interests. On previous classes we experienced this issue and units were created based on your exploration. How does this readings deepens your understanding of this issue?
Day 6		Chapters 12-13 in The best for our children
Day 7		Literature Circles: Creating an environment for choice (Peralta Nash & Dutch) (BB) El papel de la conversación en el aula, (Taboada) (pp.54-57) BB Oral reading in the school literacy curriculum- RRQVol38,N4 (BB) TO READ IN CLASS
Day 8		Claves para una lectura eficaz en las areas de contenido: contexto social (Ogle) BB TO BE ASSIGNED

References

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). El desarrollo de la escritura -La enseñanza de la lectura y la escritura en español en el aula bilingüe. Heniemann: Portsmouth, NH. (125-156)

Gil-García, A.. & Cañizales, R. (2004). Herramientas pedagógicas para la comprehension del

texto expositorio. Lectura y vida. Revista Lationaemericana de lectura, Vol. 3, Año 25,

pp. 16-25.

Gambrell, L., B., (2004). El papel de la conversación en el aula. Lectura y vida. Revista

Lationaemericana de lectura, Vol. 3, Año 25, pp 54-57.

Haytton, S. D. (2005). Teaching by Heart. The Foxfire Interviews. NY: Teachers College

Press.

Nemirovsky, M. (2000). Sobre la enseñanza del lenguaje escrito…y temas aledaños. México

D.F.: México: Editorial Paidós Mexicana, S.A.

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.

Palacio de Pizani, A, Muñoz de Pimentel, M., & Lerner de Zunino, D. (1990). Las

actividades pedagógicas. Comprensión y lectora de expression escrita: experiencia pedagógica (33-61). Bs. As., Argentina: Alique.

Palacio de Pizani, A, Muñoz de Pimentel, M., & Lerner de Zunino, D. (1990). Aspectos

abordados (63-85). Comprensión y lectora de expression escrita: experiencia

pedagógica. Bs. As., Argentina: Alique.

Nash-Peralta, C. & Dutch, J. Literature Circles: Creating an Environment for Choice. Primary Voices, Vol. 8, No. 4, pp. 29-37. Urbana, IL: National Council of Teachers of English.

Peralta-Nash, Relato de una experiencia pedagógica impletanda en

la California bilingüe (In Press)

Pérez, B. (2004). Literacy, Diversity, and Programmatic Responses. In Bertha Pérez (Ed.)

Sociocultural contexts of language and literacy (pp. 3-24). Mahwah, New Jersey: Lawrence Erlbaum.

Pérez, B. (2004). Language, Literacy and Biliteracy. In Bertha Pérez (Ed.)

Sociocultural contexts of language and literacy (pp. 24-56). Mahwah, New Jersey: Lawrence Erlbaum.

Richero, N. (1990). Propuesta de actividades para trabajar con todo el grupo. Una propuesta

de el aprendizaje de la lengua escrita. Edición de la Revista de la educación del Pueblo.

Smith, P. H., Jiménez, R. T. & Ballestero Pinto, R. M. (2005). ¿Hay una pedegogía nacional de la

lecto-escritura? Una Mirada a la construcción social de lectores y escritores en México.

Lectura y vida. Revista Lationaemericana de lectura, Vol. 1, Año 26, pp. 14-24.

Conceptual Framework: The Professional Educator

Relato de una experiencia pedagógica implementanda en